FLYING FOX MOBILE PRESCHOOL – Future, we believe high quality program and practice is built upon reflection.
The educational theories and approaches gained from theorists and research relating to Early Childhood Education. Educators at Flying Fox Mobile Preschool relate closely to a variety of theorists and research that results in the individual and unique educational program. Educators acknowledge Malaguzzi (Reggio approach) who states, “that learning and teaching should ‘embark together on a journey’, ’through an active, reciprocal exchange’, that teaching can strengthen ‘children, learning how to learn’, that intelligence and brain development can be modified as it interacts with the environment”. Montessori believes, “a sign of success for a teacher is the children are now working as if the teacher did not exist”, Steiner states “to receive the children in reverence (admiration/respect), educate them in love, let them go forth in freedom”. Froebel recognises, “play to be children’s work and that children need opportunities to enjoy the present and be allowed to be children”. Piaget and High Scope recognises that “learning comes from within, educators and children need to work as partners”.
FLYING FOX MOBILE PRESCHOOL – Land, our land, acknowledging it’s traditional custodians.
Flying Fox Mobile Preschool acknowledge and respect the values and customs of the traditional custodians of this land. Flying Fox Mobile Preschool would also like to pay their respects to the elders both past and present. The Biripi people lived here for thousands of years, raising and teaching their children. We extend our hands in friendship as we walk together on this land, for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia. We value Aboriginal and Torres Strait Islander heritage through integrating aspects of culture in everyday practice. Educators view all children as individuals, who draw upon their own family culture to build further their own learning. Educators aim to develop a deep understanding of the preschool’s children, families and the community in which they live.
FLYING FOX MOBILE PRESCHOOL – Yes, health, safety, protection and wellbeing is promoted.
Flying Fox Mobile Preschool provides a program where children experience high quality education in an environment that provides for and promotes their health, safety, wellbeing, growing competence, confidence and independence. Educators provide for children’s wellbeing by ensuring routines, activities and experiences, support children’s individual requirements for health including personal hygiene (hand washing, dental hygiene, ear care), physical activity, nutrition (healthy eating), sun safety, rest, relaxation, and emotional/social relationships. Educators promote children’s resilience, where they take responsibility for their own self-help, health routines, hygiene, personal care and develop an awareness of their own and others safety
FLYING FOX MOBILE PRESCHOOL – Inclusion & participation of all children is recognised & valued.
Educators promote inclusion and participation of all children by developing professional knowledge and skills, working in partnership with families, communities, early Intervention, and other support services and agencies. Educators work towards effective practices to ensure curriculum decision making supports inclusion, by responding to children’s different learning styles, perspectives, experiences, abilities, strengths, time frames, gender, identities, family circumstances, geographic location, and social and cultural diversity. The practices used aim to create secure and respectful relationships and ensure equity for all children. All children’s experiences are recognised, valued and it is our intent to ensure all children have access to resources and opportunities for participation, learning, to achieve outcomes and experience a sense of personal worth.
FLYING FOX MOBILE PRESCHOOL – Nature, natural resources, a high quality environment.
Flying Fox Mobile Preschool educators and Board of Directors are committed to providing a high quality indoor and outdoor learning environment that is welcoming, inviting and includes nature and natural resources available at each venue. The preschool is also committed to providing high quality resources and materials that contribute to each child’s sense of belonging, challenge them to explore new possibilities and scaffold children’s knowledge of and connections with the natural environment. Educators provide environments that are relaxed and warm, that provide a range of activities/experiences, that provide children with opportunities to work on self-chosen and negotiated activities, that can be quiet and active learning situations, that support positive relationships, that support individual and small group experiences. Educators support children’s interests, allow for investigation, creativity, curiosity and opportunities for unique play.
FLYING FOX MOBILE PRESCHOOL – Going green, environmental sustainability embedded in practice.
Flying Fox Mobile Preschool has a commitment to the environment, sustainable practices and incorporating ideas in routines and the educational program. Educators increase awareness of environmental responsibilities and implement practices that contribute to a sustainable future. Children are supported to become environmentally responsible. Children are given time to explore and develop an understanding of, respect for and enjoyment of, the natural environment. The Preschool embraces sustainability to promote a sense of responsibility, respect, wider participation and connection with the land. Educators in partnership with children, families and the community learn together to embrace environmentally friendly practices.
FLYING FOX MOBILE PRESCHOOL – Follow children’s interests & build relationships.
Educators acknowledge the importance of developing responsive, warm, trusting, respectful and reciprocal relationships with children and supporting children’s relationship with their peers, to promote their wellbeing, self esteem and sense of security. When children establish trusting relationships they know others care about them, know them well and are interested in what they do, think and feel. Educators develop supportive relationships to enable children to develop their confidence in their ability to express themselves, work through differences, learn new things, take calculated risks, begin to empathise with others and to value collaboration and teamwork.
