ph: (02) 9967 2207 fax: (02) 9967 2302

Konomi Kindergarten Statement of Philosophy


Konomi Kindergarten is a unique, high quality Japanese and Australian early childhood centre. We acknowledge that much of the Konomi Kindergarten community is from a Japanese cultural background and choose Konomi for the Japanese education and cultural practices that we provide. We acknowledge that the Konomi community represents many different cultures, with families choosing Konomi for the unique cultural experience and the provision of high quality education and care. All children, families, educators, staff and community members are welcome and encouraged to engage in Japanese language and culture.

Konomi Kindergarten is passionate about inclusive practice and views everyone as a valued contributor to our community. We welcome children and families from all language, community and cultural backgrounds to belong to our unique bilingual and bicultural environment as well as children of all physical, emotional and academic abilities. Konomi Kindergarten embraces diversity as a resource that informs policy and practice. By creating a welcoming and inclusive environment, we create a context where each child feels safe, secure and supported, enabling them to experience a sense of belonging. We support each child to participate meaningfully and develop to their maximum potential in their social, emotional, cognitive and physical growth.

We uphold children’s rights and act in the best interests of the child. We believe that all 54 articles from the United Nation’s Convention on the Rights of the Child are intrinsically connected to each other and are all equally important. In our practice we have a strong focus on articles 2, 3, 12, 13 and 31.

Our core values underpin our practice and encourage openness, respect, empowerment and collaboration with children, families, staff and communities.

Our philosophy is further defined by the following values and beliefs that reflect the Early Years Learning Framework, The Early Childhood Australia’s Code of Ethics, articles from the United Nation’s Convention on the Rights of the Child, and current educational initiatives.


In relation to children:

  • We view children as capable, confident, curious, intelligent and resilient learners, each with their own strong sense of identity.
  • We believe that children have the right to learn through play and that play is the most effective avenue for learning. We encourage all children to become active learners and encourage hands-on engagement with the environment.
  • We believe in practicing through a lens of inclusion, providing flexible programs and environments that meet individual needs and interests.
  • We believe in the power of relationships and work to develop relationships with children that are positive, warm, responsive and respectful.
  • We believe that children have the right to be heard and be involved in decisions that affect them. We are active listeners of children, and encourage children to provide feedback and make choices.
  • We engage children in sustained shared thinking, valuing children’s voices, perspectives and opinions. This enables us to work in a way that supports children to learn, discover and acquire skills to become capable, independent and autonomous citizens.

In relation to educators:

  • We are active in establishing a team environment that is inclusive of gender, culture, language, background and abilities.
  • We practice in a way that encourages collaboration and teamwork among educators throughout their learning journey. By creating a culture of inclusion, we believe in discovering, acknowledging and utilising the diverse strengths of our educators, welcoming new ideas and perspectives.
  • We believe that educators are lifelong learners who develop knowledge and build the standard of their teaching through reflective practice, inquiry and ongoing professional development. As educators we are willing to continue to grow, learn and change.


In relation to curriculum:

  • We support children to develop to their full potential through involvement in a curriculum that supports lifelong learning. We believe in the importance of providing a balance of traditional and contemporary approaches to teaching and learning that encourages the development of 21st century life skills while maintaining the joy of ‘being’ in the early childhood years.
  • We believe in providing a holistic curriculum that reflects the children’s current knowledge, strengths, ideas, culture, abilities and interests (NQF, 1.1.2).
  • Our curriculum is developed and guided by the Early Years Learning Framework, the 7 Quality Areas of the National Quality Framework, Japanese education principles, the Reggio Emilia Approach to education and the Walker Learning Approach. We view children’s lives as characterised by belonging, being and becoming, with our curriculum vision and practice aligning with these components.
  • Our curriculum reflects the diversity of Australian multicultural society, with a focus on embedding the learning of Aboriginal and Torres Strait Islander culture. Through our curriculum we work to create a platform for learning of Indigenous cultures by adapting the traditions, histories, education and Aboriginal ways of learning into our practice. We achieve this through teaching processes including using narrative, visuals, cues, design, art and by developing relationships with the local land and environment.
  • Our program reflects inclusion, enhances the children’s awareness of and respect for cultural similarities and differences, and encourages children to identify and challenge bias, discrimination and stereotypes.
  • Through our curriculum we aim to foster the development of enquiring minds, a love of learning and an eagerness for challenge. Through inquiry based learning children share thoughts and ideas, cooperate, explore, experiment, create, problem solve, develop skills and gain independence.
  • Reflecting our unique identity, we establish a curriculum which integrates traditional Japanese proficiencies with Australian culture in a bilingual setting. Japanese culture, language, customs, food and traditions and embedded within our practice. Japanese learning festivals are a significant component of the curriculum and enable children to engage in and experience belonging, being and becoming.

