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

Our Philosophy                                                                                                                                                                                                                                                             

At Konomi Kindergarten, we take pride in the unique bilingual Japanese and Australia education and care service that we provide. We acknowledge that the majority of families at our service are from a Japanese cultural background and they desire their children to learn Japanese language, education and culture. Children from all language and cultural backgrounds are welcomed to attend Konomi Kindergarten and are offered an opportunity to be part of our unique bilingual learning environment. We believe in encouraging all children to engage in active learning of Japanese culture and language within an Australian early childhood setting. By creating an environment of acceptance and by promoting a sense of belonging, we aim to provide a learning environment where each child feels safe, secure and belong. We believe in the rights and best interests of the child, which guides our practice and interactions with children. We support children to develop to their full potential through a comprehensive curriculum that promotes lifelong learning. We are passionate about developing collaborative partnerships with families and we strongly encourage family involvement within our service. We believe in practicing respectful, positive and professional interactions with children, educators and families, and we value and build upon the strengths and knowledge of others. At Konomi Kindergarten, we believe in the importance of sustainable practice, and view early childhood as natural starting point for ongoing education of sustainability.  Our philosophy is further defined by the following values and beliefs that reflect the EYLF, Code of Ethics and the Rights of the Child to learn through play “Article31, Un Convention on the rights of the child”.            


As Early Childhood Educators we believe:  

  • In providing a program that reflects the children’s current knowledge, ideas and abilities. A learning curriculum that is guided by the Early Years Learning Framework, the 7 Quality Areas of the NQF, Japanese education principles, and the right of every child to high quality education and care.
  • In displaying a sense of professionalism and pride in our service and advocate for the service we provide. We believe in maintaining the privacy and confidentiality of information regarding children, parents, staff members and the community. (EYLF, Principle 1, p12)
  • In establishing a positive team environment, which promotes listening, active communication, and valuing each other’s skills, knowledge, abilities and experiences.
  • In a holistic approach to education that promotes high expectations for achievement and learning and is inclusive of all cultures, diversity and abilities. (EYLF, p 14, Principle 3, p 12)
  • Educators are lifelong learners who continue seeking knowledge to improve the standard of their teaching. We achieve this through reflective practice and inquiry. (EYLF Principle 5, p 13)                                                                                                                                                           


In relation to children we: 

  • Provide opportunities for the children to learn through play. We achieve this by building trusting and responsive relationships with children through positive, respectful and warm interactions with individuals and groups.
  • Encourage all children to be active learners as valued individuals.
  • We believe that children are successful, competent and capable learners. We provide an environment that reflects appreciation of children’s diversity, family values, cultural backgrounds and the child’s voice.
  • Encourage children to gain a sense of belonging by providing a nurturing and supportive environment where children are encouraged to make learning choices and decisions and to develop their sense of identity and skills as learners without fear of failure.
  • Value lifelong learning through 21st century- skills that prepare children for school and beyond: Persistence, resilience, conflict resolution, problem solving, negotiation and more
  • Believe that rights of the child and the best interest of the child are foremost in all decisions. (Focused articles; 12 &13)                                                                             
  • Provide an environment which integrates traditional Japanese proficiencies with Australian culture in a bilingual setting. Japanese festivals are an integral part of our centre’s practice and curriculum. Cultural practice through festivals allows children to develop skills and knowledge for lifelong learning while developing their sense of identity.
  • Provide an inclusive program which is play based and reflects the diversity of our children. Our programs reflect the diversity of Australian multicultural society including Aboriginal and Torres Strait Islander cultures. Our curriculum enhances the children's awareness of and respect for, cultural similarities and difference.
  • Provide long term projects and skill & technique development for all children through inquiry based learning. (Article 13)
  • Provide a balanced program that reflects all aspects of child development. Our program includes creative experiences, self-selection and planned learning that capture the lives of children, integrating contemporary teaching approaches e.g. the use of technology.
  • Provide equal opportunities and support for all children including children with additional needs to participate in the program. (EYLF p16)         


In relation to families and communities we believe:

  • In celebrating the richness of our diverse community. We endeavour to incorporate this diversity within our program and practice
  • In connecting with people, services, and agencies within the community that supports children and families.
  • Families are children’s first and most influential teachers. Therefore, to have a greater understanding of the child we work to discover and incorporate the diversity, needs and uniqueness of each family. 
  • In listening to and learning from families in order to share their knowledge, insight and perspectives of each child. We build upon their strengths and support them in their role of nurturing children. (EYLF, Principle, 2, Partnerships)
  • In communicating our sustainability initiatives, involving families in our centre sustainability practices and in turn raising community awareness of sustainability.
  • In working with parents in partnership to develop the child as a whole in a mutually supportive and caring environment.


In respect to the environment we believe:

  • In providing a safe and homelike atmosphere that reflects the importance of creating a link between home and the centre.
  • In providing an environment that reflects contemporary approaches to teaching and education through the use of information technologies (e.g. Smart Board, iPad, Computers, DVD, Digital camera).
  • In providing the children with a relaxed, happy, and flexible environment to cater for the individual needs of each child.                                
  • In creating an environment that reflects a holistic approach to sustainability that has a focus on learning about the interconnectedness of plants, animals and humans with the Earth. Our environment supports and advocates for responsible recycling, reducing waste, careful use of energy, water and other resources in everyday practice.



