Barry Beckett Children’s Centre Philosophy

 

Our programs and curriculum outcomes for each room build upon one another to create a comprehensive integrated program which flows like Merri creek through our whole centre.

Barry Beckett Children’s Centre is built on Wurundjeri land, near Merri Creek and associated bushland and parks. The Centre is named after a Councillor, Barry Beckett, who championed rights for refugees and local families, creating an important social service in the Coburg area.  Families continue to be a vital part of Barry Beckett CC providing governance and guidance on our Committee of Management. We wish to acknowledge and reflect the significance of these aspects of our history and existence and instill a shared understanding in the children who play here and the educators who work here.

Our Centre is a not-for-profit service and we believe in creating a Centre that is welcoming and responsive to children and families and one that motivates and maintains curious reflective educators.  We see children as citizens now and in the future who teach us as much as we teach them.   We value a collaborative approach to our curriculum, with children, families and educators, using research and evidence to inform our practice.  We provide time and space and engage with children in their free play to facilitate their learning and challenge their thinking.

We encourage an environment that is respectful, encourages kindness and is considerate of all living flora and fauna and we promote children’s sense of agency in this endeavor.  We hope to create a healthy eco-system in our garden.

WE CAN CHANGE THE WORLD!

 

We have three areas of focus for 2018:

 

• Environment – Creating active learning environments that inspires children to explore and interact with their space to discover and learn through their experiences, interactions and connections with others.

 

• Sustainability – The sustainability program aims to create a culture that respects and protects our local natural environment by reconnecting our children and community to nature and provide them with knowledge and skills to reduce our ecological footprint.

 

• Literacy – the literacy program aims to use current research and provide training to staff in order to develop and implement a sequential curriculum to support literacy development for all children at BBCC.

 

Underpinning principles

• Every part of our curriculum practice is guided by the national and state frameworks for early childhood
• We promote Inclusive practices to enrich and embrace the abilities and experiences of all children, all families and the community and embrace their diversity

• We celebrate our cultural diversity and invite cultural understanding of difference

• We strive to provide additional support for children and families where required
• We acknowledge our role in being advocates for children, and work ethically with and for them, focusing on their rights and responsibilities.
• We strive to increase our individual and professional knowledge of Wurrundjeri history and endeavor to incorporate this into all aspects of our curriculum
• We focus on nutritious and healthy food and drink
• We promote relationships of trust and respect
• We actively introduce ideas and principles of social justice to the children
• We are creating a flowing learning river of knowledge that connects from room to room to develop children’s understanding in a holistic way
• We empower our children to assert their feelings and understanding regardless of age or ability and we listen to them
• We promote and cater for each child’s health and physical well-being through the engagement with the natural environment, teaching them effective hygiene, encouraging physical play etc.
• We include regular local excursions to explore the wider natural environment and community
• We intentionally teach children to be confident and capable thinkers and effective communicators
• We encourage curiosity in children and staff as the motivator for dynamic learning
• We promote the use of natural resources, knowledge of the natural environment and sustainable practices
• We recognise and support our educators who are valued for their individual skills, professional knowledge, personalities and life experiences
• We constantly reflect upon our practice individually and collectively to improve our practice
• We expect that our staff will keep up to date with current practices and research through providing ongoing engagement and opportunities.
• We will explore and investigate programs to inform our practice
• We provide the highest quality service to support children’s learning