Children's lives are characterised by Belonging, Being and Becoming

(Department of Education, Employment and Workplace Relations, 2009) 

We believe that...

Children have a right to belong to a family, a culture and a community.

Children have a right to be in the here and now, to seek and find meaning in the world they live in.

Children change throughout their childhood and it is through these changes that children become able to participate positively in society.

Children have a right to feel comfortable in an environment that is welcoming and aesthetically pleasing: an environment in which they can engage in long periods of uninterrupted play that is genuine, meaningful and challenging. Children have the right to play with natural experiences and resources that are freely accessible. Children are capable and responsible for caring for and respecting these resources. Children have a right to access experiences and resources that are meaningful, interesting and relevant to them.

Children are exceptional individuals with a unique way of viewing, experiencing and exploring the world and acquiring knowledge. Educators nurture children’s individuality and scaffold their learning to allow children’s own personality, temperament, cultural mindset, and interests to shine through.

Children are capable and competent learners who are interested in and curious about their world. They have the ability to form and maintain respectful and caring relationships with their peers and adults.

Children have a right to play in an outdoor environment that provides them with experiences where they gain knowledge, understanding of and respect for nature and the environment. Children have a right to explore the natural world regardless of the weather conditions.

Children have a right to a curriculum that is guided by social justice principles and have a responsibility to practice these principles throughout their interactions with peers and educators. Educators are committed to reconciliation and to respecting the unique place of the Ngunnawal people and other Aboriginal and Torres Strait Islander peoples within this country.

Educators actively advocate for children’s rights and wellbeing, both within the service and the wider community.

Educators are intentional, deliberate, thoughtful and purposeful in their teaching and planning. Educators provide a play-based curriculum that reflects children’s interests, where children learn to actively engage with each other, their environment and resources respectfully.

BRECC is an environment where each educator is valued and respected. Educators are professional, knowledgeable and innovative in their practice. Educator’s practice is based on current knowledge of best practice early childhood education and care and is supported by theory. Educators share this knowledge with other educators, families and children. Educators are supported in their professional learning through access to well reputed, ongoing training and support.

Working in partnership with families is integral in the development of the holistic child. Educators respect families and their beliefs and values. Educators cherish the relationships children have with their family and see the family as the most important connection a child has. Partnerships between families and educators are built on mutual respect and trust. Educators encourage and invite families to become involved as an integral part of our curriculum.

Families have a right to know their child will receive high-quality education and care. Families have a right to feel welcome, secure and part of our community.