木の実幼稚園は、二ヶ国語の教育そして、日本語とオーストラリアの教育を行なっております。当園に在籍する大多数の家庭が日本文化を背景にもち、ほとんどの方が当園を選ぶ理由は、日本語の学習、教育、文化を子どもに継続させるためと理解しています。当園はあらゆる文化・文化的背景をもつ子どもを受け入れ、ユニークなバイリンガルの学びの環境で子ども達は学びます。すべての子ども達はオーストラリアと日本が融合した学びの場で学ぶ機会が与えられます。当園の目標は、受け入れられている気持ちと園との一体感をもたせて、子ども一人ひとりが安心して学べる環境を提供することです。当園は、子どもの権利を守り子どもを第一に考え、それは当園の保育はこの考え方に基づいています。コンプリヘンシブ・カリキュラムの中で子どもがもつ可能性を最大限に引き出すことを狙いとし、これは生涯教育へつながるものとなります。家庭との連携を重視し、すべてのかかわりはお互いを尊重し合い前向きなものであると考え、このようなかかわり方を推進します。このかかわりは、お互いの能力を期待し、受け入れることで形成され、そして、能力を土台として、さらに高まっていくものです。当園は、環境持続性を重視した保育を目指し、幼児期を持続可能性に向けた教育のスタート地点とらえています。当園の保育理念は、アーリー・イヤーズ・ラーニング・フレームワーク(EYLF)、幼児教育に携わる者の倫理基準(コード・オブ・エシック)、国際連合によって採択された子どもの権利条約(ザ・ライツ・オブ・ザ・チャイルド  アーテイカル31)に基づきます。詳細は次の通りです。



  • アーリー・イヤーズ・ラーニング・フレームワーク(EYLF)、NQF(全国資格フレームワーク)の7つの品質分野、並びに日本の教育に基ずくもの、子ども一人ひとりがもつ良質な教育・保育を受ける基本的な権利の重要性を指針とする保育を行います。
  • 有資格者としての自覚と自信をもち、園の保育内容を高く評価します。また、子ども、保護者、職員、地域に関する情報を慎重に取り扱います。(EYLF、P14、Principle 1、P12)
  • 保育士同士で前向きな環境を作り、お互いの意見に耳を傾け、積極的にコミュニケーションします。
  • 総合的な教育方法を採用し、すべての文化、さまざまな事情・能力を考慮した目標達成・学習に対する高い期待を育みます。(EYLF、P14、Principle 3、P12)
  • 保育者は常に学び、教育・保育の水準を高めるために常に知識を高めます。(EYLF、Principle 5、P13)



  • 遊びを通して学ぶ場を提供します。前向きで温かく、認め合う交流を一人対一人、グループ毎に関わらず行って、子どもとの間に好意的な信頼関係を築きながら、この目標を達成します。
  • 子どもを個人として尊重し、園の環境は一人ひとりの多様性、家庭の価値観、文化的背景、子どもの意見を理解したものです。
  • 子どもが間違いを気にせずに繰り返し学べる保育の場を提供し、子どもが園と一体感をもてるように支援します。
  • 実体験を通して学べる場を提供し、感覚によって自然を探求させます。
  • 二ヶ国語が使用される状況で、伝統的な日本文化とオーストラリア文化が融合した環境を提供します。日本の行事は、当園の保育・カリキュラムに欠かせないものです。行事を通して文化的なしきたりを学び、生涯教育に向けたスキルと知識を身につけます。
  • 遊びを基本とし、子どもの多様性を反映させたインクルーシブ・カリキュラムを行います。当園の保育内容は、オーストラリアの多文化社会(アボリジニ、トレース諸島出身者を含む)の多様性を反映させ、文化の違い・共通点に関する理解と尊重を深めるものです。
  • 自然界のしくみを学びながら、自分たちの環境を探求し、大切に扱い、関心を寄せるような学びをさせます。
  • 子どもの発達におけるあらゆる側面を考慮したバランスの取れた保育を行います。創造的な活動を行い、自分で選択したり計画したりします。
  • 特別な配慮の必要な子どもを含め、すべての子どもに平等な機会を提供します。(EYLF P16) 当園が求める保護者や地域は、
  • 多様性のある地域の価値を大切にし、これを当園の保育に反映できるよう取り組みます。
  • 地域の人々や施設・団体と関係を築き、子どもと家庭を支援します。
  • 家庭は子どもにとって、最も影響を与える最初の教育者と考え、家庭の多様なニーズを十分に理解し、各家族の独自性を尊重します。
  • 家庭がもっている子どもに関する理解、見解、考え方を共有し、それに基づいて、子育てを支援するために、各家庭の意見を聞き、学びます。(EYLF、Principle 2、Partnerships)
  • 持続可能性に関する取り組みを広め、当園のでの試みをに家庭でも関わり認識を高めます。
  • 相互支援が行われ、思いやりのある環境で子どもを育てるために、保護者と協力します。


  • 安全で「家庭的な」雰囲気で、家庭と当園との関係作りの重要性を理解するものです。
  • 保育士と子どもが、IT(電子ホワイトボード、iPad、パソコン、DVD、デジカメなど)を使用して、学ぶ環境を提供します。
  • 一人ひとりのニーズに応えるために、子どもがゆったりと楽しさを感じ、柔軟性のあるものです。
  • 持続可能性への総合的な方法によって、環境教育を促し、植物、動物、人間、地球のかかわり合いに焦点を当てます。責任をもってリサイクルし、ごみを削減し、エネルギーや水などの資源を慎重に使います。