Our Philosophy

We believe in acknowledging the original custodians of this land, the Dharawal people and their language and all Aboriginal and Torres Strait Islander people in the community.

Our philosophy is inspired and guided by our knowledge of current research, The Early Childhood Association Code of Ethics, The National Quality Standards and The Early Years Learning Framework for Australia – Belonging, Being and Becoming 2009.

  • Belonging – acknowledges children’s interdependence with others (family, a cultural group, a neighbourhood and a wider community) and the basis of relationships in defining identities
  • Being – recognises the importance of the here and now in children’s lives
  • Becoming – reflects the process of rapid and significant change that occurs in the early years.

We believe that educators, at Canterbury Community Child Care Centre are committed to providing a warm, caring environment for all involved with the service. This ensures that children are able to develop to their fullest potential at their own pace, gain independence and positive self-image. An individualised program assists in providing high quality care and learning according to each child’s own needs, interests, strengths and stage of development within a flexible environment. We believe play is important in the lives of young children and provide opportunities for children to explore, experiment, create, problem solve allowing them discover and learn about themselves and the environment.

We believe that educators, are active in developing strong respectful relationships with families on the ongoing care, nurturing and education of their children. Active involvement by families is encouraged to allow transition from home to pre-school to be as smooth as possible. Educators and families keep each other informed of the children’s progress through open and meaningful communications processes. We believe we should be involved in ongoing professional learning to ensure we are up to date with current research and practices. We believe we should continually strive to improve our educational program and environment through ongoing reflective practice.

We believe all involved at the Centre are respected and valued as individuals regardless of their cultural background, gender, beliefs and attitudes and individual efforts and skills are recognised and appreciated. We value and respect diversity acknowledging each family’s qualities by honouring the cultures, languages, celebrations, child rearing practices and lifestyle choices of the families within our preschool community. We strive to support families to feel like they ‘belong’ and are included as part of our preschool family.

We believe the environment should help the children to gain an appreciation of and respect for both the natural and the built environments. As educators, we believe we have a responsibility to introduce the children to an awareness of sustainability and to show respect for all living things around us.

We believe teamwork is top priority as educators work together to support each other and fulfil a variety of tasks. Open communication is encouraged in order for educators to gain a variety of viewpoints and solve problems constructively. Commitment to ongoing education by educators ensures the highest quality of care and pride is maintained at all times.

Philosophy General Statement

We believe, the general environment of the Centre shall encourage positive relationships between educators, families, children and the community. We believe our community are the children, families educators and the people for whom have made strong connections with the centre since 1956. The inter-relationships between the people associated with the service shall be encouraged and facilitated through respect, support and responsiveness. Each child and their family shall feel valued, comfortable and relaxed and in their relationships with educators.

We believe, the Centre shall strive for open communication to assist in the expression of individual needs and the continuum of home and pre-school care, and in the sharing of decisions making about the child. The service’s potential in bringing the community together will be fostered by educators playing a significant role in linking families to community resources and professional organisations they may require.


  • Children are valuable, unique and powerful human beings.
  • All children have a right to quality and affordable early childhood education to maximize their potential and develop a foundation for future success.
  • All children have a right to secure respectful and reciprocal relationships with educators.
  • Young children learn best through play based experiences in which they are actively engaged with people, objects and representations.
  • Children are competent and resourceful learners who are active contributors to their own learning.
  • Children have the right to a quality early education which prepares them for the present and the future.


  • Families are children’s first and most influential educators and each family will be respected and supported.
  • Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families.
  • Families come from a diverse range of cultures with differing practices, values and beliefs and these are to be respected and honoured by the preschool, educators and program.
  • The educators can support families in their role of parenting at all times respecting individual family culture.


  • Educators have a valuable role as co-educators with children, families and communities.
  • Educators recognise and respond to barriers to children achieving educational success.
  • Educators will continually seek ways to build their professional knowledge.
  • Educators value each other, are reflective in their practice, collaborate, engage in questions of philosophy, ethics and practice with peers, families and the community.


  • The program considers the whole child and the interrelated nature of development and learning and supports children and families through important transitions.
  • The program, includes routines, is organised in ways that maximise opportunities for each child’s learning.
  • The program is developed in response to observations and documentations of children’s strengths, abilities and interests in co-operation with families.
  • Children need a flexible play based curriculum that provides for different learning styles.
  • The program caters for important transitions, including from home to preschool and from preschool to school.
  • The program is inclusive, Identifying and supporting all children with disabilities and assisting families to access help and support.
  • The program promotes a greater understanding and acknowledgement of Aboriginal and Torres Strait Island culture and the importance as first care takers of our land.


  • Our environment is welcoming to children, families and educators who celebrate the diversity of cultures in our community.
  • The environment should reflect beauty and aesthetic appeal.
  • Preschool should provide a balance between a secure homelike space and a stimulating environment that encourages children to explore, solve problems and create and construct.
  • The outdoor play space provides opportunities for an appreciation and respect for the natural environment and to promote children’s understanding about their responsibility to care for the environment.


  • We must strive to be a centre of excellence for early childhood education within our community.
  • We provide a central link to information and support services within the wider community.
  • We are part of the wider community and encourage relationships with community organisations, local council and schools.
  • Children, families and staff are encouraged to value and respect the diversity of our community.
  • The preschool promotes social justice, equity and the rights of children, families, educators and management in our community