Our Philosophy.

The Beechworth Community Early Years Learning Centre is committed to providing high-quality care and education for all children, regardless of gender, religious belief, family background, and cultural identity. We are dedicated to cultural safety for Aboriginal and Torres Strait Islander children, sustainability and the environment, and child safety standards. Our curriculum prioritises equality, inclusion, and diversity, and we believe that children learn best through play and by building on their interests and emerging skills. We are committed to implementing excellent practices to ensure the best outcomes for every child, their families, educators, and service provider. We highly value educators and support their ongoing development to enhance their education, skills, knowledge, and understanding of children and themselves as educators. We prioritise addressing children's mental health, safety, and well-being in all aspects of our centre. We play a crucial role in supporting children and their families and advocate for their well-being. Our goal is to protect children in our care from harm and maintain a zero-tolerance policy for child abuse.

In our approach to families, we believe first and foremost that they are the most important teachers in a child's life, we aim to support them in their parenting journey by sharing our knowledge and experience to benefit and support their child's development. We encourage families to actively participate in the centre through our organised social and special events, and collaborate in sharing cultures, ideas, knowledge, strengths, and differences, thereby developing partnerships that enrich the centre’s environment.

We believe that children are resourceful, successful, competent, and capable learners who can construct their own knowledge of the world. We prioritise their safety and best interests and focus on the key concepts of belonging, being, and becoming. We acknowledge that children are part of a group, a centre, a family, and a community and strive for acceptance, inclusion, access, and participation in all areas of the centre’s program. We recognise the critical role of relationships in fostering a sense of belonging and emphasise observing the whole child to understand their strengths, knowledge, interests, emerging development, and family cultures. As children develop, we aim to provide an environment that is safe and secure by following Child Safe Standards that allows each child to progress at their own pace, encouraging them to use their abilities and knowledge to grow, explore, experiment, experience, participate, create, and positively contribute to their communities.

For our educators, we prioritise continuity to develop strong, respectful relationships with children, families, and other stakeholders. Educators work as a team, supporting each other’s wellbeing, making space for reflection and collaboration, utilising their experience and knowledge to guide their practice, interactions, and relationships, in line with the Child Safe Standards and Professional Standards, and the reportable conduct scheme. We strive to embed best practices throughout our centre.

In terms of the environment, we aim to create a positive, inviting, inclusive, and rich learning environment that reflects the local community and promotes respect, safety, and health. We encourage responsibility for the natural environment, promote and embrace sustainability, giving the children an understanding of their impact on the world and connecting them to their environment . Our environment engages and stimulates children, encouraging and enhancing their development. We are committed to engage children in opportunities to participate in environmentally sustainable practices and encourage decision making and problem solving to increase their awareness for caring for the environment. We provide a nutritious menu that supports healthy eating within government guidelines using seasonal produce and involves children in sustainable practices. 

Our curriculum is based on the Victorian Early Years Learning and Development Framework, where children are individually viewed as competent, capable learners who benefit from a play-based program. We believe that all cultures, including Aboriginal and Torres Strait Islanders, are valuable and are respectfully embedded into our practices and teaching methods. We focus on scaffolding, intentional teaching, and empowering children's agency, autonomy and independence, to make choices, be involved in decision-making, develop peer relationships, and provoke thought, imagination, and care for peers. We believe that every child is entitled to a play-based learning curriculum including a kindergarten program provided by a Bachelor of Education Teacher (Early Childhood), supported by a range of experienced educators who continue to improve a brisk of current education and practices.