History
Holland Park Kindergarten was first established in 1952, with a preschool and kindergarten, offering to the local community. The Kindergarten was affiliated with the Crèche and Kindergarten Association (C&K) for 60 years. In 2015 the Kindergarten’s philosophical approach and service provision has led to an affiliation with Lady Gowrie. At Holland Park Kindergarten we are particularly known for our innovative and flexible practice, integrated service provision, and meaningful partnerships with families and the local community. Affiliating with Lady Gowrie enables us to continue our journey – offering a service which exceeds the national standards of care and caters to the needs of our community.
Philosophy
At Holland Park Kindergarten we view children as individuals and social learners. We acknowledge that children come from diverse backgrounds and bring unique strengths, experiences and understandings of their world.
In the learning environment, play is valued as a significant means for learning and allows opportunities for children to co-create the curriculum. Play can provide insights into children’s interests, skills, beliefs, joys, anxieties and frustrations.
We believe that the connections adults make with children through listening, playing, talking and questioning provide a rich and significant context for children’s learning. We consider partnerships as integral components of the curriculum and aim to ensure families are given opportunities to participate and reciprocate in all aspects of our learning community. We encourage children, families and staff to make meaningful connections and develop a sense of place within the Holland Park Kindergarten environment.
We encourage healthy, sustainable practices. The well-being of children and their development is the fundamental focus for all decision making in all aspects of the centre.
What is a Lady Gowrie Affiliated Kindergarten?
We are affiliated with Lady Gowrie (QLD) Inc. and operate under the guidelines of the Early Childhood Education and Care, Department of Education, Training and Employment. The centre is managed by a dedicated volunteer committee elected from the parent body. This reflects Lady Gowrie’s philosophy that kindergartens are community based and must serve the particular needs of their local community.
Lady Gowrie offers affiliated kindergartens educational, administrative and managerial support and oversees the funding allocation from the Queensland Government. As a parent of a Gowrie affiliated kindergarten, your management committee always welcomes your support and you’re welcome at Gowrie parent forums too.
National Quality Framework
The National Quality Standard (NQS) promotes continuous quality improvement. The process reflects a uniform approach to assessment and reporting across the range of service settings and is undertaken by the relevant regulatory authority in each state, in our case the Early Childhood Education and Care Department.
These NQS ratings promote transparency and accountability, and help parents assess the quality of education and care services available. Every service receives a rating for each of the seven quality areas, as well as an overall rating. These ratings must be displayed by each service and are published on the ACECQA and the MyChild websites.
We have been assessed and rated against the NQS as Exceeding the National Quality Standard across all seven quality areas and therefore overall.
Our Kindergarten’s service is also covered under the Education and Care Services National Law.
Aim
Through play each child develops their own potential, being encouraged, supported and guided to follow their interests as enquirers, thinkers and researchers. Like life, all learning occurs within a social context. Our practice is based on an approach of Engagement, not Entertainment. We value play as an important learning medium for children, providing many open-ended opportunities and learning experiences in which children can create and construct their ideas. This supports thinking and skill development within a social context. Children and adults scaffold their knowledge and understanding on each other, sharing a balance of input. Interactions with people, materials and places are highly valued.
We believe we have a responsibility to help children question, problem solve and take an active role in and responsibility for their learning. We want to support children to be seekers in learning and not to be passive bystanders. We aim to create a place for children, families, staff and community visitors to feel connected, have a sense of belonging and form partnerships.
We aim to create an environment that values play and enables children to wonder, create, co-construct and be consulted. We aim to create a place that is flexible with materials and programming to cater for the strengths, needs, interests and backgrounds of all children. We aim to create a place that supports and implements sustainable practices. We aim to provide an environment where children have opportunities to connect with a natural outdoor environment.
Community
We welcome to our centre the input of parents and community members to enrich our program. We recognise that parents are their child’s first teacher and see the centre as an extension of the child’s world and learning opportunities.
Together with parents we map and follow, support and celebrate the development of each child during the course of their pre-prep year.