OUR PHILOSOPHY
INQUIRE LEARN COLLABORATE CELEBRATE
PLC Sydney Preschools are a ministry of the Presbyterian Church in NSW Underpinning our educational philosophy are the Christian notions of the inherent value of each person, of our need to grow in trust, character, wisdom and understanding; of the joy of learning; and of the place of the Christian gospel in education
Our philosophy holds at its core the unique and important time that is childhood The Early Years are a critical opportunity for development and for the building of positive attitudes towards learning We recognise that the impact of the first 2000 days of a child’s life lasts a lifetime for health, wellbeing and fulfilment
At PLC Sydney Preschool Lane Cove we are inspired by the approach and learning practices that draw upon a range of research into neural development, slow pedagogy, and learning through secure, nurturing relationships Dignity shapes our work with young children, this is reflected through our commitment to aesthetics, beauty and attunement to children through a pedagogy of listening
Our First Nations peoples culture is embedded into our curriculum We recognise and acknowledge our First Nations peoples culture and honour the traditional custodians of the land, the Cammeraygal people, a clan of the Eora nation We respect the natural environment and lovingly accept our role as caretakers of the land on which we work and play
THE DIGNITY OF HONOURING CHILDREN’S WAYS OF BEING AND KNOWING
We view children as agentic, curious, resourceful, and courageous They are natural researchers who are protagonists of their own learning, embracing their relationship with the world
THE DIGNITY OF EMBRACING SLOW PEDAGOGY
At PLC Sydney Preschool Lane Cove our curriculum is grounded in the notion of “slow pedagogies and slow knowledge” Slow pedagogy is about taking time to think about what matters, about gaining depth, about responding to unpredictability, delighting in the unexpected in our teaching, learning and documenting with and alongside children
THE DIGNITY OF INQUIRY AND COLLABORATION
Children’s inquiries and interests provide the foundations for our program, which in turn makes learning meaningful, enjoyable and empowering for each child. Ideas are discussed, investigations are shared, and opportunities are created to extend and build upon their theories of the world.
We encourage and support the children to work together and entrust the children to solve problems A collaborative approach develops respect for many points of view, ideas, theories and suggestions of individual children as well as the group
THE DIGNITY OF AN ETHIC OF CARE
Secure and meaningful relationships support children’s development of mind, heart and spirit.
We believe that children are deeply connected to family and community
We endeavour to create meaningful relationships, by making authentic connections which respect and celebrate our unique community of children, families and educators
Strong community relationships enrich and guide our program We value our local community, and we welcome opportunities to contribute to and connect with the local and wider community
THE DIGNITY OF BRINGING VISIBILITY TO THINKING
Children engage with purposeful materials in order to amplify and enhance divergent thinking, communicating what they know, understand, wonder about, question, feel and imagine
They make their ideas, theories, feelings and creativity visible through their many natural languages. We create time and space for the children to experiment with creative and flexible materials and promote artistic opportunities to enhance children’s thinking and learning
This approach fosters children’s intellectual development through a systematic focus on symbolic representation. Words, movement, drawing, painting, building, sculpture, shadow play, collage, dramatic play and music are all examples of the language of self-expression, which cultivate within children complex levels of communication, symbolic skills and creativity
DIGNITY OF EARLY CHILDHOOD EDUCATION
We understand early childhood education as an interdependent endeavour, which celebrates each child and the vibrancy they bring to our daily practice
As Early Childhood Educators we value working with and alongside children and families. Educators and children learn together and share decisions, respect and trust. We make visible the children’s voices through listening, questioning, reciprocal dialogue and documentation
Careful consideration and attention are given to pedagogically documenting the thinking of children and adults. Documentation is a social forum that sustains children and educators to reflect upon their experiences and extend on their thinking. We aim to focus on the learning rather than the teaching, to better understand the process rather than the product
THE DIGNITY OF RESPONSIVE LEARNING SPACES
The use of space encourages encounters, communication and relationships Every corner of every space has an identity and a purpose, is rich in potential to engage and communicate and is valued and cared for by the children and the adults
Our pedagogical spaces are responsive to children’s thinking, reflecting their identity as a collaborative community Through intentionally designed use of space, our learning environments are places to flourish Empathy is at the heart of the considered intentionality of the spaces that we develop with children, imbuing a shared sense of trust and a desire for beauty
With an emphasis on the exploration of colour, light, technologies, loose parts, and purposeful materials, the environment plays a crucial role in enriching the possibilities of shared thinking, interaction and engagement
