We acknowledge that the lands that we learn on are the traditional owners of the Wurundjeri people and we respect Wurundjeri people’s spiritual relationship with Country. We also recognise that their cultural and heritage beliefs are of continued importance today. We pay our respects to Aboriginal and Torres Strait Islander Elders past, present and emerging.
Josies Bright Beginnings recognises the uniqueness of each child and the importance of play in the lives of children. Josies Bright Beginnings educators work in partnership with families and the community and are committed to providing quality care within an educational environment that embraces diversity.
Beliefs and Values
We have a commitment to provide quality service which fosters an attitude of mutual respect, open relationships and support between educators, children, families, community, and Josies Bright Beginnings management.
Our educators will provide a calm, nurturing, friendly, inclusive and positive atmosphere at all times.
We are committed to our environment, where children play an active role and contribute to a sustainable future.
Children and families will be encouraged to participate in the service according to their needs, interests and opportunities with acknowledgement and respect for their unique abilities, interests, cultural, religious, and linguistic backgrounds. Josie’s Bright Beginning acknowledges the rights of all children and upholds and respects that all children will be treated fairly and be provided with an education program.
We will provide an environment which supports meaningful learning and inclusion of children with additional needs.
Safe & Healthy Environment
At Josie’s Bright Beginning we provide a safe and engaging environment where children are free to explore both indoor and outdoor while encouraging risky play.
We ensure the provision of a safe, secure, hygienic, and positive environment for children, families, and educators, thus promoting trust, familiarity and exploration of learning.
We embed sustainability in all aspects of our centre’s practice and learning.
We will provide an educational program based on ‘Belonging, Being & Becoming: The Early Years Framework’.
Children will be treated as individuals and supported to learn through play, interact with others and to be involved in decision making processes.
Programs will be meaningful and consider the different abilities, interests, and strengths of children, thus improving educational and developmental outcomes. All our educators collaborate with our children, families and peers to provide high quality programs and practices.
Josie’s Bright Beginnings reuse resources and materials and repurpose equipment. We thrive on sustain practices by using microfibre cloths, cloth nappies, food scraps for compost, utilise natural lighting and use leftover drinking water for the gardens.
We will work in partnership with families and the community, recognising and respecting their individual practices and cultural beliefs.
We commit to a professional workplace where educators value and respect one another together with each person’s contribution to building and maintaining a cohesive team.
We aim to develop and maintain strong links within the local community by exploring it and incorporating available resources.
We recognise each child is an individual and the program is reflected to their needs, interests and wellbeing.
Vision for Reconciliation
Our vision is:
To build strong relationships with Aboriginal and Torres Strait Islander people within the community, bringing diverse groups together to learn from one another and grow together towards a shared outcome.
To strengthen respect, actively value Aboriginal and Torres Strait Islander perspectives, foster belonging and create unity amongst all.
To acknowledge and recognise the histories and cultures of Aboriginal and Torres Strait Islander Elders and Traditional Owners past, present and emerging.
Early Years Learning Framework
Our programming supports the Early Years Learning Framework (EYLF). The Framework recognises that early childhood is a vital period in children’s learning and development. EYLF embodies the idea of ‘belonging, being and becoming’:
Experiencing belonging – knowing where and withwhom you belong – is integral to human existence.Children belong fi rst to a family, a cultural group, aneighbourhood and a wider community. Belongingacknowledges children’s interdependence with othersand the basis of relationships in defi ning identities. Inearly childhood, and throughout life, relationships arecrucial to a sense of belonging. Belonging is central tobeing and becoming in that it shapes who children areand who they can become.
Childhood is a time to be, to seek and makemeaning of the world.Being recognises the signifi cance of the here and now in children’s lives. It is about the present andthem knowing themselves, building and maintaining relationships with others, engaging with life’s joys andcomplexities, and meeting challenges in everyday life.The early childhood years are not solely preparationfor the future but also about the present.
Children’s identities, knowledge, understandings,capacities, skills and relationships change duringchildhood. They are shaped by many different eventsand circumstances. Becoming refl ects this process ofrapid and signifi cant change that occurs in the earlyyears as young children learn and grow. It emphasiseslearning to participate fully and actively in society.