Projects on Parkinson


Our Philosophy

Weston Creek Children’s Centre is a dynamic and ever evolving program for young children and their families. The teaching staff hold strong values which encompass child centred learning experiences, solid pedagogy and a philosophical approach which understands and appreciates each child as being a unique and special person.

First and foremost we recognise parents as being their child’s primary and most important teacher. Our work is to support parents, carers, guardians and extended family members in their most important roles. Our offer as a service is to develop a partnership with families. Our offer means we work collaboratively with families to ensure the best possible outcome for their children. We work in conjunction with "The Early Years Learning Framework", DEEWR (2009), which describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning, providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

The curriculum at Weston Creek Children’s Centre focuses on allowing children to follow their individual pattern of development whilst providing security, sound educational vision and teaching strategies. To understand the importance of our work is to understand and align with philosophies and theories which underpin quality early childhood education.

Theorists of influence to our work include Albert Bandura – Social Learning Theory, Howard Gardner – Theory of Multiple Intelligences and most recently the Emergent approach to curriculum. Bandura’s work outlines how people learn through observing others’ behaviour, attitudes, and outcomes of those behaviours.

“Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.” (Bandura).

This signifies how important the teacher's role is in role-modelling for children and scaffolding the development of children’s social skills whilst children learn from one another.

The role of the Early Childhood Teacher is deep and complex; modelling appropriate interactions provides children with a solid foundation for social development. Howard Gardner outlines the theory of Multiple Intelligences and Learning Styles. When Teachers understand the many and varied ways children learn they can adapt their own teaching style to maximise the learning of the children.

Emergent curriculum is a way of planning curriculum based on the children’s interest and passions as well as the teacher’s. To plan an emergent curriculum requires observation, documentation, creative brainstorming, flexibility and patience. Rather than starting with a lesson plan which requires a “hook” to get the children interested, emergent curriculum starts with the children’s interests. This is not to say that the teacher has no input, in fact teachers may well have a general topic they think is important for children to explore and provide intentional teaching moments to extend children’s understanding

A philosophical statement is an ever changing document. Families join the service and bring with them their own set of beliefs, values and culture. Our service works with families to ensure they feel a level of ownership within the service. In developing our philosophy we have consulted with the family community, the teaching and staffing team and the children who ultimately are the purpose for our work each and every day. Everyone who is a part of our service has a voice. Parents are their children’s first and most important teachers.

"Children need the freedom and time to play. Play is not a luxury. Play is a necessity" – Kay Redfield Jamison