In relation to context

  • Konomi Kindergarten places high value on the learning context, recognising and valuing the environment as the third teacher. Through the provision of an environment that is safe, inspiring, intentionally planned and rich in possibilities, children are able to develop knowledge, understanding, test their abilities and develop skills.
  • Konomi Kindergarten is a passionate advocate for sustainable practice and view the early childhood years as a natural starting point for sustainability learning. We aim to develop and implement environmentally sound practices that recognises our responsibility to preserve and protect the environment, and support children to develop an ongoing commitment to sustainable living.
  • We believe in creating a learning context that reflects and honours and reflects diverse family values, cultural backgrounds and voices of children. We believe in creating an environment where each person is valued as unique, yet all fit together.
  • We encourage children to develop a sense of belonging and identity within the context by creating a nurturing, predictable and familiar learning environment. We believe in adapting environments and practices to accommodate all needs, offering a range of materials, experiences and challenges for each child.

In relation to families and communities:

  • We respectfully acknowledge the Cammeraygal people who are the Traditional Custodians on the land on which we stand and believe in building our own awareness of Indigenous cultures. Through daily practice and rituals we engage children in learning about the Cammeraygal people and Aboriginal ways of learning.
  • We believe in building a bridge between Indigenous and Non-Indigenous cultures by embedding the perspectives of Aboriginal and Torres Strait Islanders in our centre. We achieve this through our curriculum, by working with Aboriginal knowledge and by finding common ground between Indigenous and Non-Indigenous cultural groups.
  • We believe in celebrating the richness of our diverse community and endeavour to incorporate this diversity within our context.
  • We believe in connecting with people, services and agencies within the community and believe in exposing the children to the community and the community to the children. Our partnerships with the local community evokes a sense of belonging among the children as they develop a growing awareness of their value and place in the world.
  • We believe that families are children’s first and most influential teachers. We believe in working with and learning from families in order to receive their insight, knowledge, expertise and perspective of their child. We believe in working with families through a lens of inclusion, discovering and acknowledging the values that are important to them.
  • We are passionate in developing collaborative partnerships with families and strongly encourage family involvement within our service. We strive to develop positive, supportive relationships with families based on open communication and the sharing of knowledge and skills.

In relation to the profession:

  • Konomi Kindergarten is a highly professional service which aims to be a leader in the provision of outstanding, high quality education and care. Educators at Konomi Kindergarten are advocates for the profession and support changes and developments within the sector.
  • Konomi Kindergarten is active in engaging in research and professional development about early childhood best practice. We continuously strive to improve the quality of our practice by incorporating findings from current research, government initiatives and new information from within the early childhood profession.
  • We believe in the importance of developing the quality of early childhood education and care services in Australia and welcome and embrace opportunities for quality improvement. Konomi Kindergarten is committed to providing staffing ratios that exceed government regulations, enabling the provision of high quality education and care.
  • We believe in sharing, collaborating and networking within the early childhood community. We welcome early childhood professionals, students and visitors into our service and seek out opportunities for engagement and professional learning.
  • We align our practice with Early Childhood Australia’s Code of Ethics, ensuring that we act in the best interests of all children and ensure every child is thriving and learning. Educators are committed to developing and refining their professional practices, attending professional development to keep abreast of developments within the sector.
  • We believe in advocating for and promoting the importance of inclusion within our service, to our families, the community and the wider early childhood profession.











 当園の保育理念は、EYLF 及びThe Early Childhood Australia’s Code of Ethics, articles 2, 3, 12, 13, 31 from the Convention on the Rights of the Childに基づいています。



  • 一人ひとりが自分のアイデンティティーを持ち、聡明かつ好奇心旺盛で、有能な‘学び手’であるという子ども観を共有します。
  • 幼児期は遊びの中で学んでいく時期と捉え、子どもたちが遊びを通して学ぶ場を提供します。
  • 子どもたちと真摯に向き合い、信頼関係を築くことが大切であると考えます。
  • 子どもたちの声に耳を傾けます。そして、子どもたちの考えや意見、視点を、子どもたちと常に共有します。