FLYING FOX MOBILE PRESCHOOL – Motivated, professional, dedicated, experienced educators.
Flying Fox Mobile Preschool is committed to providing high quality educational curriculum and environment. Educators are supported to gain ongoing professional development. Educators and the Board of Directors are committed to the Early Childhood Australia Code of conduct and ethics. Educators, staff and the Board of Directors identify the importance and responsibility of everyone to adopt principles of mutual respect, trust, ethical conduct, equity and fairness to one another, to children and to families. Educators at Flying Fox Mobile Preschool are committed to positive working relationships, teamwork, collaboration, respecting different views, beliefs and values, open and effective communication, shared problem solving, modelling successful working relationships, acknowledging and respecting diversity and confidentiality, celebrating innovation, new ideas, commitment and professionalism.
FLYING FOX MOBILE PRESCHOOL – Our families and Our community form partnership with educators.
The family is the most powerful influence on children’s lives and they are the child’s first and most influential teachers. Educators respect that families are the primary influence in children’s lives and form partnerships in decisions regarding education, care and the experiences provided. Educators respect the diversity of families and nurture the important attachment and relationships shared amongst families, extended families and the community. Ongoing communication supports collaboration with families, where valuable information about children’s interests, strengths and abilities, expectations and attitudes are shared and documented in the program and educators reflection journal. This supports program development. Educators support children and families to make a positive transition from home to preschool, then from preschool to school. Educators work closely with schools to support children in their transition to Kindergarten. Educators also work in collaboration with families to develop links and extend the preschool’s community to be a part of the wider community.
FLYING FOX MOBILE PRESCHOOL – ‘Being, Belonging, Becoming’, success for life & learning.
Educators acknowledge that fundamental to the EYLF is the view that each child forms their identity through:
belonging – knowing where and with whom you belong e.g. family, community. Educators support children to build connections with others, their environment, building trusting relationships, facilitating positive learning where children expect to learn, succeed, feel confident, value peers and to use empathy with others.
being – recognises the significance of here and now in children’s lives e.g. getting to know themselves, meeting challenges in everyday life, accepting others and to value being heard. Educators identify children’s strengths and share this with others, provide time for exploration and opportunities to make decisions.
becoming – reflects the process of rapid and significant development as young children grow and change, learning to participate fully and actively in society. Educators support children to develop resilience, assist children in self – initiated learning opportunities, to identify varied family cultures, children’s interests and talents.
FLYING FOX MOBILE PRESCHOOL – In our philosophy, every child’s rights and dignity is respect.
Flying Fox Mobile Preschool adopts the United Nations Convention on the Rights of the Child, agreeing to protect them from harm, respect the dignity, privacy and worth of each individual regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth, status or ability. Educators provide programs to support children’s basic understanding of diversity, celebrating diversity, social justice, fairness and equity, peace and conflict resolution, and their rights and responsibilities. Educators support children with positive approaches to guiding children’s behaviour, aimed at empowering children to regulate their own behaviour, to develop skills to negotiate and resolve conflicts or disagreements with others. Educators involve children to develop behaviour limits & consequences for inappropriate behaviour to safeguard and promote every child’s wellbeing.
FLYING FOX MOBILE PRESCHOOL – Listen to children’s voices – what they think is important!
Educators discovered from listening to children’s voices that Flying Fox Mobile Preschool is important; “because you get to play with your friends and toys”, “so I can play in the tent”, “so I can play outside”, “so I can make sandcastles”, I can “play in the shops”, I can “play with cars and trains”, “I can ride the bikes outside”, I can “play with animals”. Educators discovered that they are important because they: “read you a book”, “play with me”, “help me open my containers”, “help me do a painting”, “play games with us”, “do everything for you”, “help people who are hurt sometimes”. “You also get to be teached”, “I just love everything”.
FLYING FOX MOBILE PRESCHOOL – Early Years Learning Framework guides curriculum and practice.
Flying Fox Mobile Preschool aims to provide a curriculum where the EYLF is embedded in the principles and practices implemented. This curriculum also responds to consultation with and feedback from children and families. This supports shared decision making, ownership of learning and the provision of enriched meaningful learning experiences. The EYLF guides planning of the educational program, curriculum, everyday practice, documentation, evaluation of children’s learning and development, and quality at Flying Fox Mobile Preschool. Educators adopt holistic practices, that are responsive to children strengths, recognise abilities, build on current interests and scaffold and extend learning. Educator’s plan and implement programs that demonstrate intentional teaching, critical thinking, knowledge building and reflection. Educators create and design learning environments and experiences that support investigation, experimentation, problem solving, self expression, inspire curiosity, enquiry, research and provide continuity of learning. Educators set goals, plan experiences, interactions and environments that build on the five learning outcomes: children’s identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.