Laurimar Child Care and Early Learning

Declaration of Intent

Little Flyers Learning Centres staff believe that each child develops their own unique knowledge, beliefs, culture, learning style and values. We acknowledge that families are the child’s first teacher. They are central to their child’s learning. Our educational programs ensure each child is respected as an individual within a group and is encouraged to reach their full potential.

We believe that children should develop connections and relationships with their communities and that everyone has the right to belong. Children, families and staff in our Centre will develop cultural competence and in the process, create a shared culture where everyone feels safe, included, respected and valued.

Our environments and learning experiences aspire to create positive and trustful relationships, courage, resilience, empowerment and wellbeing. Children are encouraged to be empathetic and caring. They will experience success, joy and celebration, by taking risks in their learning, accepting and embracing diversity, developing confidence in themselves and learning from their mistakes.

We know that children learn best when they are interested, curious and motivated. Educators will have high expectations of children and will work with them to co-construct knowledge through learning strategies such as play, inquiry, investigation and research. Educators will scaffold children’s learning, through a responsive curriculum and a commitment to assist children in their search for meaning.

We acknowledge the many ways that children express themselves and communicate. We afford children a hundred ways to express their ideas: imaginative, symbolic, cognitive and metaphorical. Educators listen, document and assess children’s theories and knowledge and share these through documentation to families and the community.

Literacy

Literacy is offered to children in a non-structured manner and incorporated in their everyday learning. Our programs support literacy by offering a print rich environment, pre-reading games, dramatic play, reading books and storytelling, singing and conversations. 

Numeracy

Numeracy is offered to children in context and becomes part of their everyday learning. Our programs offer children opportunities to count, classify, use numbers, measure time, match, sort and make patterns.

Technology

We recognise the importance of technology and its use in our ever-modern world. Technology is used in our rooms as a tool to enhance children’s learning. We will use technology in a way that builds and develops relationships between children, rather than it being a tool that encourages children to be alone. Educators will use a range of mediums such as iPads, music players, cameras, and interactive whiteboards (Kindergarten program). 

Community Celebrations

Our inclusive environment means that we wish to celebrate special occasion days to honour and enhance connections with our broader community, recognising events and special occasions. We celebrate diverse cultural celebrations based on the contexts of the children and families at our Service. Please let our educators know what special events your family celebrates!   

Specialist Programs

Specialist programs are important elements of our curriculum. They are reflective of the current interest within the program and are often arranged as a spontaneous exercise to encourage ideas and questions from children. Specialist programs may include experiences such as farmyard/animal visits, dental care, road safety, water safety, wellbeing programs, performances as well as music, sports and dance programs.

Project Work

Children have an innate sense of curiosity, our educators will use this curiosity to develop and scaffold children knowledge surrounding areas of interest within their room, or centre environments. These projects could be as simple as “getting to know you” or as diverse as “traveling the world”. The project process follows the children’s learning journey, incorporating many differing modes and mediums for learning, such as craft, research, experiments, pretend play, music, cooking, gardening, culture, celebrations and much more! This is displayed in a way that allows children and families to revisit their learning.

Relationships

Relationships are at the core of all that we do. Relationships with children, with their families, with our co-educators and with the community. Educators will respect their role in children’s lives and the huge responsibility and privilege it is to be a part of each child’s learning and development. 

Environment as the “third” teacher

Educators will create warm and inviting environments that are engaging and rich with learning opportunities. The environment belongs to the children, therefor will be made up of areas that reflect children’s current interests, support developmental needs and provisions will be made for the participation of every child. 

Curiosity & Enquiry

Our educators will use children’s innate sense of curiosity to scaffold their learning. Educators will provide children the tools, resources and opportunities to play, explore and discover the world around them. Projects will be used to follow the enquiry process. They will be displayed and kept for children, families and educators to revisit.

Family & Community

We respect that family is the child’s first teacher. Our educators will utilise family input into all aspects of our teaching. We encourage families to share with us their history, culture, celebrations and strengths, so that these can be incorporated into our learning program.

Agency, Autonomy and the Rights of the child

Educators will have high expectations of every child and children will be treated with respect. Children will be given the freedom and opportunity to be active participants in matters that affect their lives. Yarning circles, planning journals and reflections will be used to seek input from children surrounding their own learning and development.

Sustainability

Our educators are committed to teaching children sustainable practices in our daily routines and programs. We encourage practices that teach children the art of regenerating and caring for Country. We will use play to develop a strong connection to the natural environment. 

Nutrition, Health and Wellbeing

Our daily menu in endorsed by Nutrition Australia and children are encouraged to try new foods of differing flavours and textures. Educators will take a holistic approach to teaching and learning to support the healthy development of a child’s identity and their sense of belonging and connectedness.

First Nations Perspectives

We acknowledge and pay homage to the traditional owners of the lands our Services are located on. Our educational programs include perspectives from our First Nations peoples including storytelling, dance, music, uses of symbols and respect for Country.

The children at Little Flyers receive all meals and snacks each day, prepared by a team of experienced chefs. The monthly rotating menu is endorsed by Nutrition Australia and provides the children with 50-75% of their daily nutritional needs. The menu can also be tailored to cater to allergies and dietary requirements.