Play, Fun:

At FACES, we use a play-based program to promote, develop and extend the children’s level of learning.  The children will discover, experiment, explore and have fun through play. We maintain a balance between plays which are initiated by the children and those which are supported by responsive and intentional teaching.

FACES believes children learn most effectively when learning in a fun way. This is done by providing play time (Froebel), filled with fun, discovery, adventure and creativity for children to express their imagination. FACES believes the children’s interests should be the key basis of our program (Reggio Emilia). We provide this by incorporating excursions, having community visitors and providing a balance of creative and active activities.

Transition to School:

FACES aims to equip children for a positive transition to school. We have a unique small school transition program to cater for children who will be attending Kindergarten the following year. We value small group times to allow for more individual attention, allowing us to cater for their interests.

Through play, the children learn literacy, numeracy and other pre academic skills. We also provide this through responsive and intentional teaching. Our school transition program allows children also to grow emotionally, and socially, which are important aspects in terms of a child being ready for school.

At FACES, we follow a holistic approach, that provides the foundation of learning not only in readiness for the transition to school, but in preparation for later on in life.

Inclusive  Practices:

FACES strives to provide a small, friendly, family orientated environment where all families have the right to feel welcome and supportive. We promote multiculturalism and are inclusive of everyone. Families are involved in our service and our community has a high level of non-English speaking backgrounds. All cultures are respected, and the children are exposed to different cultures and customs.

We believe that children learn within the context of their family, the extended community and that they bring to the service their own interests, knowledge and life experiences. We endeavour to  ensure that our programme is accessible and meaningful for all children regardless of diverse circumstances and abilities.

We pay our respect to Elders, past and present. We promote and provide an Aboriginal and Torres Strait Islander aspect to our program.

We extend this attitude of inclusion and acceptance to staff, visitors and others.

Self-esteem, Resilience, Nurturing:

FACES aims to provide a caring and nurturing environment for children. We uplift children’s self-esteem by allowing them to make choices in their learning and take pride in their achievements. We provide positive challenges to the children to promote resilience through problem solving and trial and error.

 

Relationship, Partnership and Communication:

FACES believes working together with families can create opportunities for the development of shared understandings of the children, their families and their social world. Building this partnership helps children develop a sense of belonging.

FACES provides a way to provide positive and respectful relationships with children and their families (and extended families) in an environment that is supportive of open and meaningful communication. We also place a value on fostering an open and honest partnership within the staff members.

Community:

FACES promotes community involvement by including local organisations, businesses and families to be a part of our program. We believe that it is important for children (and adults) to have an understanding of what it is to belong to a community.

We strive to provide a network for families to build a sense of community spirit and provide access to resources both internal and external within the community.

Environment

Research tells us that environment is considered the ‘third teacher’ of the children through influencing thinking, behaviour and emotions.  FACES believes that each child has the right to an environment that is safe, hygienic, aesthetically appealing, stimulating and enjoyable. The environment should be a place where children can find the balance between active and quiet activities through play that takes place both indoors and outdoors.

FACES encourages and incorporates sustainability to families and children. We aim to further develop environmental sustainability to children and families as part of our community.

Teamwork

FACES recognises the importance of working together as a supportive team. We value and respect the input of everyone, and are open to change and improvement.

FACES recognises the importance of ongoing training and staff development. We feel this will enable the program and other aspects of the service to stay current and embrace new ideas and theories.

Lastly, at FACES, we believe that maintaining a sense of humour will help us to appreciate the joy that every day brings.

Child Safety Policy

We are committed to child safety, well-being, and empowerment of all children in our service – We have zero tolerance for child abuse.  All our educators are mandatory reporters. We have legal and moral obligations to contact authorities when we are worried about a child’s safety, which we follow rigorously.