Our Philosophy


Future, we believe high quality program and practice is built upon reflection.

Is based on theories and research in Early Childhood which results in our unique educational program. Our service’s educational leaders and educators acknowledge many theorists perspectives. Freud believes that early experiences plays the greatest role in shaping development. Piaget believes that pretend play and experimentation develops cognitive skills and cognitive development move through stages of learning. Kohlberg also believes that moral development is learnt in stages where later stages of development build on earlier stages. Bronfenbrenner’s ecological system views child development as a complex system of relationships and interactions with parents, educators, peers and the community. Erikson psychosocial theory recognises the critical influence social relationships have on growth and development. Reggio Emilia views children as curious individuals with the potential to develop and learn from their environment and the relationships they build with others. Montessori believes in promoting self-directed activity, hands-on learning and collaborative play. Steiner believes its important to develop children’s intellectual, artistic and practical skills in an integrated method. Froebel believes that play is the principle means of learning and recognises that children learn best through self activity, first-hand experiences and problem solving. Vygotsky believes cognitive development progresses through stages and how social interaction is critical to children’s learning.


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, the Biripi people. Our services Reconciliation Action Plan outlines the vision and commitment to better understand reconciliation and actively recognise and respect Aboriginal and Torres Strait Islander peoples. The importance of respecting and valuing diversity and cultural competence is embedded in the educational program. We value Aboriginal and Torres Strait Islander heritage through integrating aspects of culture in everyday practice including celebrations, events and building relationships with community. Educators view all children as individuals, who draw upon their own family culture to build further their own learning. Educators develop relationships with the preschool’s children, families and the community in which they live.


Yes, health, safety, protection and wellbeing is promoted.

promoted as part of the NQS. Educators promote child safe practices and wellbeing within the preschool community using a strength based approach. Educators implement ‘The Child Safe Standards’ to promote the safety of children and protect them from harm and abuse. Educators provide a program to promote children’s 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, physical activity, nutrition, sun safety, sleep/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 & wellbeing.


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.


Nature, natural resources, a high quality environment.

Our service comprising of Wingham Preschool, Flying Fox Mobile Preschool and Wingham Start Strong Playgroup are committed to providing a high quality indoor and outdoor setting that has a relaxed, friendly, warm, peaceful atmosphere that results in an inviting, welcoming, inclusive, trusting environment. Our service believes in the importance of and is committed to using nature, natural resources and materials in the learning environment at each mobile venue. Children have opportunities to discover, explore new possibilities, develop respect, care, appreciation and connect with the natural environment and their world. Educators implement elements of Forest or Bush school that features an outdoor, child-led, inquiry-based approach to learning. Educators support children to engage with the natural spaces to learn, create and connect to their world through unstructured play within their local natural environment.


Going green, environmental sustainability embedded in practice.

Flying Fox Mobile Preschool has developed an action plan to demonstrate their 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.


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 relationships with their peers, to promote their wellbeing, self esteem and sense of security. Our service prioritises building trusting relationships with children based on thoughtful, genuine, reflective interactions, resulting in educators knowing children’s interests and beliefs. 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.


Motivated, professional, dedicated, experienced educators.

Flying Fox Mobile Preschool is committed to providing high quality educational curriculum and an environment to support educational outcomes.  Educators and the educational leader team access ongoing professional development, practice critical reflection to support continuous improvement.  Wingham Preschool Board of Directors (WPBOD) is committed to retaining experienced and committed Early Childhood Educators. Educators and the WPBOD use ethical principles and standards to guide decision making, including ECA Code of Ethics,  WP Code of Conduct & NQS. The WPBOD and educators adopt principles of mutual respect, trust, ethical conduct, equity and fairness. Educators at Flying Fox Mobile Preschool are committed to positive working relationships – teamwork, collaboration, respecting beliefs and values, effective communication, shared problem solving, acknowledging diversity, confidentiality, celebrating innovation, new ideas, commitment & professionalism.


Our families and Our community form partnership with educators.

The family is a powerful influence on children’s lives and parents/carers are influential teachers. Educators respect that families are the primary influence in children’s lives so they build relationships and form partnerships in decisions regarding preschool experiences. 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, abilities, expectations inform the educational program, children’s portfolio and educator reflections. Educators support children and families to make a positive transition from home to preschool, then from preschool to school. Flying Fox Mobile Preschool supports their partnership with local schools and value being a part of the school community. Educators work with schools to support children in their transition to Kindergarten. Educators develop links, share information and extend the preschool’s community to the wider community.


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.


In our philosophy, every child’s rights and dignity is respect.

respected and protected. Flying Fox Mobile Preschool adopts a number of principles and standards to support the rights and wellbeing of young children. These include the UN Convention on the Rights of the Child, UN Declaration on the rights of Indigenous peoples, ECA’s code of ethics and statement of intent supporting young children’s rights, and Child Safe Standards. Flying Fox Mobile Preschool agrees to protect children from harm and respect the dignity, privacy, worth of each individual regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth, status or ability. Educational programs support children’s understanding of and celebration of diversity, social justice, fairness, equity, peace, including their rights and responsibilities. Educators include ‘Risky Play’ ideas allowing children to experiment and experience uncertainty and risk. , Educators support children with positive approaches to guiding children’s behaviour, aimed at empowering children to regulate their own behaviour, and navigate conflict resolution. Educators involve children to develop behaviour limits & consequences for inappropriate behaviour to safeguard and promote every child’s wellbeing.


Listen to children’s voices – what they think is important!

Educators discovered from listening to children’s that Flying Fox Mobile Preschool is important: “because you get to play with your friends”, “I like playing with trucks”, “I like building with magnets”, “I like the puzzles” , “I like feeding the silkworms”, I can “play with cars and trains”, “play with the farm”, “play in the rain”, “ I like drawing rainbows”. Educators discovered that they are important because they: “are good a reading stories”, “play with me”, “bring all the toys in their van”, “bring lots of painting to do”, “they help us”, “they sing good”, “play hide and seek games with us”, “give good hugs”, “keep everyone safe”, “I miss the teachers when I’m not at preschool!”.


Early Years Learning Framework guides curriculum and practice.

EYLF principles and practices are embedded in the educational program and learning environment. These principles support shared decision making, ownership of learning and the provision of enriched, meaningful learning experiences. EYLF guides planning the educational program, curriculum, everyday practice, documentation, evaluation of children’s learning and development, and the high quality learning environment. Educators adopt: holistic practices that are responsive to children strengths, recognise abilities, build on current interests and scaffold learning. Educator’s plan and implement programs that demonstrate intentional teaching, scaffolding knowledge and critical reflection. Educators create, design learning environments and experiences that support investigation, experimentation, problem solving, self expression, inspire curiosity, enquiry and research. Educators set objectives, plan experiences, the environments that build on the five learning outcomes; children’s identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Educators implement programs, practices and partnerships that improve educational outcomes.