  • 子どもたちが自分の体験をより深く理解できるよう保育計画をたてています。生涯学習に繋がる保育を実践することで、子どもたちの可能性を最大限引き出していけるようサポートします。幼児期を楽しみながら、21世紀に則った生きる力を身につけていけるよう、伝統的また現代的な両方の保育をバランスよく取り入れていきます。
  • 子どもたちの長所、アイデア、興味、能力、知識、文化を反映した、総合的なカリキュラムを提供します。EYLF, NQFの7つの項目、レッジョエミリア及びウォーカーラーニングの保育、日本の教育要領&保育所保育指針を取り入れた保育を行います。そして、EYLFが唱える、子どもたちの生活はBelonging, Being and Becomingの3つの要素で構成されているということを理解し、日々の保育にこの3つの要素を取り入れていきます。
  • オーストラリア原住民及びトレス海峡諸島の文化を含む、オーストラリアの多文化社会の多様性を反映します。子どもたちが、異なる文化の類似点と相違点に気付き、異文化を尊重できるようサポートします。また、平和教育を大切にし、平和や調和を推奨し、穏やかな環境の中で学ぶことが出来る保育を行います。
  • 子どもたちが疑問を投げかけながら積極的に学ぶこと、挑戦する精神を育むことを目指しています。様々な教材、体験可能な場を提供することで、心身の発達、学びに対するチャレンジ精神を養っていきます。
  • 問いかけ型の学びの提供は、他者と協力すること、物事を探求すること、チャレンジすること、創造すること、問題を解決すること、友だちや保育士とアイデアを分かち合いながら、スキルや自主性を伸ばすことに繋がると考え、それを実践します。
  • 食事の時間を大切にし、この時間にも多くの学びを提供します。メニューは、ガイドライン及び子どもの嗜好も吟味した上で綿密に計画されており、文化の多様性やアレルギー(条件有)にも対応しています。
  • バイリンガル保育の環境の中で、オーストラリアと日本の文化が融合したカリキュラムを確立しています。特に、日本の文化行事は、当園の保育に欠かせない重要なものです。行事を通した学びを実践することで、子どもたちは想像力を養いながら、個々のアイデンティティーを育んでいきます。



  • 保護者、保育者に次ぐ3番目の教育者と捉え、子どもたちの学びの環境づくりに重きをおきます。子どもたちの健康や安全に配慮し、子どもたちが知識を得たり、理解を深めながら能力やスキルを身につけられるよう注意を払います。
  • サステナビリティ(環境持続性)を重視した保育を目指し、幼児期を、サステナビリティについて学ぶ出発点と捉えます。子どもたちが環境を守るためにできることを学んだり、実行することを目標とし、自分たちの住む世界を大切にし、環境を守るという責任感が育つ保育を行います。
  • 様々な家族の価値観、文化的背景、子どもの声、全てに敬意を表すことのできる学びの場を用意します。そして、子どもたちが自分のアイデンティティーを持ち、個々の居場所を見つけられる場を提供します。



  • 当園は、先住民であるCammeraygalの人々に敬意を表します。この人々たちについて、日々の保育を通して子どもたちに語り継いでいきます。
  • 当園は、異なる文化的背景を持つファミリーから成るコミュニティの中の様々な相違を取り入れることによって、子どもたちとコミュニティとの良好な相互関係が生まれると考えます。地域の人々や、公共施設/機関との関係を築きながら、子どもたちやご家族を支援します。地域社会とのパートナーシップは、子どもたちが自分たちの居場所をより確かなものにし、安心して日々を過ごせることに繋がると考えます。
  • 当園は、ファミリーとは、子どもにとって最も影響を与える、人生で最初に出会う教育者と考えています。保護者の方々と共に、そして保護者の方々から学びながら、協力しながら子どもたちの育成をサポートします。
  • 当園は、保護者や地域の人々、公共施設/機関等とのコミュニケーションをスムーズに行うためにオープンドアポリシーを設けています。このポリシーにより、ご家族の守秘義務は守られます。



  • 保育の専門家として意識を持ち、子どもたちのためのより良い環境づくりに貢献します。
  • 幼児教育の重要性を認識し、規定を上回る保育者を各クラスに充てることで、更なる保育の向上を心がけます。
  • 幼児教育機関とのネットワークを築き、幼児教育における専門家、学生やボランティア、見学者など、当園に関わる全ての人々を受け容れます。
  • Early Childhood Australiaの倫理規定に沿って保育を行い、研修等を通して、保育者としての自己啓発に努めます。