Our Philosophy
At Get Set Grow Early Childcare Centre, we believe every child is a unique, capable, competent and active learner from birth. We view children as individuals with their own strengths, interests, cultures, family experiences, communication styles and ways of being.
Our philosophy is grounded in the belief that children thrive when they feel safe, respected, valued and connected. We are committed to building secure, respectful and reciprocal relationships with each child, as these relationships form the foundation for children’s wellbeing, learning, confidence and sense of belonging.
We recognise that early childhood is a significant period in a child’s life. During these years, children build the foundations for lifelong learning, identity, communication, relationships, resilience and wellbeing. Our educators support children through warm interactions, responsive care, intentional teaching, play-based learning and meaningful everyday experiences.
(References: EYLF V2.0 1.1, 1.2, 1.3, 4.1 | NQS Elements 1.1.2, 5.1.1, 5.1.2)
Partnerships With Families
We value families as children’s first and most influential teachers. Families know their children best, and we warmly welcome their knowledge, insights, culture, values, hopes and expectations.
Through respectful and collaborative partnerships, we work with families to understand each child’s personality, routines, strengths, interests, abilities and support needs. This allows our educators to provide meaningful learning experiences that reflect each child’s identity and family context.
We respect the diverse backgrounds, languages, cultures, beliefs and values of the families who entrust us with their children’s care. We encourage families to contribute to our program, decision-making and continuous improvement processes, ensuring our service remains responsive to the needs of our local community.
(References: EYLF V2.0 1.1, 1.2, 2.1, 5.1 | NQS Elements 6.1.1, 6.1.2, 6.1.3, 6.2.1)
Belonging, Inclusion And Respect For Diversity
At Get Set Grow, we believe every child has the right to feel a strong sense of belonging. We support children to develop a positive sense of self, respect for others and an understanding of fairness, kindness and inclusion.
Our educators create environments where diversity is valued and where children are supported to appreciate similarities and differences in people, families, cultures and communities.
We acknowledge Aboriginal and Torres Strait Islander peoples as the First Peoples of Australia and recognise their ongoing connection to land, water, culture and community. We are committed to embedding respectful and meaningful Aboriginal and Torres Strait Islander perspectives within our learning environments, practices and curriculum.
We also value the multicultural nature of our centre community and actively create opportunities for children and families to share their languages, traditions, celebrations and lived experiences.
(References: EYLF V2.0 1.1, 1.3, 2.1, 2.2, 2.4 | NQS Elements 1.1.2, 5.1.1, 5.1.2, 6.2.3)
Play-Based Learning And Intentional Teaching
We believe play is essential to children’s learning, wellbeing and development. Through play, children explore ideas, build relationships, develop language, express emotions, solve problems, take risks, test theories and make sense of the world around them.
Our educators take an active role in supporting children’s learning. They observe, listen, document, reflect and plan experiences that respond to children’s interests, strengths, developmental needs and emerging skills.
Our program balances child-led play, intentional teaching, small group experiences, routines, creative expression, movement, literacy, numeracy, STEM, music, outdoor learning and community connections.
We recognise that children learn in different ways and at different paces. Our educators support each child’s individual learning journey by providing encouragement, challenge, guidance and time to grow.
(References: EYLF V2.0 1.2, 3.2, 4.1, 4.2, 5.1, 5.2 | NQS Elements 1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.2, 1.2.3)
Children’s Agency, Independence And Voice
We believe children have the right to be heard and to participate in decisions that affect them.
Our educators support children’s agency by encouraging them to make choices, express ideas, ask questions, solve problems and contribute to their learning environment. Children are supported to develop independence, self-help skills, confidence and responsibility through everyday routines and meaningful experiences.
We encourage children to become active participants in their world. Through positive relationships and supportive guidance, children develop the confidence to communicate, collaborate, negotiate, take initiative and build resilience.
(References: EYLF V2.0 1.2, 1.4, 2.3, 3.2, 4.1, 5.1 | NQS Elements 1.2.3, 5.1.1, 5.1.2, 5.2.1, 5.2.2)
Safety, Wellbeing And Child Protection
Children’s safety, privacy and wellbeing are central to our philosophy.
We are committed to providing safe, secure and nurturing indoor and outdoor environments where children feel protected, supported and respected. Our educators practise active supervision, maintain safe routines, follow child safe practices and respond sensitively to children’s physical, emotional and psychological needs.
We respect children’s dignity during all routines, including rest, meals, toileting, nappy changes, emotional moments and personal care. Children are supported with warmth, patience and respect.
We also protect children’s privacy by handling personal information, images, learning records and family details with care and confidentiality.
(References: EYLF V2.0 1.1, 3.1, 3.2 | NQS Elements 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 5.1.2)
Environments As The Third Teacher
We believe the learning environment plays an important role in shaping children’s curiosity, creativity, independence and engagement.
Our indoor and outdoor spaces are designed to be safe, welcoming, flexible and meaningful. We provide environments that invite children to explore, investigate, create, move, imagine and connect with others.
We believe children benefit from access to natural materials, open-ended resources, sensory experiences and spaces that encourage wonder, problem-solving and discovery.
(References: EYLF V2.0 3.2, 4.1, 4.2, 4.4, 5.1 | NQS Elements 3.1.1, 3.1.2, 3.2.1, 3.2.2)
Sustainability And Care For The Environment
We believe children are capable of developing respect, care and responsibility for the natural world.
Our educators support children to build an understanding of sustainability through everyday practices such as caring for plants, reducing waste, recycling, reusing materials, conserving resources and learning about the environment.
We aim to help children develop a sense of responsibility and appreciation for the world around them, encouraging habits that support a more sustainable future.
(References: EYLF V2.0 2.4, 4.2 | NQS Elements 3.2.3, 6.2.3)
Supporting Each Child’s Development
We believe every child develops at their own pace and deserves to be supported as an individual.
Our educators observe children’s play, communication, movement, social interactions, emotional wellbeing and participation in routines. These observations help us identify each child’s strengths, interests, emerging skills and areas where additional support may be beneficial.
We do not diagnose children. Instead, we work in partnership with families to share observations, discuss concerns early and support families to seek further guidance where appropriate.
We believe early conversations and early support can make a meaningful difference in helping children build confidence, develop new skills and participate fully in their learning environment.
(References: EYLF V2.0 1.2, 3.1, 4.1, 5.1 | NQS Elements 1.1.2, 1.3.1, 1.3.2, 1.3.3, 6.1.2, 6.2.2)
Professional Practice And Continuous Improvement
Our educators work collaboratively as a team to create a positive, respectful and supportive service culture.
We are committed to high-quality early education and care through ongoing professional learning, reflective practice, open communication and continuous improvement. Our educators regularly reflect on their practices, environments, relationships and curriculum to ensure we are providing meaningful outcomes for children and families.
As a locally focused centre, we are guided by the needs of the children, families and community we serve. We value strong relationships, consistency, communication and genuine care.
At Get Set Grow, our goal is to support every child to feel safe, valued, capable and confident as they grow into lifelong learners.
(References: EYLF V2.0 1.1, 2.1, 4.1 | NQS Elements 4.2.1, 4.2.2, 7.1.1, 7.1.2, 7.2.1, 7.2.2, 7.2.3)
