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Philosophy

Children are our future!!  From this, our Centre Philosophy has been developed.


Fig Tree Pocket Early Childhood Centre and Preschool is committed to providing a high quality Early Childhood educational and caring environment.  It aims to reflect the needs of children, their families, staff and all others involved with the Centre.

Our Centre philosophy advocates our belief in quality early childhood education with particular consideration given to the following areas:

We acknowledge a culture of childhood based on collaboration, rights, dignity, respect, dialogue and trust.

According to Carla Rinaldi, a proponent of the Reggio Emilia socio-constructivist approach, “Young children are the greatest listeners to the world around them. They listen to life in all its shapes and colours…Children recognise that they have a voice, know how to listen, and want to be listened to.”

We value and respect the voices of our children and encourage them to “represent and offer interpretations of their theories and ideas through action, emotion, expression and representation.”

What is the significance of FTPECC’s core value? 

We acknowledge a culture of childhood based on collaboration, rights, dignity, respect, dialogue and trust.

  • Over the past 25 year the United Nations Convention on the Rights of the Child has changed the way children are viewed and treated. The culture of childhood has shifted.
  • Children are viewed as human beings with a distinct set of rights, instead of as passive objects of care and charity. The unprecedented acceptance of the Convention clearly shows a wide global commitment to advancing children’s rights.
  • This ground-breaking treaty was adopted by the United Nations General Assembly in 1989 and was ratified by Australia in December 1990. Despite being ratified by Australia, it has not yet been incorporated into Australian law. However, having ratified the Convention, Australia's government has committed to make sure every child in Australia has every right under each of 54 Articles in the Convention.
  • Compliance is monitored by the United Nations Committee on the Rights of the Child, which is based in Geneva. Governments who are party to the Convention must report every five years highlighting what they are doing to ensure children's rights are being met.  

CHILD RIGHTS: THE FOUR KEY PRINICPLES

The United Nations Convention on the Rights of the Child consists of 54 articles and is guided by four fundamental principles:

  1. EVERY CHILD, EVERYWHERE: Children should neither benefit nor suffer because of their race, colour, gender, language, religion, national, social or ethnic origin, or because of any political or other opinion; because of their caste, property or birth status; or because they are disabled.
  2. THE BEST INTERESTS OF THE CHILD: Laws and actions affecting children should put their best interests first and benefit them in the best possible way.
  3. SURVIVAL, DEVELOPMENT AND PROTECTION: The authorities in each country must protect children and help ensure their full development — physically, spiritually, morally and socially. Participation. 
  4. A VOICE: Children have a right to have their say in decisions that affect them and to have their opinions taken into account.

United Nations Convention on the Rights of the Child article 31 Children have the right to relax, play and to join in a wide range of leisure activities.

Let the Children PLAY.

The right to play is significant.

Play is recognised as holding currency (value) not only for the children but for society. Adventurous play teaches children how to assess and take risks.

Play builds resilience as children in a safe and secure environment where they can continue to have a go and try new ideas. Resilience is linked to emotional health. Play contributes to all developmental areas.

Environment as third teacher

A well designed learning space can serve as a valuable source of educational provocation and insight by stimulating children’s innate curiosity. For example, a science or art display can become a nexus for dialogue and exploration. And a spacious, well-lit environment can put children at ease and prompt them to generate spontaneous extensions to their learning.

It is imperative that learning environments are flexible and multi-faceted so that they can appeal to multiple learning styles. Outdoor environments, like our garden and chicken farm, are special because they can be used to teach children the importance of living sustainably and interacting respectfully with their environs.

  • A rich learning environment stimulates children’s innate curiosity, imagination and engages the senses.
  • Serves as a nexus for dialogue and exploration.
  • Appeals to multiple learning styles and intelligences.
  • Prompts children to generate spontaneous learning extensions.
  • Supports cultural diversity and acknowledges the traditional owners of the land.
  • Teaches children the importance of sustainability and interacting with their environs respectfully.

Image of Child

We need to recognise the rights and strengths of every child. Every child has the right to be treated with dignity and respect. All children have the right to play, explore and feel loved. We recognise that each child is a unique and competent person and it is our responsibility to recognise and nurture this individuality. Children are researchers, collaborators, citizens of the world, ground breaking pioneers, performers, musicians, artists and lifelong learners.

We strive to create a learning environment where these diverse ways of knowing, understanding and experiencing the world (the hundred languages) are actualised.

  • Rights and dignity of the child.
  • Child as researcher, collaborator, citizen of the world, pioneer.
  • The 100 languages of childhood.
  • Collaboration with peers.

Partnerships with Parents

We respect and acknowledge families as the children’s primary educators. By establishing open dialogue with parents and forging connections between the home and our centre, we strive to ensure harmonious alliances between the two. This allows us to create continuity between the two environments, facilitate smooth transitions, and work together with parents to support the children & celebrate their individuality.

We take pride in the cultural diversity of our families and encourage them to enrich our program by sharing their traditions and heritages.

  • We respect and acknowledge families as the children’s primary educators.
  • Cultural diversity is valued and appreciated.
  • Open dialogue.
  • Forging connections between home and FTPECC to ensure harmonious alliances between the two.

Role of Educator

An emergent curriculum is a child-centred approached to learning in which the educators plan the daily program based on the spontaneity of the children’s lives, interests, playground explorations, and interactions.

The role of the educator is to listen to the children in order to extend their knowledge and learning. By interpreting and documenting the children’s learning, the educator assesses the children’s growth, ensures that there is continuity across the learning experiences, and makes the learning process visible to the community of learners, which includes children, families and other educators.

It is important that educators engage in critical reflection in order to minimise praxis, the gap between theory and practice: it is imperative that our practice and program are in line with current research and educational theory.

  • Implement emergent curriculum
  • Critical reflection to minimise praxis
  • Documentation to make learning visible
  • Promote and empower children’s lifelong health, safety and well being
  • Establish continuity of learning
  • Promote extended exploration within a cycle of learning

Pedagogy of relationships and listening

The ability to listen, and the reciprocal understanding that we have the right to be listened to by others, forms the basis for any relationship. We strive to create a rich learning environment that fosters authentic relationships and friendships, which are imperative for learning.

When we listen to each other and appreciate our diverse understandings of the world, we are creating a community of learners and explorers that grows through the co-construction of knowledge and meaningful reflection. The reciprocal influences of children, families, educators and the broader community enriches the pedagogy of relationships and the learning process.

  • Equity
  • Diversity
  • Trust
  • Critical reflection for teacher and child
  • Respect
  • Compassion
  • Community of learners and explorers

Promote children’s agency within the community

In order to prepare our children for life in our increasingly globalised world, it is imperative that we promote their agency within the community and provide opportunities for them to practice active citizenship.

Through participation in community events, we encourage the children to feel connected to their society. And, we provide special incursions that teach the children about important community values, such as environmental sustainability.

  • Participation in community events
  • Active participation within our diverse community.
  • Develop intrinsic responsibility and ownership towards the environment.
  • Environmental sustainability.