Bounty's Philosophy

Every child and educator at Bounty Early Learning Centre is abounding with bounty; and it is through the sharing of and learning from each individual’s bounty, that the experience of all who are a part of the Bounty Early Learning Centre is nurtured and nourished.

As educators, we see to understand and nourish the competent child, and believe in the validity of childhood. Each child is competent in his/her own right and should be given the opportunity to experience childhood and the unique and distinctive pleasures and challenges, perspectives that accompany it.

The importance of building and sustaining a warm, responsive and secure relationship with every child is understood by the educators in relation to providing thoughtful and provocative experiences.

The collective of these experiences in a child’s early years form the foundational bedrock of a child’s cognitive, emotional, physical and social development that have implications for their future development; therefore the educators believe in fostering curiosity, creativity and imagination that inspire, support and enhance children’s play and learning. Simultaneously, emphasis is placed on ensuring that children develop their interests and strengths in varied ways to cultivate an awareness of different modes of communication and expression of their ideas and thoughts, and sustaining their resilience, concentration and problem-solving skills within a familiar, secure and supportive context – Bounty Early Learning Centre.

We believe that children are part of a cohesive sphere with the family at the core and the wider community surrounding them; therefore educator’s proactive partnership with families and the surrounding local community is integral to our holistic pedagogy. Children’s sense of Belonging enhances their state of Being that constantly verges on Becoming; it is this sense of Belonging that is enhanced and expanded when educators, families and the wider community come together as partners and co-contributors of children’s learning and exploration.

Early childhood education is a dynamic field by virtue of the stakeholders involved; children, families and the community. As such, educators are committed to ensuring

• Information and knowledge is shared and gained amongst family members and the wider community about the children and the events and interests that take place in the centre;
• Critical reflection on practice and pedagogy is regular and well-informed by current readings and professional development tools;
• Support for educators’ ongoing commitment to raising the professional standard of the early childhood education through documentation of children’s experiences, and pedagogical practice that speaks for itself;
• An inclusive education that encourages and enhances the active participation of all children and supports their overall development and gives them a positive beginning to their future.