Education & Care || Childcare Centre | 0-6 Years Childcare

Our Vision

Organic Seedlings Education is an early childhood education and care service that reflects the principles of the Reggio Emilia Approach interpreted in an Australian context.
We are committed to providing a service which:

Acknowledges the original custodians of this land, their language and their contribution to our community; Is a home away from home for children between the ages of 2 and 6 years; Provides highly effective, research based, early childhood education and care practices; Considers the safety, wellbeing and rights of each child as essential components to their social, emotional, cognitive and physical development; Is inspired by ‘The Hundred Languages of Children’; Acknowledges every child’s unique and various ways of thinking, expression, understanding and encountering others; Plans environments and experiences that create connections between learning dimensions.

Our Mission

As partners in early childhood education and care, we are committed to children by:

Respecting that each child is a diverse human being with individual rights, interests and desires; Working in partnership with families and community, to provide a rich educational environment for growth and development; Listening to and collaborating with others in order to socially construct knowledge; Sharing and celebrating our cultural diversity; Nurturing a passion for lifelong learning; Advocating for quality early childhood education and care in order to make a difference in our local and global community.

Vision For Learning

1. Children as active protagonists of their growth and developmental processes

We believe that all children are competent and capable individuals who have an innate capacity and desire to learn through inquiry and discovery.

We aim to provide learning experiences that incorporate children’s own interests and build on their previous knowledge so that they may give sense and meaning to their world;

2. The Hundred Languages

We are inspired by ‘The Hundred Languages of Children’, and we acknowledge every child’s unique and various ways of thinking, expression, understanding and encountering others.

We aim to provide experiences that connect learning dimensions and value the infinite ways children communicate knowledge and creative processes;

3. Participation

We believe that children, educators, and parents are vital members of our community. We value their rights so they become decision makers who belong to, participate in and contribute to our community.

We aim to maintain strong relationships with the children and families and nurture a culture of inclusion where all people feel united, respected, and responsible for one another;

4. Listening

We believe that active listening is a continuing process for effective dialogue in learning relationships, to include other ideas and foster personal reflection.

We aim to give children opportunities to question, play and explore, developing their creative confidence. Through educators’ observations and documentation, they will be able to guide and provoke thinking and problem solving at the point of need;

5. Learning as a process of individual and group construction

We believe that children are active learners and communicators who bring their own experiences and skills, to collaborate with others and co-construct knowledge. The group learning process allows us to value multiple points of view by comparing ideas, asking questions and justifying our thoughts.

We aim to foster a sense of wonder, curiosity and joy of learning with others throughplayandexploration. Providing time to experiment, take risks and share ideas through co-participation, as we support and challenge each learner;

6. Educational research and documentation

We believe that learning is lifelong and through shared research and reflective practice between adults and children we challenge our thinking and interpret our world.

We aim to make research and learning visible through documentation so that we can record our observations, revisit understandings, track changes and build on prior knowledge;

7. Progettazione (An inquiry based approach to learning)

We believe that deep learning takes shape organically, in relationship with peers, adults and the environment. Building on interests and prior experiences of children we recognise that knowledge and understanding is a process of growth and change that is forever evolving.

We aim to plan and design the teaching and learning activities, the environment, the opportunities for participation, and our professional development in an ongoing dialogue with the children and their particular interests in the real-world. We will listen, collaborate and create in order to engage in deep learning and new challenges imaginatively;

8. Environment, spaces and relations

We believe that children are capable of making meaning through their encounters with the environment and other people. Therefore the learning spaces should foster a sense of belonging, care for the objects and people within it, safe engagement and promote beauty.

We aim to design and organise the indoor and outdoor spaces as interconnected places with purposeful objects that invite and welcome exploration, interaction, play and communication. We will care for, plan and adapt the environment in relation to the projects and learning experiences.