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 education and care service. We acknowledge that much of the Konomi community is from a Japanese cultural background and choose Konomi for the Japanese education and cultural practices that we provide. We also 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, staff and community members are encouraged to engage in active engagement of Japanese culture and language within our early childhood context.

 

Konomi Kindergarten is a passionate advocate of inclusive practice, welcoming children and families from all language and cultural backgrounds to belong to our unique bilingual and bicultural environment. 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 and support them to 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 in our practice and interactions with children. Further we uphold and honour children’s right to play- in acknowledgement of major contributor of play to develop in a safe and stimulating environment


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 2, 3, 12, 13 and 31 from the Convention on the Rights of the Child and current educational initiatives.

 

In relation to children:

  • Konomi Kindergarten has worked collaboratively to develop a shared image of child. We view children as capable, confident, curious, intelligent and resilient learners, each with their own strong sense of identity.
  • We believe that childhood is time to play and 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 that it is important to develop relationships with children characterised by positive, warm, responsive and respectful interactions.
  • 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 provide opportunities for children to provide feedback and make choices. We engage children in sustained shared thinking, valuing children’s voices, perspectives and opinions.

In relation to educators:

 

We are active in establishing a team environment that is inclusive of diverse gender, culture, language and abilities. We welcome educators from diverse backgrounds and we value and embrace the various skills, culture and interest individuals bring to our service. 

 

We practice in a way that Our practice supports and encourages collaboration and teamwork among educators who are on a learning journey together WITH children. This enables different perspectives, knowledge ad expertise of educators and children to be valued, heard, acknowledge and utilised implemented in practice.

 

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 listen to children and try to find the balance between support and letting children work out for themselves by providing opportunities to learn, discover and acquire skills to become more capable and exercise more autonomy.

 

In relation to curriculum:

  • Our curriculum encourages children to make deeper and fuller understanding of their own experiences. We support children to develop to their full potential through active involvement in a comprehensive 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. As reflected in the Early Years Learning Framework, we view children’s lives as characterised by belonging, being and becoming, with our curriculum vision and practice aligning with these three components.
  • Our curriculum includes programs that reflects the diversity of Australian multicultural society, with a strong focus on embedding the learning of Aboriginal and Torres Strait Islander culture. Our program enhances the children’s awareness of and respect for cultural similarities and differences, and encourages children to identify and challenge bias, discrimination and stereotypes. We are passionate about peace education, promoting peace, cooperation and learning in a harmonious way.
  • Through our curriculum and the provision of a range of learning experiences, we aim to foster the development of lively enquiring minds, a love of learning and an eagerness and readiness for future challenges. Through the provision of a variety of intentional experiences, materials and opportunities for interaction, we create and facilitate a developmentally appropriate yet challenging educational program.
  • The provision of inquiry based learning enables children to share thoughts and ideas with other children and adults, cooperate with others, explore, experiment and create within their environment, problem solve, learn from others, develop skills and gain independence.
  • Konomi Kindergarten places great value on meal times, with meals presented to children in a way that promotes learning. Carefully planned and prepared menus align with the guidelines for daily recommended intake of food groups and reflect the needs of young children. Our menus reflect cultural diversity and accommodate preferences, allergies and intolerances of children.
  • Reflecting our unique identity, we establish a curriculum which integrates traditional Japanese proficiencies with Australian culture in a bilingual setting. Japanese learning festivals are a significant component of Konomi’s practice and curriculum. Cultural learning through festivals allow children develop their sense of identity and see children engaged in belonging, being and becoming so that imagination can run rife and play becomes richer, deeper and more complex.

In relation to context:

  • Konomi Kindergarten places a high value on the environment and early learning context we establish, recognise the environment as the third teacher that allows growing. Therefore careful attention is paid to provision of environments for children that are healthy, safe and rich in possibilities that provide opportunities for children to create their own knowledge , their own understanding, test their own abilities and develop their own skills., with detail captured in the design and provision of materials to allow for rich, intentional and authentic learning opportunities.
  • Konomi Kindergarten is a passionate advocate for sustainable practice and view the early childhood years as a natural starting point of sustainability learning. We aim to develop and implement environmentally sound practices that recognises our responsibility to preserve and protect the environment and foster in children an ongoing commitment for care for the world we live in.
  • We believe in creating a learning context that reflects and honours the diverse family values, cultural backgrounds and voices of children. We encourage children to develop a sense of belonging and identity within the context by establishing a nurturing, predictable and familiar learning context.

