Intergenerational relationships promote positive experiences
Regular intergenerational activities with care recipients at Chaffey Aged Care.
Our Philosophy
Relationships are central to everything we do.
At the forefront of our minds the smallest acts contained within a relationship have the biggest impact, because these moments matter. Embracing diversity and difference is central to building these meaningful relationships and our differences are our greatest similarities. We see mutual trust as being the basis for what we do because sometimes the hard conversations are what bring us together and make us stronger.
Caring sets the foundation for all to flourish.
From caring for each other as educators to caring for families and children to caring for the environment, it is the basis of our existence. Safety plays a central role as respect flourishes in such environments, we nurture and have a deep understanding and appreciation for each other. It is the role of educators to build these relationships into a reality resulting in a culture of respect, safety, and deep care.
The wonder of children and wisdom of the older generations.
We value our connection with our grand-friends and these relationships bring joy, empathy, and understanding in a way that benefits all. Our children and our grand-friends all learn from each other as everyone has something to offer and this is at the heart of a respectful relationship.
We stand for and embrace diversity and inclusion.
Our families, children, and educators reflect the wonderful world of difference and we view this is an asset to be valued. In creating a culturally safe space it is critical that people can show up in ways that are uniquely them, and our role is to respectfully respond to these differences in a positive and affirming way. In achieving this we also acknowledge the tension that might arise from diversity but we are committed to staying in the space of tension whilst we move into a space of acceptance and inclusion.
Small steps turn into giant leaps.
Our children have the right to learn in an environment that values play and diverse ways of learning. Relationships are also a cornerstone of learning as we come together as a community to learn from and with each other. We also value learning both indoors and outdoors as these spaces offer curiosity, experimentation, and the testing of ideas and limits.
A HIGH-QUALITY EARLY CHILDHOOD EDUCATION IS A RIGHT, NOT A PRIVILEGE AND WE WILL CONTINUE TO STRIVE TOWARDS THIS FOR EVERY CHILD IN EVERY MOMENT
Pedagogy:
Children are capable learners with individual learning styles.
Intentional teaching recognises that learning occurs in a social context and that interactions and conversations form the basis for children’s learning.
We believe both indoor and outdoor learning environments support all aspects of children’s learning and invite conversation between child, educator, family and broader community.
Learning environments promote opportunity for sustainable shared thinking and collaborative learning.
Our learning spaces invite open-ended interaction, spontaneity, risk-taking, exploration, discovery and connection with nature and others.
We believe education is enhanced through collaboration between the educator, families and children. Learning outcomes are achieved through individual planning and guiding children’s learning.
Learning is enhanced through the use of frameworks to guide educators in curriculum decision-making and as a part of an ongoing cycle to assist in planning, implementation and evaluating learning outcomes.
Educators intentionally scaffold children’s understanding and learning by making use of spontaneous and intentional teachable moments to extend children’s learning.
Educators use reflective practice as a form of ongoing learning engaging with professional peers around matters of philosophy, ethics and practice.