Garden Play Philosophy 

2024

Garden Play believes that children naturally feel a sense of belonging in a home setting. It is an environment that enables a softer and gentler transition from a parent’s care. We believe smaller group-based care allows better educator to child engagement, general involvement, supervision, and care of children. Along with supporting child social relationships earlier and stronger. We feel that the natural sense of belonging in this setting facilitates children to develop a secure base sooner in which to grow from.

At Garden Play we believe the early years of a person’s life are critical to their adult being. That it is our responsibility as early childhood professionals to ensure children develop a strong sense of identity and feel supported to know and communicate their rights. We believe in the Early Childhood Australia, Code of Ethics, that the protection and wellbeing of children is paramount.

We agree with theorist John Holt that, children need to be given the freedom to follow their own interests in a stimulating and rich learning environment. We also believe, as theorist Howard Gardiner advocated, intelligence can be demonstrated in multiple forms and developed in multiple ways. Therefore, open ended learning environments are crucial to support the continuity of learning pathways. This constructivist theory is at the heart of each of our family day care services and feeds into educator practice, approach, choice of resources, the physical environment, and the progressive curriculum.

We feel it is our responsibility to support children to pursue their own interests, helping them to process new information, through exploration, reflection and linking to what is already known. Through the application of the Early Years Learning Framework outcomes, principles and practice, we seek to optimise learning for all enrolled children.

Like Reggio-Emilia and Montessori theory, we believe the successful application of holistic approaches is dependent on educator preparedness and organisation of the physical environment.  We value educators’ professional knowledge and experience that is drawn on each day to holistically support each child to learn through experiences. Always within a culture of respectful relationships which enables the children to have a sense of belonging and ownership in the environment.

Further to this we value the natural world and promote the emotional and physical benefits of children’s connection with nature. We believe the outdoors is a place where children can develop an understanding of the interdependence between land, people, plants and animals. We see the outdoors as a free space for children to learn, wonder, explore, exert their energy, build, and inquire. Through educators’ appreciation of country in their FDC, and through the Kaleep play sessions we seek to develop children’s appreciation of the land and respect for the traditional custodians.

We believe in fair, honest and ethical conduct with all stakeholders. Our diverse mix of educators are valued for their own identity. We appreciate their individual approach which reflects their experience and cultural background just as we appreciate enrolled families’ culture. We understand that personal beliefs, values and attitudes, family traditions, or world views may differ but universally each parent wants their child to feel understood, happy, and cared for. We promote and value the professional partnership between educators and enrolled families from culturally and linguistically diverse backgrounds, this demonstrates the universal understanding of wanting all children to grow healthy and be confident, happy individuals.