Bright Buttons Children's Development Centre

Bright Buttons Children's Development Centre Philosophy

Centre Philosophy

Here at Bright Buttons we believe in providing children with the highest quality of care allowing each and every child to reach their fullest potential, by enhancing all areas of growth and development, in a warm caring and home like environment that is a reflection of our children, families and our community.

We strive to do this through providing a highly positive environment where all members such as staff, children, families etc. are made to feel welcome and are considered to share an important place within the centre /community regardless of gender, race, culture or religious belief.
The service is dedicated to reflecting the principles that underpin the national law act and National Regulations by educating staff and families of the law and also to implement the Early Years Learning Framework (EYLF). The service is committed to working within the National Quality Standards and implementation of our Quality Improvement Plan.

In relation to children: We believe all children are capable, unique with individual needs, interests and strengths. All children are given equal opportunities regardless of their gender, culture, socio-economic background and supporting the inclusion of children who require additional support. We believe in the “circle of security” a theory based on the foundation that once children form secure attachments they will be able to thrive in all areas of development. By addressing our children’s attachment, emotional and behavioural needs we are promoting their abilities to develop and maintain positive and trusting relationships with their families, educators, peers and the wider community.(Belonging) Children develop at their own pace, therefore educators will ensure their expectations for children’s development are specific to each child and their unique experiences and individual backgrounds are valued. Children learn best through play and educators will support development by providing experiences that are meaningful, challenging and ignite curiosity through investigation. Children are given the opportunity to choose their own experiences that, most importantly, reflect their interests. For example, the child’s knowledge is valued and can be used as a tool for enhancing the knowledge of others. (Becoming) We appreciate the importance of the present day in our children’s lives, learning about themselves in a holistic manner, building and maintaining relationships and enjoying life. (Being) Educators will use positive forms of behaviour guidance and will continue to work in partnership with parents throughout this process.

In relation to families and the community, we as educators work with families to understand each child and create their play activities as well as listening to the child to meet their needs and interests through play. “Play is a means by which the child comes to discover the world, it is the activity which builds self-fulfilment” (Educating young children by Logan and Logan).

We work in partnerships with families, using learning outcomes to guide our planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interest, choose appropriate teaching strategies and design the learning environment, Educators assess learning to inform further planning.

A reliable routine is put in place, which is provided in a home like environment that meets each and every child’s needs. Children will warm to a consistent and familiar service making them feel secure. The development of strong relationships between Educators and Families as well as parent involvement within the centre, maintains a high quality of care within the service. This enables children’s needs to be met more effectively, through the exchange of information about the child. This strong relationship between families and Educators facilitates teamwork and open communication which maintains consistent care from the home environment to the centre environment. The children feel safe and secure because of this. Families are encouraged to be involved within the centre in ways they feel comfortable. Family involvement allows for family identity culture and heritage backgrounds to be implemented within our service environment that shapes our community. This enables the process of belonging, being and becoming.

Bright Buttons has full commitment to the inclusion of children with additional needs. Interactions are important to ensure the child feels a sense of belonging in the curriculum, the routine offers for opportunities for 1-1 and small group experiences.

In relation to the program: The program empowers children to make choices through use of learning areas, and simultaneous indoor and outdoor play which fosters and nurtures relationships. (Belonging) The program is based on the concept of learning through play. The Early Years Learning Framework also guides the program. The program has an open approach incorporating both flexible and intentional teaching moments; educators encourage the children’s interests and their contributions to the curriculum. We acknowledge that educators play an important role in shaping children’s identities giving them the skills to face life’s challenges. (Becoming) A positive learning environment is created where children can learn at their own pace utilising individual skills and abilities. Educators actively observe children extending learning by encouraging children to wonder, explore, test, predict, problem solve, negotiate, reflect and research through play and in partnership with each other and the educators.(Being) Documentation is in the form of day book, monthly observations on each child, displays in the rooms and a constantly developing program. We use Kindy Hub to share this documentation with families.