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 are passionate in educating children about this significant community group through daily practice.
  • We believe in celebrating the richness of our diverse community and we endeavour to incorporate the diversity within our context. We believe in connecting with people, services and agencies within the community and work to expose the children to the community and the community to the children. Our partnerships with the local community more broadly evokes a sense of belonging in the children as they develop a growing awareness of their value and place in their community.
  • 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 build upon each families strengths and support them in their role of nurturing their children. We are passionate in developing collaborative partnerships with families and strongly encourage family involvement within our service strive to develop positive, supportive relationships with families based on open communication and sharing of knowledge and skills.
  • Konomi Kindergarten has an open door policy to facilitate an open flow of communication between families, community members and the service. Our policy maintains confidentiality and respect of the privacy and wishes for each family.

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 are active advocates for the profession and support changes and developments within the sector. 

We believe in the importance of developing the quality of early childhood education and care services and welcome and embrace opportunities for quality improvement. Konomi Kindergarten is committed to providing staffing ratios that exceed government regulations to provide high quality education and care, and aim to be leaders in the provision of outstanding education and care.

We believe in sharing, collaborating and networking with the early childhood community. We welcome early childhood professionals, students and visitors into our service and seek out opportunities for engagement and professional learning across the sector.

We align our practice with Early Childhood Australia’s’ Code of Ethics, ensuring that our duty of care is successfully honoured at all times. Staff  are committed to consistently developing and refining their professional practices, attending additional training to keep abreast of and effectively address developments within the sector.

 

 

木の実幼稚園が大切にしていること

 

 

 木の実幼稚園は、質の高い保育を目指し、日豪折衷のユニークなプログラムを実施している幼児教育施設です。在籍する多くの家庭が日本的文化の背景を持ち、当園を選ぶ理由として、日本の文化、教育、言語を学んでほしいという理由を挙げられます。異なる文化的背景を持つ家庭にとっても、当園が提供する良質な保育、そして様々な文化体験が、当園への選択理由となっています。子どもたち、家庭、職員、コミュニティーがひとつとなり、日本語や日本文化について、子どもたちが積極的に学べるよう取り組んでいます。

 

 当園は、バイリンガル&二文化併存というユニークな教育環境を提供し、様々な言語、文化的背景を持つ子どもたちとその家族を受け容れています。この総合的な環境を作り出すことにより、子どもたちが安心して通園し、常に見守られていると感じ、それぞれが自分の居場所をみつけられる環境を用意します。子どもたちとの関わりにおいて、子どもたちの権利を守り、子どもたちのために行動します。

 当園の基本的価値観は、保育を支え、周囲に対する協調性、寛容性、敬意、そしてエンパワーメントの促進を奨励しています。

 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。

 

子どもたちに対して当園は;

  • 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。

 

当園の保育者は;

 異なる性別、文化、言葉、能力を兼ね備えたチーム環境の確立に積極的に取り組んでいます。共に助け合い、励まし合いながら、子どもたちと共に良質な保育を築き上げています。個々の異なる経験を活かしながら、それぞれが持つ様々なスキルや文化を大切にします。これにより保育者は、多角度から物事を判断することが可能となり、それぞれの専門的知識の向上に繋げていきます。知識を深めることに努め、自身の保育を常に振り返り、子どもたちによりよい保育が行えるよう学習し続けるべきであると考えています。子どもたちの声に耳を傾け、子どもが自分ですべきこととサポートが必要なこととを見極め、自発的な学びやスキル習得の場を提供します。

 

当園の保育は;

  • 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。

 

当園が目指す環境は;

  • 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。

 

保護者や地域について;

  • 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。

 

当園が目指す保育士は;

  • 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。