Fuji International 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.