RESPECT

Respect is one of the most important social skills that a person can have. From an early age, we begin to learn how to interact respectfully with others. Teaching and role modelling respect is one of the most important tasks we have as educators. We learn to respect not only our close family members but everyone and everything that is around us, such as: teachers, other people, communities, cultures and people’s ethical background, environment, and different points of views.

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We believe respect for each child and their family is paramount and is expressed through listing, observing, and interacting with families. We recognise that the family is the child’s first and most important teacher. Parents are viewed as partners, collaborators and advocates for their children. We embrace cultural diversity, respecting family’s diverse values, beliefs, cultural background, traditions, life experiences and knowledge.

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Viewing children as active participants and decision makers opens possibilities for educators to work beyond pre-conceived expectations about what children can do and learn. This requires educators to respect and work with children’s unique qualities, abilities and interests.

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Helping children to be respectful and considerate of others occurs in ways that support their self-esteem. Children develop the skills and understanding to interact appropriately with others when adults model considerate behaviours, manners and when educators are emotionally available.

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We respect children rights and always act in the best interest of the child. Respect in the workplace means acknowledging a valued educator for who they are and treating all with courtesy, politeness and kindness. Treat people the same no matter of race, religion, gender, size, age or country of origin. Encourage co-workers to express opinions and ideas and listen to what they say without belittling, being demanding or patronising. We will build a culture which is based on mutual respect for work colleges, children, families, communities and workplace itself.

                                                                                                                                                                                   Mrs. Jan 2016

 

RELATIONSHIP

Children learn about themselves and construct their own identity within the context of their families and communities. This includes their relationships with people, places, things and the actions and responses of others. Identity is shaped by experiences. When children have positive experiences, they develop an understanding of themselves as significant and respected, and feel a sense of belonging.

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Respectful, reciprocal and responsive relationships between children, educators, families and community members are important. Those relationships help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as community members and to value sharing ideas, interactions and collaboration with others, as well as importance of teamwork. Relationships are the foundations for construction of identity- “who I am”, “How I become”, and “what is my influence”.

 

We will:

• support children’s secure attachment through consistent and warm nurturing relationships

• provide opportunities and support for children to engage in meaningful learning relationships

• build strong, trusting relationships with families, children and educators

• work as a team, learn and help each other to create warm and welcoming learning environments for children

• promote trusting relationships by respecting and honouring collaboration between educators, children, families and partnerships within the wider community.

• give opportunity to all families to participate and contribute in all areas of Centre curriculum.

• Provide a welcoming environment and encourage active and respectful partnership between children, educators and families to create feeling of “BELONGING” in the Centre

• Build active relationships with local community groups and liaise with them on a regular basis.

Shanthi and Izabela 2016

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RESILIENCE

 

Resilience is the ability to persist with difficult or stressful situations with determination, courage and optimism. Resilient people are better able to handle life’s disappointments, worries and frustrations.

 

Studies have shown resilient people are more likely to:

• Live longer and healthier lives

• Have happier relationships

• Be more successful in school and work

• Be less likely to suffer from depression.

 

We will support children to develop resilience by:

• Creating secure, caring relationships with each child

• Demonstrate respect and kindness towards each other

• Helping children to develop the coping skills needed to deal with adversity.

 

Those skills include:

• Self-help skills

• Problem solving skills

• Conflict resolution skills

• Valuing the worth of each child, staff member and families and focusing on each other’s strengths rather than limitations.

• Encouraging children and educators to be assertive

• Acknowledging that making mistakes is OK.

• Providing opportunities for children to participate in meaningful activities that contribute to the development of their self-esteem and sense of belonging

                                                                          Cheryle 2016

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ENVIRONMENT

We all share the same land and strive to live in harmony with the natural environment by continuing the legacy of the Aboriginal People as the past, present and future custodians of this land.

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By embedding sustainable practices and nature-based play into the everyday program, we aim to provide a culture of healthy outdoor living and a sense of responsiveness towards the environment, so future generations will grow to experience Canberra as the bush capital.

                                                                                                                                                                                     Aaron 2016

 

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BELONGING

Our sense of belonging emerges from the connection we make with each other (children, families, community, educators) the environment, and culture. We all have the need to belong as an essential part of our happiness and more importantly to nurture our social and emotional well-being. When we belong, we feel cared for, loved, respected and cherished. This provides meaning and support in our relationships.

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At WVCCC we create sense of belonging by:

• Maintaining positive, trustful relationships

• Respecting each other

• Being inclusive and embracing diversity

• Creating welcoming, warm and inviting environments for children

 

“A sense of belonging takes time, thought, and reflection to build on that connection and it begins with you.”

                                                                                                                                                                                Hazel 2016

 

 

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EQUITY = FAIRNESS

Equity is about Fairness; it’s about making sure people get access to the same opportunities.

Sometimes our differences and/or history, can create barriers to participation, so we must first ensure equity before we can enjoy equality.

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We believe:

• each child is its own person and has their own needs, skills and interest.

• In Equity over equality:

• each child has a voice and is free to express their feelings and ideas with peers and teachers to help construct the world around them.

 

We will:

• assess each child’s learning, skills, interests and needs through meaningful documentation, which will allow us to ensure that we provide best individual learning opportunity for each child.

• provide varied learning opportunities for children by being fair and impartial and ensure that we always act in the best interest of the child