Our Philosophy

Forest Hill Community Pre-School Inc. provides permanent education, care and preparation for a smooth transition to school for children 3-5 years within Forest Hill, Wagga and outlying districts.
 
The Pre-school's guiding philosophy is that
  • We believe that each child, family and educator is a unique and valued individual.
  • Children, families and staff have a right to an environment that supports their individual needs and stimulates all aspects of their development.
  • Parents have a right to participate in the decisions affecting their children.
  • Staff have a right to a secure, stimulating work environment that provides opportunities for professional development.
  • The community has a right of equitable access to quality, affordable Preschool experiences.
All participants in the Preschool have an equal opportunity right.  

Children

We believe:
  • Children are capable and resourceful learners who are active contributors to their own learning
  • Children need to be valued as individuals, within the context of their family and their community.
  • Children can develop confidence and positive self-esteem through a supportive and secure environment
  • Children need some structure within their lives to make them feel secure.
Therefore we:
  • Implement a child-focused program based upon the principles outlined in the NSW curriculum framework and the National Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’.
  • Strive to empower children, by using their thoughts and ideas to develop the program and use their ideas and interests to enhance learning and growth and development.
  • Promote each child’s confidence and positive self-image through a range of provisions, experiences and opportunities that build upon their understandings, skills, values and sensitivities and promote success
  • Implement an inclusive approach to positively support children’s growth of identity, self-esteem and critical thinking
  • Encourage each child to reach their full potential in accordance with their individual ability.
  • Look at the skills necessary for starting school in all areas of development (social, emotional, cognitive, gross and fine motor and language) and provide opportunities and learning experiences to develop these skills. Have a daily routine that is structured but still flexible to provide security for the children, so they know what is happening and what will happen next and that will help prepare them for a smooth transition to big school.  

Staff

We believe:
  • In employing staff who are committed to working for the best interests of children and families
  • That each staff member brings fundamental, personal qualities to the centre environment such as empathy, respect, warmth and a passion for learning
  • In the importance of creating an environment of collegiality where personal and professional contributions are valued, communication is open and confidentiality is maintained
Therefore we:
  • Provide opportunities for staff to share in decision making and to obtain feedback
  • Provide a safe and comfortable working environment with release time for programming and other duties
  • Provide ongoing professional development for staff 



COMMUNITY

​We believe:
  • We must strive to be a centre of excellence for early childhood education within our community
  • As advocates for our profession, it is important to share our knowledge and experience
  • We are a central link to information and support services within the wider community and work together with other services in the best interest of our children and families.
  • In the importance of nurturing established relationships with community organizations, the RAAF base, council and local schools.
  • The needs of children, families, staff and the community are constantly changing and that ongoing evaluation is essential to create a service that is responsive to those needs
Therefore we:
  • Ensure that we operate within the guidelines set down by governing and professional bodies
  • Use the established channels of communication with committee, council and the community
  • Encourage Early Childhood and work experience students to take part in our program
  • Utilise local services in an effective and meaningful way
  • Participate in community events
  • Evaluate our centre goals and program regularly
  • Work together with other specialised services involved with the children/families.
  • Have a RAAF liaison officer and School liaison officer when possible on the committee to enhance communication and working together.



Guided by this philosophy and the National Quality Framework, we have developed many policies to meet regulations and licencing. These provide guidelines for the operation of the Preschool. Policy review and development is ongoing. The Policy folder is available from office and will be available on the website www.foresthillpreschool.com.au
PHILOSOPHY ADOPTED: Thursday 26th April 2012 Reviewed 4/3/2016

Families

We believe:
  • We value and honour diversity and accept differences in other people. We believe each person and their family values, culture, beliefs, abilities and language should be acknowledged, accepted and reflected in the preschool environment.
  • Trust, respect and collaboration form the basis for strong partnerships between families and staff
  • Families, children and staff form a caring community
  • Family involvement is integral to a high quality program
Therefore we:
  • Are committed to open and constructive communication with families which includes discussions, child portfolios, daily diary and newsletters
  • Strive to have empathy and be responsive to family needs, and provide support when required
  • Encourage families to engage in meaningful participation within the service 

Program

We believe:
  • A rich, stimulating and nurturing environment has the potential to stimulate imagination, promote creativity and enhance aesthetic development. We believe learning is enhanced in an environment where you feel you belong.
  • We believe in a natural outdoor environment where there is ample opportunity to explore, for discovery and sensory experience and to learn through interactions with nature, animals and the natural environment.
  • We believe a sense of wonder, belonging to and love of the land. Nature and animals are critical for young children to develop lifelong respectful, positive and proactive attitudes to our environment and to ensure our sustainable future. We believe in giving children time to play outdoors every day. We believe that fresh air and a natural environment is essential to everyone’s health, wellbeing and development.
  • We believe in the value of play and that it is essential in the lives of young children. We believe play values the ideal of allowing children to “just be” and recognizes the importance of early childhood. We believe play should be fun, exciting, spontaneous, hands-on, stimulating, relaxing, comforting and challenging. Children learn through collaboration and communication with other children and adults and through interacting with the environment
  • Children need opportunities to practice and consolidate their skills in key learning areas including: language and literacy; creative and expressive arts; mathematics; science and social and emotional development and work towards learning outcomes as expressed in the Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’
  • Diversity within our centre, families, staff and wider community should be respected and celebrated and that we can play a role in fostering and developing a social conscience among children with a view to addressing social inequities
  • Preparation for a smooth transition to school can be promoted and enhanced through daily routines, transitions and activities and experiences within the preschool program and day to day activities. Therefore we:
  • We provide a play based program with activities and experiences that provide opportunities for the children to experiment, discover, explore, create, investigate, practice theories, solve problems and express ideas with the support of other children and educators.
  • Implement a program that is responsive to the evolving nature of the Preschool environment and the needs and interests of the children/families and that provides for different learning styles.
  • Routines such as start/finish, morning tea and lunch are scheduled when possible in line with primary school times.
  • Make observations of children and document their work to form the basis of the program and plan activities from these observations, based on the needs and interests of individual and groups of children.
  • Use both the indoor and outdoor environment to encourage the children’s ability to observe, perceive, explore, investigate, imagine, make choices and problem solve.
  • Provide attractive, well maintained play areas, with the thoughtful use of furnishings and displays to encourage participation and learning.
  • Our outdoor environment has opportunities for interacting with animals and nature and learning about and caring for the environment.
  • Introduce children to a wide range of social and cultural experiences, family types and different ways of doing things so they will learn to value diversity, learn to accept challenges they may face and become fully realised members of society 
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