Friend Street Kindergarten Philosophy

At Friend Street Kindergarten the C.H.I.L.D is at the heart of everything we do. We believe that every day presents opportunities for learning, growth and development. Each child and their experience of learning is unique and must be given the time and space they need.

C – Connection & Community

Children flourish when they feel a strong sense of connection, community and belonging. We foster warm, respectful relationships with children, families and educators making them feel valued and welcomed. Through this connection children feel safe and supported to take risks, try new experiences and practice skills.

We build meaningful relationships with families, acknowledging them as the child’s first teachers and vital contributors to the learning process. As a community kindergarten our parent committee ensures we incorporate the voice of families and community into all aspects of the service.

H – High Expectations for children and their learning

We see each child as a capable, curious, and competent learners who bring their own identity, culture, and perspective into our kindergarten community. We hold high expectations for each child and through a continuous cycle of planning, assessment and reflection provide engaging learning experiences and provocations to extend their learning.

We embrace a play-based learning approach, where play is seen as the most powerful vehicle for exploration, discovery and development. Based on the Victorian Early Years Learning and Development Framework/Early Years Learning frameworks we scaffold learning through various teaching strategies and co-creating knowledge through engagement with experiences. We listen to the voice of children as active co-creators of their learning.  We create rich engaging learning environments that nurture children’s social, emotional, physical and cognitive wellbeing. We recognise the environment as the third teacher, designing spaces that spark curiosity, allow freedom of expression and reflect children’s voices, cultures and identity.

I – Individuality and inclusion

We celebrate the diversity of every child and are committed to creating an inclusive environment where all children feel valued, supported and empowered to learn in their own way no matter their language, culture, disability, neurodiversity or socio economic background.

We actively embed Aboriginal and Torres Strait Islander perspectives, acknowledging the traditional custodians of the land on which we learn and the deep knowledge, culture and connection to Country held by the First Nations peoples.

We honour and incorporate children’s home languages and cultural identities fostering a sense of belonging and pride.

By embracing diversity and promoting belonging, we help children learn that everyone has something special to contribute and that our diversity make our community stronger.

L – Looking out for and after each child

The safety and wellbeing of every child is our highest priority. Our practices and procedures are underpinned by policies informed by the National Laws and Regulations and Child Safe Standards. We recognise the rights of the child as led by the United Nations Conventions of the Rights of the Child. We teach children safety skills to develop their ability to judge what feels safe, when risks should be taken and how to stand up for themselves.

D – Developing citizens of the future

We aim to develop confident, compassionate and capable citizens of the future. We recognise today’s children are tomorrow’s thinkers, creators and leaders. Through play collaboration and connections with others, children learn to value diversity, care for their community and respect the natural world. Today, children are learning social, emotional and self help skills, resilience and independence so that by the time they leave kindergarten they have a love of learning and a strong foundation for success at school and beyond.

“Through connection we belong, through nurture we thrive, through play we learn and grow strong wings to fly.”

Updated October 2025