Vision
Our aim is to provide a warm environment where all educators, children and families feel a sense of belonging. We strive to support the diversity of our children by being a culturally safe environment and by working collaboratively with families and allied health professionals. The Victorian Early Years Learning and Development Framework will guide the implementation of our program, with the eight interrelated principles used to inform our practises. We endeavour to excel in the implementation of the National Quality Standards.
Values
Inclusive- All children and families are welcome and supported. We are committed to cultural safety where we value and support diversity, inclusion and equity.
Child Safe- We are committed to providing a child safe environment. Our policies and practices ensure the health and safety of all children.
Quality- We strive to exceed all quality areas. Ensuring high quality of education and care.
Partnerships- We believe in developing respectful partnerships with families and likeminded professionals.
Collaboration- We work collaboratively with families, allied health professionals and the wider community.
Advocate- We advocate for the rights of the child.
Participate- We value the participation of families and the community in our programs.
Philosophy
We acknowledge the Bunurong People as the traditional custodians of the land where we teach, play and learn. We are committed to sharing the stories of this land, and to caring for country with our hearts and actions.
It takes a village to raise a child. At the centre of the village is the child's family. We believe that the family's values, ethics and parenting decisions should always come first in influencing their child's upbringing.
We are committed to child safety and cultural safety. Our policies and practices have been developed to ensure the safety and wellbeing of all children, families and staff. We value and support diversity, inclusion and equity and do not tolerate discriminatory practices. We advocate for, and respect children's rights.
We strongly advocate for children’s rights and the need to play, and strive to provide an environment, resources and interactions to inspire, prompt and extend the children’s engagement. Play is recognised as educative, therapeutic and active in nature, ensuring that children are developing across all areas. We teach early numeracy and literacy concepts through play, books, music and games.
We understand the value of facilitating positive relationships, a welcoming environment and happy experiences as protective factors for child safety and well-being. We acknowledge that there are vulnerable children in our community that need our extra support. Educators are responsive, authentic, empathetic and available to help children feel loved, valued and protected.
We welcome allied health professionals and support workers into our environment to reinforce our collaborative approach to guiding each child's learning and development.
We actively pursue opportunities to develop collaborative partnerships and work in partnership with community, professionals and professional networks. We are all committed to ongoing professional reflection, learning and growth. Our Educational Leader facilitates both informal and structured opportunities for collaborative professional discussion.
Dingley Kindergartens is a not-for-profit organisation run by a volunteer parent committee. Our Committee of Management plays a vital role in guiding the direction of our kindergarten. Made up of dedicated parents and community members, the committee supports the ongoing improvement of our programs, ensures good governance, and helps us stay connected to the needs and voices of our families. Together, we work to create a nurturing, inclusive, and high-quality learning environment for every child.
Dingley Kindergartens follow the Victorian Early Years Learning and Development Framework. Our play-based curriculum incorporates the integrated teaching and learning approaches – child-directed play and learning; guided play and learning; and adult-led learning.
All decisions we make about the kindergarten environment, program, experiences and teaching strategies are child centred, and aimed at amplifying the children’s voices. We acknowledge that children bring their own knowledge of the world and are capable individuals.
Each child is assessed, planned for and supported individually, considering emotional, physical, mental, social and cognitive development. We are empowerment & strength focused and incorporate children’s ideas and interests.
Curriculum is communicated to families and children in a variety of ways. Educators utilise displays, document folders, print and email to share kindergarten curriculum. Children’s individual learning progress is documented through summaries and transition reports, and opportunities for formal and informal discussions between educators and families are available throughout the year.
The team at Dingley Kindergartens value our work. We are honoured to be part of the children’s learning journey and strive to do our best as we play and learn together.
Dingley Kindergarten Centres Inc is guided by the following:
Australian Children's Education and Care Quality Authority. (2018).
National Quality Standards. ACECQA. Commission for Children and Young People. (2022, July).
The 11 Child Safe Standards. CCYP. Department of Education. (2022).
The Early Years Learning Framework for Australia. Department of Education and Training. (2016).
Victorian Early Years Learning and Development Framework. Department of Education and Training. Early Childhood Australia [ECA]. (2019).
Code of ethics. Edwards, S. (2017).
Convention on the Rights of the Child. Victorian Institute of Teaching. (2023). The Victorian Teaching Profession’s Code of Conduct.
