FUJI INTERNATIONAL KINDERGARTEN
One of the Long Day Care Services on the Gold Coast, where children between the age of 6 weeks to six years, from over 35 different cultural backgrounds, gather together to play and learn.
We implement a developmental and educational curriculum, nurturing and challenging children in all areas of the learning environment. The long term goal is to identity and extend individual competency, yet foster contribution to group endeavour.
To offer opportunities which develop:
* Creative problem solving skills
* An enriched language base
* A regard for relationships
* Mastery and self esteem
Plus we ensure that there is plenty of fun added to enjoy their day, and we organise monthly occasions or special events.
To enrol, please complete Waiting List Enrolment Application Form.
FUJI KINDERGARTEN HISTORY
Fuji International Kindergarten started with three classrooms in February 1992. Over the years, Fuji has grown to seven classrooms catering for children from the ages of 6 weeks through to six years. Fuji is the place where children have fun, learn and mix with children from different cultural backgrounds. Most of our educators have been with Fuji Kindergarten for more than ten years.
A Message from Our Director – Mrs Ditas Salmorin
All parents aim for their children to have the greatest opportunity to grow into healthy, intelligent and useful members of society. Early childhood education has an integral part in the development of a human being, which Fuji International Kindergarten specialises in.
At Fuji International Kindergarten we ensure that the time your child stays with us will be happy, successful and rewarding, both for yourself and your child.
We believe this can be best achieved through the cooperation of parents and educators, working together for the benefit of the children. Fuji International Kindergarten recognises and values the contributions children and their families make to centre life by virtue of their background, insights, individual expressions and needs.
All educators work with children to effect worthwhile and significant outcomes from child centred and familial initiatives. The strength of the program lies in a flexible integrated free-flow approach to learning (i.e. that knowledge is linked to exploration, enquiry, investigation, experimentation, discovery, evaluation, recording through play). Knowledge is not acquired in isolation nor is it derived from an adult-directed focus in a structured context.
Planning considers personal well-being and the provision of developmentally appropriate educational and life skill experiences with an aesthetically pleasing, harmonious environment.
All rooms contain some structure to help guide and prepare for the oncoming stages of development.
Educators and management are advocates for the right of children to an ‘unhurried childhood’, free flow academic pressure. The diversity and equity of the curriculum endorses access, to the maintenance of a child’s first language. The support of additional needs, cultural values, religion and respect for the diversity of families is at the heart of Fuji’s beliefs and practices.
Message from our Founder – Mr Kazuaki Fujiwara
Many years ago, I was deeply involved with the “International Society for Intelligence Education.” (ISIE) This was the research and education for cultivating children’s intelligence. Mr. J. P. Guilford was the president of ISIE and also the emeritus professor of psychology in University of Southern California. We worked on his well-known “Structure of Intellect” theory. I learnt that this intelligence developed when it was stimulated from the outside, from external stimuli. This was only effective for the children under than six years of age (kindergarten age).
Fuji International Kindergarten was established on the realisation of importance of early childhood education.
Fuji offers Japanese Language education, as the learning of a foreign language widens children’s horizons and strengthens the intelligence operation i.e. memory, divergent and convergent production and evaluation of their brains. In a sense it is an intelligence education.
We also offer Tennis and swimming lessons.
There are regular visitors at Fuji throughout the year. They are students, teachers and professors who specialise in early childhood education and foreign language education in Japan. Children at Fuji Kindergarten have the opportunity to practise their knowledge of Japanese language by communicating with them.
We’re all waiting for you to join us at Fuji International Kindergarten and experience what we could offer you.
FUJI KINDERGARTEN PHILOSOPHY
Children are the heart of Fuji International Kindergarten. We value and recognise the children as who they are, their rights and their contributions. We endeavour that each one will have a voice and be respected without discrimination or bias. We recognise them as successful, competent and capable learners who can express their views, contribute and participate in decisions that affect them.
As a Service we believe the children will develop a sense of belonging by acknowledging their relationships with their family, cultural group, neighbourhood and wider community. We endeavour to achieve the best possible outcomes for the child by having a good working relationship with parents (listening to their aspirations for their children), embedding the educator’s knowledge and working in collaboration with the community. Management and educators collaborate in making decisions to ensure the continuity of the children’s learning and development by providing a safe, secure and supported environment. We review and reflect on the current Australian Early Development Census (AEDC) Community Profile to gain an insight into what is most needed in the development of the children in our community.
We respect and value the Aboriginal and Torres Strait Islander peoples, acknowledging them as Australia’s first people. We recognise the Bundjalung Nation specifically – the Kombumerri people of the Yugambeh language group as the traditional custodians of the land on which our service sits. We endeavour to embed Aboriginal perspectives into our practise.
