CHILDREN’S LEARNING
Children learn more in their first five years than they do in any other five-year period. 3 Bears Cottage has dedicated its programs and planning to influence the well-being and to create opportunities for all participants. An extension of the home is what we have curated over time that is warm, natural and sustainable, to ensure a strong sense of belonging that is safe, calm, provides comfort and a sense of belonging amongst children, families and educators.
There are 5 main areas that drive our wellbeing programs for personal health: physical, emotional, social, spiritual and intellectual. It is imperative none of these areas are neglected. Our senses are heavily involved in our exploration and our attention to what we smell, touch, hear, see and taste, allows us to engage in and be mindful, in all experiences.
We understand the importance of a mindful rhythm to the day and an holistic approach to learning. To transform mundane routines to mindful rituals and so much more. Traditions of sitting around a table at mealtimes, preserve and cherish the art of conversation and togetherness. Our mealtimes bring nourishment of our body and mind. Providing fresh, nutrient meals creates opportunity to ensure we are contributing to our children’s development and autonomy around making healthy decisions in what fuels their bodies. Along with providing nutritious meals, we learn to plant, nurture, grow and harvest our own food, where experiences and memories are created showing children resourcefulness and a sense of accomplishment.
We acknowledge and advocate, that children, no matter what age, are respectful contributors of our community. The children are provided with a harmonious learning environment that is “self-initiated,” driven by play, past and present experiences, incorporating home values, where they can simply enjoy, being. Our educators are “co-creators” using the environment as the third teacher to support the balance in providing challenging, worthwhile experiences which promote higher level thinking skills through thoughtful, deliberate and purposeful actions. We believe learning through play is fundamental in child development and our wellbeing program guides and supports the joy of doing, investigating and discovery.
Inclusivity is at the forefront of our practices. We believe a positive sense of identity and belonging is imperative to supporting a child’s growth. Intervention programs are designed and embedded at 3 Bears Cottage that highlight the benefits of experiencing and celebrating living and learning from others and our communities. Our intercultural understanding and community harmony allows us to engage in and meet the needs and backgrounds of our children, families and educators. Participation, links and partnerships with the community is a fundamental belief of this service and are highlights that develop a sense of belonging in our children to other groups and communities.
Our school readiness program highlights the importance of children being capable, active and equal participants in learning and extending their curiosity for self-discovery through nature and the environment. Our curriculum allows our educators to tune into the present moment where children can take calculated risks, grow their emotional development and resilience all while becoming strong and independent learners throughout everyday skills and exploration.
Implementing well thought out programs and spaces for our children and families, means we must provide the same for our educators. Having passion and a love for what we do is an overall productivity booster, but those who are happy at work, are likely to be more motivated in their workplace. Building positive programs for our children is by having motivated educators who are mindful of their own physiology, passions, energy and make a conscious effort to create calm, peaceful and stress-free environments, allowing children to feel safe and secure.
A successful program without doubt needs meticulous cooperation and collaboration when planning, however, this does not happen by chance. It takes a well-informed team to lead a positive organisational culture and adopt a modern, mindful approach to build a professional learning community. Continuity of care is critical and our wellbeing initiatives for our educators embed professional inquiry through continuous reflective practices. It is our mission to ensure we remain at the forefront of our industry, being innovative, adaptive and always having a passion for learning as learning is lifelong.
THE PROGRAM – ELYF
This is Australia’s first National Early Years Learning Framework for Early Childhood educators. This framework is used by our educators to assist and provide your children with opportunities to maximise their potential and develop a foundation for future success in learning. The Framework forms the foundation for ensuring that children in all Early Childcare Education and Care settings experience quality teaching and learning. Five learning outcomes have been designed to capture the integrated and complex learning and development of all children across the birth to five year age range. The outcomes are:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of well being
- Children are confident and involved learners
- Children are effective communicators
The outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning.
NATIONAL QUALITY STANDARDS
In December 2009, all Australian governments, through the Council of Australian Governments, agreed to a partnership to establish a National Quality Framework for Early Childhood Education and Care (National Quality Framework).
The National Quality Framework aims to raise quality and drive continuous improvement in education and care services through:
- The National Quality Standard for Early Childhood and Care (National Quality Standard)
- A national quality rating and assessment process
- Streamlined regulatory arrangements
- A national body jointly governed by the Australian Government and State and Territory Governments – the Australian Children’s Education and Care Authority (ACECQA)
Child Safe Environment
Statement of Commitment to Child Safety and Wellbeing
Our number one priority is the safety, health and wellbeing of children in our care. We champion and model a child safe culture at all levels in our service. We will not tolerate harm or the risk of harm to children or young people. We will not tolerate bullying or harassment. We act on any concerns about child safety and encourage a culture of reporting harm and risk of harm.
We listen to all children. We uphold their rights and empower them to know and exercise their rights. Children and families are involved in making decisions about matters that concern them. We are committed to equity and the inclusion of all children, regardless of their abilities, sex, gender, or social, economic or cultural background. We have an inclusive and welcoming environment for Aboriginal and Torres Strait Islander children, and respect and value their diverse and unique identities and experiences.
This Statement of Commitment forms part of our statement of philosophy and we publicly display it.