About

Vision

Building a foundation for life and nurturing your child’s potential

Mission

The Robyn Jane Children’s Centre is a not-for-profit parent-controlled incorporated body, providing high quality flexible long day care and kindergarten to families within the Healesville community. The Centre seeks to provide stimulating, positive experiences and interactions for all children in care, fostering all aspects of their development. The Centre will encourage the children’s independence and autonomy.

We affirm that the children, parents and staff of the Centre have the right to be treated with respect and dignity. Families of children enrolled at the Centre are recognised as the primary caregiver, with the Centre co-operating in providing care. Staff, parents and children are committed to nurturing a supportive community environment that is sensitive, inclusive and responsible to our community’s environmental, cultural and social diversity.

The Centre gives priority to the needs of the people who live or work in the Shire of
Yarra Ranges community.

Philosophy

Vision – what we are striving for

To provide high quality early childhood education and care, giving all children every opportunity to learn, develop and grow in order to become a recognised Centre of excellence. 

Mission – what we say we are going to do

To inspire, support and nurture our children and their families through care and learning in order to strengthen our community.

Philosophy

Our purpose is to provide a community based, not-for-profit, parent managed service offering early childhood education, care and support to children and their families.  Our team of educators, together with centre management aim to implement best practice, focused on providing children with opportunities to maximize their potential and support children developing positive life-long dispositions towards learning.

We understand the needs of children, families, educators and community are constantly changing, therefore we commit ourselves to being responsive to those needs by active engagement and communication with children, families and educators, reflective practice and ongoing evaluation of the centre, its programs and all aspects of its operation. The underlying principles of our philosophy are as follows:

Learning Environments

 

 

 

 

 

 

 

 

•         Supporting children in the ways they connect with the natural environment to promote awareness of environmental and sustainable practices

•         Welcoming, engaging, warm, safe and caring environments that evolve and celebrates emerging interests

•         Stimulating and responsive environments where positive encouragement and behaviour guidance promoting prosocial behaviors make learning possible.

•         Offering both indoor and outdoor play that promotes children’s choice of the environment they wish to engage in.

Child-Centred •         Listening to the child’s voice and respecting each child’s individuality

•         Recognising children as capable, competent, co-contributors and acknowledge them as active participants in their own learning

•         Critical reflection is conducted covering all aspects of practices to enrich decision making about children’s learning

•         Offering progressive meal times that support children’s choices

Learning through Play •         We recognise children learn best through play

•         Providing stimulating, open-ended resources for intentional, guided and spontaneous play

•         Promoting positive interactions

•         An emergent curriculum which is play based and supports children’s active participation and learning

•         Being responsive to children, family and educator’s emerging interests and strengths

•         Offering opportunities to: Imagine, create, reason, master skills, have meaningful experiences, solve problems, explore, discover, and express themselves

Relationships •         Collaboration, open communication and trust between children, families, staff and community

•         Children, parents and educators are acknowledged as partners in a learning community that promotes the wellbeing, education and development of all children

•         Supporting children’s wellbeing for good physical health, happiness and self-esteem to promote positive mental health and wellbeing

•         Educators will support children in a “community of care” where relationships, empathy, responsibility and a sense of community are encouraged and valued

•         Recognition of the expertise of families in shared decision-making for the care and education of children

•         Educators working collaboratively with co-workers and promoting a “team” approach

Belonging, Being and Becoming •         Ensuring all children, families, and staff feel a strong sense of belonging within our service

•         Having recognition of the uniqueness of each child and family and the need for children to develop an understanding of self and others.

•         Promoting positive engagement to create strong relationships within the local community

•         All children are provided with a sense of Belonging; recognise and value their Being and support and encourage their Becoming

•         Educators are responsive to change and development within Early Childhood

Equality, Diversity  and Respect •         Respecting individual diversity and cultures of children and families

•         Recognition and understanding of Aboriginal and Torres Strait Islander communities perspectives, values, beliefs and practices 

•         Reflect the principles of the United Nations Convention on the rights of the child and the Early Childhood Australia Code of Ethics

•         Promoting collaboration with other organisations and service providers to enhance children’s learning and wellbeing and to strengthen partnerships with families.

•         Educators are supported and encouraged to attend professional development courses and utilise online learning modules to expand their knowledge

•         Educators will engage in evaluation and critical reflection of the service philosophy, policies, and practices to enrich decision making regarding children’s learning and development