The Service program follows “The Early Years Learning Framework” (Queensland Kindergarten Learning Guideline for Kindergarten classes), National Quality Standards, United Nations Rights of the Child and Code of Ethics. Our program follows a holistic approach that is based on each child’s knowledge, strength, ideas, culture, abilities and interests. The children’s development is assessed as part of an ongoing cycle of observation, analysing of learning, documentation, planning, implementation and reflection. We believe that educators should be deliberate and purposeful when planning programs, by responding to children’s ideas, interests and play and at the same time recognising the children’s rights and promoting their agency. We encourage them to make choices and decisions that will influence their world. Through our Bush Kindy program, we are offering children the opportunity to safely explore the natural environment. We believe Nature’s play allows children the opportunity to explore nature while challenging themselves both physically and cognitively. The children have the ability to become risk takers in a supported environment to build their self-confidence.
Critical reflection is embedded in the service practice. Management and all educators collaborate and reflect to achieve quality outcomes for the children and their family. We strive for continuous improvement by using current research and consider different theorists such as Vygotsky and Bronfenbrenner who both believe in the importance and effect of relationships, interactions and the environment to influence the child’s development.
Management and all educators are committed to the safety, health and wellbeing of all children in our Service and those who visit us. We became active participants of “Be You”, a program which aims to promote social and emotional health and wellbeing, as we believe in promoting resilience and positive mental health in our Fuji children, Families and Educators.
We plan programs that involve children in activities that will help develop community awareness and will empower them to become environmentally responsible. The educators endeavour to design the environment and program which supports access and equity for each child. Our Service has a diversity of cultures so inclusive practises and respect are a main part in Fuji’s beliefs. We also respect the religious beliefs and traditions of each family in our service.
Fuji International Kindergarten has an open-door policy, where parents, staff, families and the community are invited to participate in the daily programs of the service. We offer reflection and input from families on a daily basis.
SERVICE PHILOSPHY LINKS
SPL 1 Children are the heart of Fuji International Kindergarten
1.1 We value and recognise the children as who they are, their rights and their contributions.
1.2 We endeavour that each one will have a voice and be respected without discrimination or bias.
1.3 We recognise them as successful, competent and capable learners who can express their views, contribute and participate in decisions that affect them.
SPL 2 Children will develop a sense of belonging
2.1 We endeavour to achieve the best possible outcomes for the child by having a good working relationship with parents (listening to their aspirations for their children)
2.2 We endeavour to achieve the best possible outcomes for the child by embedding the educator’s knowledge
2.3 We endeavour to achieve the best possible outcomes for the child by working in collaboration with the community.
2.4 Management and educators collaborate in making decisions to ensure the continuity of the children’s learning and development by providing a safe, secure and supported environment.
2.5 We review and reflect on the current Australian Early Development Census (AEDC) Community Profile so as to gain an insight on what is most needed in the development of the children in our community.
SPL 3 Respect for Aboriginal and Torres Strait Islander Peoples
3.1 We endeavour to embed Aboriginal perspectives into our practise.
SPL 4 Service program “EYLF” and “QKLG”
4.1 Our program follows a holistic approach that is based on each child’s knowledge, strength, ideas, culture, abilities and interests.
4.2 The children’s development is assessed as part of an ongoing cycle of observation, analysing of learning, documentation, planning, implementation and reflection.
4.3 We believe that educators should be deliberate and purposeful when planning programs, by responding to children’s ideas, interests and play
4.4 We encourage them to make choices and decisions that will influence their world.
4.5 We believe Nature’s play allows children the opportunity to explore nature while challenging themselves and learning to manage risks.
SPL 5 Critical reflection
5.1 Critical reflection is embedded in the service practice.
5.2 Management and all educators collaborate and reflect to achieve quality outcomes for the children and their family.
5.3 We strive for continuous improvement by using current research and considering different theories
SPL 6 Safety, Social and Emotional Health and Wellbeing
6.1 Management and all educators are committed to the safety, health and wellbeing of all children in our Service and those who visit us.
6.2 We believe in promoting resilience and positive mental health in our Fuji children, Families and Educators.
SPL 7 Community and Environment awareness
7.1 We plan programs that involve children in activities that will help develop community awareness and will empower them to become environmentally responsible.
7.2 The educators endeavour to design the environment and program which support access and equity for each child.
7.3 Our Service has a diversity of cultures so inclusive practises and respect are a main part in Fuji’s beliefs.
7.4 We also respect the religious beliefs and traditions of each family in our service.
SPL 8 Open door Policy
8.1 Fuji International Kindergarten has an open-door policy, where parents, staff, families and the community are invited to participate in the daily programs of the service.