Example Goals

A few example service goals

Family involvement is actively encouraged through sharing skills, interests, and knowledge, and actively participation in the development of their child.

We actively engage use of resources from the wider community to extend and improve our programs

Provide opportunities for children to understand, feel empathy, value and respect differences in race, sex & ability 

Programs are sensitive and responsive to individual needs (physical, cultural or spiritual)

Programs are inclusive of children with additional needs. 

Programs  foster appreciation of equity and social responsibility

Apply the AECA Code of Ethics and the UN Rights of the Child 

Programs encourage children to make choices

Programs that reflect individual and group interest

A balance between teacher and child initiated experiences will be maintained. 

Programs encourage an understanding of Australia's Aboriginal and Torres Strait Islander Heritage

Programs foster development life skills such as self help, care for health, decision making, organisation, communication, sharing and team work

Programs promote well-being and provide opportunities to build self esteem, independence and self love

Programs encourage resilience, including capacity to cope with change, accept failure and overcome setbacks

Programs encourage children to interact with and be respectful of their environment, through the cultivation of the land, the observation of and caring for animals and local flora and fauna

Programs encourage healthy eating

Programs encourage hygiene and care of self health

Group and individual programs that enhance all aspects of a child’s physical, emotional, intellectual social and language development

Nurture children’s imagination through music, song, story-telling and role playing

Orientation & transition, an important aspect in early well-being and belonging, is valued and managed sensitively in close collaboration with the family and the child.

Risk taking, with boundaries to ensure children remain safe, is supported.

The set up of the physical environment is considered vital in supporting the program and positive classroom interactions 

The environment is designed to be welcoming and feel 'homely'