Our Philosophy
Our core values and beliefs guide our professional practice, along with our commitment to developing strong community ties and a kindergarten environment that warms, welcomes and creates a sense of wonder for all within.
Our values and beliefs within our philosophy
encompass the following:
Children
Play-based experiences are the underlying pedagogy that best support children’s ongoing learning and development.
We acknowledge the profound impact of social and cultural contexts on children's identities and relationships, recognising them as vital components of their growth.
Central to our philosophy is the cultivation of children's positive self-identity, which flourishes in environments where they feel safe, calm, heard, valued, experience a deep sense of belonging, and are supported by secure, responsive relationships.
Our curriculum is designed in partnership with children, actively engaging them in meaningful play, inquiry and research that reflects their interests, ideas and voices, placing them at the forefront of shaping their own learning.
We intentionally craft experiences that encourage creative thinking, problem-solving, and resilience-building, understanding that these elements are crucial for enriching children's learning and fostering strong relationships within our community.
Our practice is informed by:
Attachment Theory (The Circle of Security) understands that secure, trusting relationships with adults support young children to thrive.
Socio Cultural Theory recognises social relationships impact children’s experiences, play and peers support children in the learning process.
Partnerships
We value the richness of our community and recognise the uniqueness of every child and family. We are committed to building cultural knowledge and understanding both within and beyond our kindergarten.
Partnerships with families and the wider community are central to our approach. We actively encourage their involvement in the curriculum, acknowledging the vital role they play in children’s learning and wellbeing. We actively seek the voices of children, families and educators to inform our curriculum, philosophy, child-safe culture and ongoing improvement.
We embrace equity, diversity, and inclusion, celebrating the similarities and differences that enrich our community. Our goal is to create an environment where every child can participate fully and feel valued for who they are.
Guided by contemporary theories — particularly Vygotsky’s Sociocultural Theory, which emphasises the role of social interaction and culture in learning — along with the anti-bias curriculum, we are committed to equity, inclusiveness, social justice, and gender considerations throughout our practice.
Sustainability
We believe nature is one of our greatest teachers, inspiring curiosity, wellbeing, connection and care for the world around us. Our kindergarten is a vibrant community embedded in sustainable living and learning. We actively teach and practise sustainable habits, including litter-free lunches, composting, recycling and energy conservation.
Sustainability is woven throughout our everyday practice and learning. Guided by Aboriginal and Torres Strait Islander ways of knowing, being and doing, we support children to develop respect for Country, community and the environment. Through meaningful experiences in nature, gardening, exploring seasonal changes and caring for living things, children develop curiosity, wonder, responsibility and an understanding of the interconnectedness of people, places and the natural world.
We support children's understanding of environmental, social and economic sustainability by encouraging care for the natural world, promoting social responsibility and making choices that support wellbeing now and into the future. Through Aboriginal and Torres Strait Islander perspectives, children develop respect for Country, community, each other and the changing seasons
Reflective Practice
At our kindergarten, educators are committed to ongoing critical reflection to grow professionally and improve our practice. This continuous learning enriches both our team and the early childhood community we serve.
We include children, families and educators in our reflective practices, encouraging open communication, collaboration and shared decision-making. By valuing their perspectives and insights, we ensure our philosophy, curriculum and everyday practices continue to evolve alongside our community.
Through questioning, examining and considering different perspectives, we ensure our practices support the best outcomes for children and families.
Our approach is shaped by:
The Reggio Emilia Theory, where we honour children as capable, resilient, and full of potential. We also recognize the environment as a ‘third teacher,’ thoughtfully arranging spaces that invite curiosity, creativity, and discovery.
Moreover, we draw insights from Bronfenbrenner's Theory, appreciating that every child is shaped by many layers of their world — from family and community to society at large. This understanding guides us to support children in meaningful ways, recognising the richness of their experiences beyond the classroom.
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First Nations People
Mermaid Waters Community Kindergarten acknowledges Australia's Aboriginal and Torres Strait Islander peoples, the traditional custodians of the lands, sea, and skies across Australia.
We honour that they represent the oldest continuous culture in the world, carrying knowledge, traditions, and stories passed down through countless generations.
We pay our respects to Elders past, present, and emerging and share our friendship, connection, and kindness. We give thanks for sharing and caring for Country — the land we love to learn and play on.
We acknowledge the profound significance of storytelling in Aboriginal and Torres Strait Islander cultures, recognising it as a vital means of preserving and sharing knowledge, history, and cultural identity.
We also acknowledge the deep spiritual and cultural connection to place held by First Nations Peoples. At our kindergarten, we recognise the local natural environment as part of our shared Country and value the teachings of the Kombumerri people, the Traditional Custodians of this land. We engage with these teachings respectfully, guided by cultural educators and community knowledge holders.
We value children's growing curiosity about Aboriginal and Torres Strait Islander histories, cultures and continuing contributions. Through authentic learning experiences, we nurture children's respect for Country, culture, community and the wisdom shared by First Nations peoples.
Child Safety and the Rights of the Child
Our vision is that every young child is thriving and learning in an environment where they are safe, respected and empowered.
Our work is guided by the United Nations Convention on the Rights of the Child, using its four key principles:
1. Every child everywhere experiences a good life.
2. The best interests of children always come first.
3. Survival, development, and protection of all children.
4. Children have a voice—the right to be listened to and involved in decision-making.
In alignment with these principles, we are also committed to upholding the Queensland Child Safe Standards, which support our responsibility to create a safe, inclusive and child-centred environment. These standards guide our practices to prioritise children's wellbeing, recognise their rights and protect them from harm in all aspects of their early learning experience.
Our Child Safety Commitment reflects the voices of our children, families and educators. Children's safety, wellbeing and rights are our paramount consideration. We embed a culture of safety, participation, trust and belonging, where every child feels heard, respected, valued, included and protected.
Mermaid Waters Community Kindergarten is committed to inspiring curiosity, a love for learning and a strong sense of self in every child.
Through the involvement of educators, families and the community, our early childhood education provides the foundation for every child to develop a lifelong understanding of the magic of education, relationships and community.