Bexley Jack and Jill Preschool philosophy

Our philosophy is inspired and guided by our knowledge of current research, The Early Childhood Association Code of Ethics, The National Quality Standards and BELONGING, BEING & BECOMING: The Early Years Learning Framework for Australia – V2.0, 2022

  • Belonging – Acknowledges children’s interdependence with others (family, a cultural group, a neighbourhood and a wider community) and the basis of relationships in defining identities
  • Being – Recognises the importance of the here and now in children’s lives
  • Becoming – Reflects the process of rapid and significant change that occurs in the early years as children learn and grow.



  • Children are valuable, unique and powerful human beings
  • All children have a right to quality and affordable early childhood education to maximize their potential and develop a foundation for future success
  • All children have a right to secure respectful and reciprocal relationships with educators
  • All children have the right to play as young children learn best through play based experiences in which they are actively engaged with people, objects and representations
  • Children are competent and resourceful learners who are active contributors to their own and their peers learning
  • The early childhood years are not solely preparation for the future but also importantly about the present and the joy of childhood.


  • Families are children’s first and most influential educators and each family will be respected and supported
  • Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families
  • Families come from a diverse range of cultures with differing practices, values and beliefs and these are to be respected and honoured by the preschool, educators and program
  • The educators can support families in their role of parenting.


  • Educators have a valuable role as co-educators with children, families and communities
  • Educators recognise and respond to barriers to children achieving educational success
  • Educators will continually seek ways to build their professional knowledge
  • Educators value each other, collaboration, reflective practice, engaging in questions of philosophy, ethics and practice with peers, families and the community.


  • The program considers the whole child and the interrelated nature of development and learning
  • The program, including routines, is organised in ways that maximise opportunities for each child’s learning
  • The program is developed in response to observations and documentations of children’s strengths, abilities and interests in cooperation with families
  • Children need a flexible play based curriculum that provides for different learning styles
  • The program is inclusive, identifying and supporting all children who have additional needs and assisting families and educators to access specialist help
  • The program recognises Aboriginal and Torres Strait Islanders as the first caretakers of our land and promotes greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being
  • The program supports children and families through important transitions, including from home to preschool and from preschool to school.


  • The environment should welcome children, families and educators and celebrate the diversity of cultures in our community
  • The environment should reflect beauty and aesthetic appeal
  • Preschool should provide a balance between a secure homelike space and a stimulating environment that encourages children to explore, solve problems and create and construct
  • The play spaces provide opportunities for an appreciation and respect for the environment and to promote children’s understanding of sustainability and our responsibility to care for the environment.


  • We must strive to be a centre of excellence for early childhood education within our community
  • We provide a central link to information and support services within the wider community
  • We are part of the wider community and encourage relationships with community organizations, local council and schools
  • Children, families and educators are encouraged to value and respect the diversity of our community
  • The preschool promotes social justice, equity and the rights of children, families, educators, and management in the wider community.