Our philosophy:
At Star Kids, located on Darug land, we strongly believe that our children have the right to contribute their ideas, thoughts, experiences, skills, / ownership of our service environment and curriculum. Our children and their families are the most valuable contributors who continuously shape our practice and curriculum as needed. Since January 2016, we have been serving this local community with pride of providing rich education and care for the young children (0-12 years) based on the National QualityStandard (NQS), the Early Years Learning Framework (EYLF) and My Time, Our Place (MTOP). We believe in creating strong partnerships with our children, families, staff and other stakeholders (for example - our community, Early Intervention Therapists, local schools, Australian Children’s Education and Care Quality Authority (ACECQA), Department of Education (DET), Inclusion Support Agency and others) to facilitate our children’s learning and development to their fullest potential.
We focus on promoting children’s agencies by nurturing their imagination; curiosity and creativity through play based learning. In that purpose, we rely on our children’s voices that navigate our daily curriculum and learning program. Our intentions are to provide quality curriculum, modeling equity and children’s wellbeing through our ongoing reflective practice. We emphasize on having ongoing discussions with our educators, staff and families to ensure that all voices are heard and valued. Strong, trusting, open and respectful relationships guide all our practices and centre centred programs.
Our service values inclusion and supports children with additional needs and developmental differences. We address barriers around the inclusion of children with developmental differences and disabilities. The Early Years Learning Framework affirms that inclusion involves embracing all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum-decision making processes (EYLF, p24). We priorities our learning experiences on healthy eating & lifestyle, safety rules and protectivebehaviors to develop our children’s resilience, empowerment, social competence and independence. We teach our children to care for their world by engaging in environmentally responsible behaviors and by fostering respect for nature.
Our service embraces diversities and individualities among our children in a family-focused and supportive way. We acknowledge that children’s families are the most important influences in their lives and development. Hence, we endeavor to have our family as an active part of our centre and contribute to our shared success. Our partnership continues to support our families with parenting resources (Starting Blocks website, Munch & move, Office of the Children’s Guardians and others), connecting with the community support organizations and early intervention therapists for advice and tools. Thus, we endeavor to enrich our children’s learning at home and ensure that they get the best start to life.
We value a holistic approach within our service that honors the wellness of every member of our community, including children, families, staff and educators. Our service fosters a culture of care, respect, and collaboration. We view wellness as shared responsibility. Therefore, we are committed to cultivating a supportive work environment where every member of our service community feels heard, appreciated, and empowered.
Overall, our vision is to be an active community hub where children and families in our local community can have the opportunities to connect with each other, form friendships and build support networks as needed. In that way, we can work together to sustain a stronger and more caring community for our children.
We focus on promoting children’s agencies by nurturing their imagination; curiosity and creativity through play based learning. In that purpose, we rely on our children’s voices that navigate our daily curriculum and learning program. Our intentions are to provide quality curriculum, modeling equity and children’s wellbeing through our ongoing reflective practice. We emphasize on having ongoing discussions with our educators, staff and families to ensure that all voices are heard and valued. Strong, trusting, open and respectful relationships guide all our practices and centre centred programs.
Our service values inclusion and supports children with additional needs and developmental differences. We address barriers around the inclusion of children with developmental differences and disabilities. The Early Years Learning Framework affirms that inclusion involves embracing all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum-decision making processes (EYLF, p24). We priorities our learning experiences on healthy eating & lifestyle, safety rules and protectivebehaviors to develop our children’s resilience, empowerment, social competence and independence. We teach our children to care for their world by engaging in environmentally responsible behaviors and by fostering respect for nature.
Our service embraces diversities and individualities among our children in a family-focused and supportive way. We acknowledge that children’s families are the most important influences in their lives and development. Hence, we endeavor to have our family as an active part of our centre and contribute to our shared success. Our partnership continues to support our families with parenting resources (Starting Blocks website, Munch & move, Office of the Children’s Guardians and others), connecting with the community support organizations and early intervention therapists for advice and tools. Thus, we endeavor to enrich our children’s learning at home and ensure that they get the best start to life.
We value a holistic approach within our service that honors the wellness of every member of our community, including children, families, staff and educators. Our service fosters a culture of care, respect, and collaboration. We view wellness as shared responsibility. Therefore, we are committed to cultivating a supportive work environment where every member of our service community feels heard, appreciated, and empowered.
Overall, our vision is to be an active community hub where children and families in our local community can have the opportunities to connect with each other, form friendships and build support networks as needed. In that way, we can work together to sustain a stronger and more caring community for our children.
