CORE VALUES

RIGHTS OF A CHILD

QUEENSLAND KINDERGARTE N LEARNING GUIDELINES Identity

EARLY YEARS LEARNING FRAMEWORK Children have a strong sense of identity

REGGIO EMILIA APPROACH Education based on interrelations hips

THEORIST AND THEORY Multiple intelligences H. Gardner

GOVERNMENT LEGLISATION

CHALLENGES THAT COULD POTENTIONALLY ARISE FROM A LEADERSHIP PERSPECTIVE Demonstrating to employees the pedagogical approach to meeting the childs individuality Demonstrating best practice to build relationships childrens family members Allowing time for employees to have adequate time with each child as one-to-one interaction

Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague) (NAEYC)

LEADERSHIP

Decision-making practices and processes

Ongoing learning and reflective practice

Education based on interrelations hips

Pedagogical content knowledge by L. Schulman

EXCELLENCE

Being

Being

The environment as the third teacher

Blooms Taxonomy by B.Bloom

Collaboration and knowledge sharing (DEECD) Be committed to the professional development of staff and we have many responsibilities (NAEYC) Ethical responsibilities to children (NAEYC)

RESPECT

Wellbeing

Children have a strong sense of wellbeing

Importance of documentati on

Constructivis t theory by J. Piaget

Respect others (DEECD)

COURAGE

Active Learning

Responsivenes s to children

The reggio teacher

Experimental learning theory D. Kolb

Base our work on knowledge of how children develop and learn

HONESTY

Belonging

Belonging

Education based on interrelations hips

Social cognitive theory and self- efficacy by A. Bandura

Recognize that children and adults achieve their full potential in the context of

Staff involvement and willingness to be actively involved in the centres running and the programs being implemented. Allocating time for staff to develop their skills Covering staff with relief staff when on personal development programs. Training staff to understand the importance for excelling students and catering for extension in an individual childs interest area. Allocating resources to support high order thinking and problem solving Allocating time for employees to be able to spend quality time with small group of children and individuals Working though staff differences professionally and respectfully. Advocating the importance of documenting daily for accountability Encouraging staff to advocate the children understand how to be respectful to everyone Advocating to staff that children are active learner and their support and extend their learning not implement their own learning experiences that have not started from the children. Allow staff to attend a seminar to allow to completely understand how to support this value Advocate the importance on telling the truth Importance of documenting and reflection daily on events Provide an inviting rich learning environment where honesty

OPENNESS

Communicating

Children are effective communicators

The reggio teacher

Constructivis t theory by J. Piaget

relationships that are based on trust and respect (NAEYC) Knowledge sharing (DEECD)

and respect are valued.

Endorsing a open policy approach where everyone is on the same page and everyone is approachable Encouraging children to communicate and interact with other. Encouraging regular staff meetings Encourage staff to share their ideas and experiences between rooms Encourage team work and problem solving together Encouraging staff to allow children to work on projects that take more than just one session Trying to Include childrens family into learning experiences (guest speaker) Staff to under and understand policies and procedures Staff know how to document childrens outcomes effectively Staff having cultural understanding Knowing and supporting multiculturalism in the setting. Allowing children to feel their home life connects to the centre

COLLABORAT ION

Communicating

Children are confident and involved learner Respect for diversity

Importance of documentati on Long-term projects as vehicle for learning

Active learning by c. Bonwell Constructivis t theory by J. Piaget

Collaboration (DEECD)

DIVERSITY

Connectedness

JUSTICE

Becoming

Becoming

Importance of documentati on The Environment as the third teacher

SOCIAL INCLUSION

Connectedness

Children are connected with and contribute to their world

Pedagogical content knowledge by L. Schulman Discovery Learning by J. Bruner

Value Diversity (DEECD) Respect diversity in children, families, and colleagues (NAEYC) Outcome s (DEECD)

Empowerment (DEECD) * Appreciate and support the bond between the child and family (NAEYC)