• Phone: (08) 9367 2185

our philosophy

Our wish for every child is that they fulfil their potential today and every day to come. To this end we endeavour to provide an environment and program that will:

  • Provoke, challenge and support the unfolding of individual strengths and interests
  • Enable the development of skills and therefore the utilising of their inherent capabilities
  • Encourage and support the children to engage in meaningful activity
  • Ensure the centre is a pro-social model for forging and sustaining relationships between individuals, cultures and also engendering a real desire to participate in and nurture the community
  • Find meaningful ways to include the culture and mythology of our traditional owners

It is our intention that the children participate in a seamless day of education, play and structured routines and that they will determine for themselves that a quality of inner enjoyment can always be present throughout the whole fabric of life. We recognise and respect that every child is capable and competent. Our task is to provide the environment, materials and support that will allow them to communicate their capabilities and competency. As the language of children is not confined to words we offer them opportunities to experience and communicate through as many media as possible. We ensure that there is the time and the space for the children to feel comfortable and confident in both the doing of activities and the expressing of thoughts and feelings. We promote and encourage reflection and support the children in building up an idea and following it through to a satisfying conclusion whether the time required is a few minutes or a few months. The educator in this process is the listener, the provocateur and provider of materials and access.

Our education program is based on the social constructivist theory. We are inspired by the respected early childhood program developed in the Reggio Emilia community in Italy, which is internationally recognised for its outstanding quality of education, respect and care for young children. Our program encompasses the principles, practice and outcomes outlined in the Early Years Learning Framework and the National Quality Standards and is delivered by experienced professionals who are innovative and uphold the values of the Early Childhood Australia code of Ethics.

Our environment is always set mindfully so that it is pleasing to the senses. Tools and materials are arranged in an ordered and accessible manner. Both the environment and the manner of the educators convey relaxed order. This allows the children to focus uninhibitedly on the process and problems that arise, engage with peers and work constructively towards resolutions.

The educators wish to build a relationship with the children and their families that will underpin a rich, caring and enjoyable centre for us all. We do not want to operate in isolation and ask parents to actively participate in the program and have an on-going dialogue with educators. Our assessment and meaningful documentation is an important aspect of this partnership as it enables parents to share in our observations and insights of their child and keep up-to-date daily with the centre’s program and to therefore become a community of learners who celebrate life’s discoveries.

Como Children strives to be at the forefront of early childhood education and will always provide its highest level of education and care for the children. To maintain these standards the centre supports the on-going professional development of the educators and is dedicated to ensuring that the educators are valued for the pivotal role that they play in the education of the young children that enter our care.

“The child has a hundred languages

a hundred hands
a hundred thoughts
a hundred ways of thinking of playing,
of speaking
a hundred,
always a hundred ways of listening
of marveling, of loving
a hundred joys for singing and understanding
a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream.”

Excerpt from “Hundred Languages of Children”
by Loris Malaguzzi