Lilian Cannam Kindergarten believes childhood is about discoveries of life and the wonders of the natural world. We celebrate the environment as “the third teacher” and strive to support a safe and creative learning space.

We believe that our community shares a common goal, to provide the best possible outcomes for every child. In partnership with parents our teaching team will guide the first steps of the educational journey.

We recognise that children are at the centre of their learning. They will develop independence through encounters with others in respectful, supportive, and co-constructive learning environments.

Learning is holistic and integrated, it takes place when ideas, concepts and theories are shared.

We respect and acknowledge the traditional custodians of the land on which we meet, learn and play. In addition, we seek to provide a learning space that supports the health and wellbeing of ourselves, the kindergarten community and our planet.

Connections

We value a strong sense of community, communication and collaborative learning. We see connecting the role of the families, educators and children as an integral part of building community and supporting children’s sense of belonging and development as citizens of the world.

Exploration

We value an emergent, inquiry-based program, designed by the children’s wonderings, discoveries and interests. The curriculum is ever evolving and changing with a strong emphasis on play-based learning and encouraging children’s expression through the arts.

We recognise that learning is a journey of exploration and children need the confidence to learn new skills, try new things and have the opportunity to share their knowledge through many rich and meaningful experiences.

Authenticity

We value working as co-constructors, educators in partnership with children as researchers, documenting and advocating for children. Our approach is child focused and we believe that children are capable of constructing their own strategies for taking on challenges.

Responsive

We value rich documentation of children’s learning, thinking and capabilities and listen to how the children want to be represented. Our thinking is guided by the Reggio Emilia approach and Lois Malaguzi’s theory of ‘100 languages’. As educators we engage in reflective practice and are responsive to each child’s strengths, abilities, and interests.

Diversity

We value a genuine commitment to inclusion and respect for diversity and role model to children the values of respect and acceptance. We believe in creating a space which supports and promotes equity, inclusivity and diversity. Our vision is to develop an environment where Aboriginal and Torres Strait Islander cultures and perspectives are valued, celebrated and thoughtfully and meaningfully incorporated into our everyday practice.

Environment

We value the critical role the natural environment plays in learning and recognise the rich, engaging learning opportunities for children in play. We provide a safe and nurturing space for children to practice, risk take and explore, allowing them to gain many new tools for future use.

IDENTITY - Children have a strong sense of self
COMMUNITY - Children are connected with and contribute to their world
WELLBEING - Children have a strong sense of wellbeing
LEARNING - Children are confident and involved learners
COMMUNICATION - Children are effective communicators.

A copy of our 2022 Parent Handbook can be downloaded here (password available through office)