We at Snuggles feel privileged to be entrusted to care and educate the children of our future.
We advocate for all those who attend the centre regardless of race, religion or gender.
We provide an inclusive environment that welcomes diversity and embraces differences.
We are an extension of each child’s family, with a deep respect for the family as the child’s first and most influential teacher.
As a staff, we accept the challenges of providing quality care and education to all children and we expect our educators, to embrace the journey of a continuous professional learner, reflecting on practice.
- The rights and best interests of the children are paramount
- Children are successful, competent capable learners
- Equity, inclusion and diversity underpin the framework and subsequently the work we undertake
- All cultures, inclusive of Australia’s Aboriginal and Torres Strait Islander cultures, are valued
- The role of parents and families is respected and supported
- Best practice is expected in the provision of education and care services
- The Child Safe Standards are recognisable in daily practice
The Approved Learning Framework : the Victorian Early Years Learning and Development Framework, guides curriculum development, decision making and assessment to promote children’s learning at Snuggles. The core elements of children’s learning, defined as belonging, being and becoming, which encapsulate the outcomes principles and practice of this framework, drive our philosophy at Snuggles.
Belonging – Knowing where and with whom you belong, is integral to human existence and development. How we grow and develop - who we are today, tomorrow, and who we will become in the future, is facilitated by a sense of belonging.
Being – Who I am today – the here and now of life – knowing who I am, building relationships with others and meeting the challenges of everyday life.
Becoming -The child’s identity, knowledge, understandings, capacities, skills and relationships, evolve during the rapid growth and change that occurs in the Early Years of development. Effectively becoming, strengthens a child’s confidence and active participation in life’s learning journey.
The 5 Learning outcomes holistically support each child’s individual and collective growth and are fundamental to our core curriculum at Snuggles –
- Children have a strong sense of identity
- Children are connected with and contribute to their world – Community
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators
Whilst theorists inclusive of, but not exclusive to: Erikson, Marslow, Gardner, Piaget and Vygotski, guide our ever evolving pedagogical understandings and beliefs,
‘Drawing from a range of perspectives and theories can challenge traditional ways of viewing children, teaching and Learning (Framework p11)
It is Malaguzzi and the Reggio Emilia approach to learning, supporting the concept of making children’s learning visible that supports our practice at Snuggles
‘Learning to listen, see, observe and interpret the children’s actions thoughts and logic of investigation and construction, helps us (as educators), to learn the art of being and talking with them (the children) to understand better the processes and procedures they choose for developing personal relationships and acquiring knowledge’ Project Zero Reggio Children; Making Learning Visible ; children as individual and group learners 2001
Principles fundamental to the Reggio Emilia approach that support our day to day practice coupled with the Victorian Early Years Learning Framework and the National Quality Standards Framework, equally contribute to the curriculum development and holistic approach to child play based learning at Snuggles.
The Reggio Emilia approach to educating young children puts the natural development of children, as well as the close relationships that they share with their environment, at the centre of its philosophy. We at Snuggles, adapt our approach, utilising the Reggio style, because of the way it views and respects the child and the family in the education and development of individual and group learners. We also support the belief that, the reason that a child must have control over his or her day-to-day activity, is that learning must make sense from the child's point of view.