Our Objectives

In order to fulfill our vision and mission, Elsa McLeod Kindergarten strives to achieve the following key objectives:

In relation to the children, we will:

  • act in the best interests of all children
  • create and maintain safe, healthy, inclusive environments that support children’s agency and enhance their learning
  • provide a meaningful curriculum to enrich children’s learning, balancing child and educator initiated experiences
  • understand and be able to explain to others how play and leisure enhance children’s learning, development and wellbeing
  • ensure childhood is a time for being in the here and now and not solely about preparation for the future
  • collaborate with children as global citizens in learning about our shared responsibilities to the environment and humanity
  • value the relationship between children and their families and enhance these relationships through my practice
  • ensure that children are not discriminated against on the basis of gender, sexuality, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin
  • negotiate children’s participation in research, by taking into account their safety, privacy, levels of fatigue and interest
  • respect children as capable learners by including their perspectives in teaching, learning and assessment
  • safeguard the security of information and documentation about children, particularly when shared on digital platforms.

In relation to families, we will:

  • support families as children’s first and most important teacher and respect their right to make decisions about their children
  • listen to and learn with families and engage in shared decision making, planning and assessment practices in relation to children’s learning, development and wellbeing
  • develop respectful relationships based on open communication with the aim of encouraging families’ engagement and to build a strong sense of belonging
  • learn about, respect and respond to the uniqueness of each family, their circumstances, culture, family structure, customs, language, beliefs and kinship systems
  • respect families’ right to privacy and maintain confidentiality.

In relation to community, we will:

  • learn about local community contexts and aspirations in order to create responsive programs to enhance children’s learning, development and wellbeing
  • collaborate with people, services and agencies to develop shared understandings and actions that support children and families
  • use research and practice-based evidence to advocate for a society where all children have access to quality education and care
  • promote the value of children’s contribution as citizens to the development of strong communities
  • work to promote increased appreciation of the importance of childhood including how children learn and develop, in order to inform programs and systems of assessment that benefit children
  • advocate for the development and implementation of laws and policies that promote the rights and best interests of children and families.

In relation to colleagues, we will:

  • encourage others to adopt and act in accordance with this Code, and take action in the presence of unethical behaviours
  • build a spirit of collegiality and professionalism through collaborative relationships based on trust, respect and honesty
  • acknowledge and support the diverse strengths and experiences of colleagues in order to build shared professional knowledge, understanding and skills
  • use constructive processes to address differences of opinion in order to negotiate shared perspectives and actions
  • participate in a ‘lively culture of professional inquiry’ to support continuous improvement
  • implement strategies that support and mentor colleagues to make positive contributions to the profession
  • maintain ethical relationships in my online interactions.

In relation to the profession, we will:

  • base our work on research, theories, content knowledge, practice evidence and our understanding of the children and families with whom we work
  • take responsibility for articulating our professional values, knowledge and practice and the positive contribution our profession makes to society
  • engage in critical reflection, ongoing professional learning and support research that builds our knowledge and that of the profession
  • work within the scope of our professional role and avoid misrepresentation of our professional competence and qualifications
  • encourage qualities and practices of ethical leadership within the profession

  • model quality practice and provide constructive feedback and assessment for students as aspiring professionals

  • mentor new graduates by supporting their induction into the profession

  • advocate for our profession and the provision of quality education and care.

SOURCE: Code of Ethics, Early Childhood Australia, 2016