We believe in celebrating and nurturing the exceptionality of each child - their unique strengths and capacity to contribute to their world.  We believe childhood is a time where every child has the right to be.     

In our work with children, we, as early childhood professionals:

• Foster a sense of belonging in the coming together each day, promoting kindness, acceptance, secure attachments and warm trusting relationships;

• Acknowledge children as active and competent citizens and commit to ensuring their voice is evident in all decision-making that involves them;

• Create a welcoming, stimulating, and natural environment where children have agency and opportunities to manage risks effectively;

• Seek, through intentional and responsive teaching practices, to develop children’s resilience and promote critical thinking;

• Acknowledge and celebrate the various strengths and ‘languages of the child’ through music, drama, storytelling, dance, visual arts, architecture.

In our partnership with families, we, as early childhood professionals:

• Recognise family members as the primary and most influential teachers of their child, and respect them as informed decision-makers in their child’s ongoing education and care;

• Seek to develop and maintain positive relationships based on trust and mutual respect, support, two-way communication and participation in service decision-making;

• Respect and value the individual backgrounds and unique culture and customs of families;

• Build genuine, reciprocal relationships between children, families, staff and carers that are strengthened and sustained over time.

In our relationship with the community, we, as early childhood professionals:

• Regularly critically reflect our practice in light of evidence-based research and commit to continuous quality improvement;

• Support each other’s ongoing professional and personal development;

• Work collaboratively with various agencies to create capacity-building strategies for implementing inclusive practices;

• Commit to the mentoring of early childhood students and beginning teachers where the mentee and mentor are partners in the learning process, and knowledge gained by both is new and co-constructed;

• Connect children and their families with local child and family support services;

• Seek to improve cultural competence and be guided in our practices by the First Peoples of the land on which our campuses are situated;

• Advocate for play based approaches as proactive leaders within our community;

• Seek to inform and influence government and other agencies’ decision-making.