Acknowledgement of Country
Rosewood and District Community Kindergarten acknowledges the Traditional Owners and Elders of Rosewood – the Jagera, Ugarapul and Yuggera people and pay our respects to the elders both past, present and future for they hold the memories, traditions, cultures and hopes of Aboriginal Australia.
History of the Centre
The Rosewood & District Community Kindergarten has proudly stood on the site of 54 John Street since its opening in 1963. Early in the 1950's, Rosewood Shire Council became amalgamated with Moreton Shire Council. The Kindergarten stands on the site that previously was home to the Rosewood Shire Council Offices. Once amalgamation was complete, the council building was demolished and the council donated the land for the construction of a Kindergarten. Added to this, the Wrigley family, donated some land to add to our playground area. Through the hard work of many dedicated families, we now have a centre which provides local children with excellent facilities for their early childhood education. In 1978 the Centre became affiliated with The Creche & Kindergarten Association Limited (trading as C&K). C&K is a voluntary, non-profit organisation responsible for monitoring standards in community kindergartens and is our Central Governing Body responsible for administering funds. Our Kindergarten service delivers a learning program that currently meets the Queensland Government criteria and we are an Approved Kindergarten Program Provider.
Statement of Philosophy
We believe that early childhood is a critical learning period in children’s lives and that play is the essential learning vehicle to explore, problem solve, develop friendships, imagine and extend capabilities. We recognise that this is best achieved in a natural environment supported by parents, educators and our local community. We utilise the Building Waterfalls Curriculum, the Queensland Kindergarten Learning Guidelines and the Early Years Learning Framework to guide our decision making and to support children’s development across 5 learning outcome areas:
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators
Our values, beliefs and understandings of:
- We recognise that each child is a unique individual with their own interests, strengths, learning styles, culture and traditions.
- We understand that each child will develop at their own pace and are given opportunities to question, inquire, co-construct, take risks, create, imagine, explore, investigate, experiment, problem solve and communicate.
- We provide a child centred program where children are supported to make decisions, take responsibilities and direct their learning.
- We value children having opportunities to grow in confidence and resilience through taking risks and testing their capabilities in a safe and supportive environment.
- We recognise parents as children’s first and primary teachers and endeavour to develop positive and culturally inclusive relationships and participation in our service’s decision-making processes.
- We actively encourage parents and other family members to be collaborators and co-learners within the learning community.
- We strive to ensure every family feels valued and has a sense of belonging within the Kindergarten community by being responsive and supportive to families needs, celebrating diversity such as inviting families to sharing their unique culture, skills and interests with us, parent days, confidentiality and open communication.
- We value our local community and strive to develop strong and equitable relationships amongst all members.
- We connect children and families with each other and local child and family support services.
- We value our strong and historical relationships with our local community which has been enhanced by the many families who continue to send their own children to the centre that they once attended themselves. Many of our families are supported by their extended family in providing care and assisting the child in accessing our service.
- Our program is rich in opportunities to explore and connect with our local community and we value building upon these relationships and engaging with our local community services and organisations.
- We acknowledge the traditional custodians of our land, the Jagera, Ugarapul and Yuggera people. We incorporate indigenous perspectives throughout our program and support children and families to share their culture.
- We recognise educators are knowledgeable and provide quality teaching and learning experiences for all children. We value educators who share the honour of living and learning with and alongside children and their families to develop secure, happy, motivated learners.
- Educators have a responsibility to advocate for Early Childhood Education and the rights of the child. We ensure children’s rights in terms of child protection and safety are met at all times.
- Educators engage in open, honest communication, maintain relationships based on respect and equity, share and value ideas, skills, strengths and contributions and challenge one another in a positive and supportive manner.
- We are committed to ongoing Professional Development and we recognise reflection as an important tool to improve our practices, programs, policies and procedures to ensure we provide a high quality service that meets the needs of the current children and their families.
- It is the role of educators to work in partnerships with the management committee to promote a dynamic, professional and energetic organisational culture with a commitment to continuously improve the service in order to maintain clear directions and values towards quality education for our children and families.
Teaching and Learning
- We strongly believe in implementing an integrated, negotiated and emergent curriculum – a democratic environment where all members of the community – children, teachers and parents have the opportunity to be part of curriculum decision-making processes.
- We value peer mentoring to promote the children’s co-construction of knowledge and to create a true sense of community.
- We value children's dignity and rights at all times, engaging in positive behaviour guidance in collaboration with children, parents and educators.
- Exploration of feelings, emotions, friendships and social justice issues are central in our program.
- Our program is rich with meaningful opportunities and experiences for the children to explore language, literacy and numeracy learning.
- We promote physical activity and healthy risk taking by providing challenges to develop agility, strength, flexibility, control, balance, coordination, confidence, independence and resilience.
- We support children’s developing ability to take responsibility for their own health and physical wellbeing by modelling healthy eating and nutrition practices, personal hygiene practices, independence and self-help skills, rest and relaxation and safe play.
- We utilise intentional teaching practices and value the development of critical thinking skills through meaningful interactions and experiences.
- We recognise the environment as a powerful resource for teachers to use to support the learning of young children.
- We value an inclusive environment that empowers all children to achieve and belong regardless of abilities, culture or first language. All children are treated with dignity, respect and equality. We flexibly support children and families to accommodate individual needs and adjust the program accordingly.
- We value natural play spaces as they foster children’s connections with nature and provide opportunities for risk taking, spontaneity and discovery.
- We utilise sustainable practices that help children develop an awareness of their role in contributing to a more sustainable world.
Updated May 2019
Group 1 attends on Monday, Tuesday and every alternate Wednesday 8.40am – 2.50pm
Group 2 attends on every alternate Wednesday, Thursday and Friday 8.40am – 2.50pm
The staff are responsible for the care of the children between the hours of 8.40am and 2.50pm. Children must not be left alone at the Centre before or after these times. To enable arrivals and departures to run smoothly we would suggest that you bring your child to the centre between 8.40am and 9.00am. Children may be picked up after 2.30pm but not later than 2.50pm. If you need to pick your child up earlier, please do so by 1.30pm so as not to disturb the rest period.
Qualified educators work together to provide your child with a high quality, play based early education program. All of our educators hold appropriate qualifications and licences for their positions.
|Group 1||Nominated Supervisor Early Childhood Teacher Educational Leader||Mrs Debbie Brown||Diploma of Teaching, Early Childhood BKTC||Children call her Mrs Brown|
|Mrs Linda Beale||Graduate Diploma of Early Childhood Education||Children call her Mrs Beale|
|Both Groups||Responsible Person Assistant||Mrs Sue Waugh||Diploma of Early Childhood Education and Care||Children call her Mrs Waugh|
A high teacher/child ratio allows teachers the individual time to spend with your child. We have two teaching staff for every 22 children. Occasionally relief staff will be employed. Such staff will also be qualified and meet all the requirements as set down by The Office of Early Childhood Education and Care.