Philosophy
The philosophy of John Street has been developed by staff in collaboration with parents and management, so that the views and values of all are respected. This ensures a sound basis for organising and planning for children at the Co-operative.
The programs offered are unique, catering specifically for particular children and reflect an appreciation of the diverse nature of our community.
John Street works to foster the social, intellectual, physical, creative and personal development of each child. The aim of John Street programs is toward the development of children as thoughtful, creative, industrious, empathetic and resourceful individuals.
John Street staff value the child within the context of the family. The primacy of familial relations is acknowledged and supported. Family bonds are respected and nurtured through the development of open communication and close working relationships between home and John Street.
John Street focuses on positive self-esteem as essential for optimal learning and development. Children learn best in an atmosphere where they feel comfortable, safe and secure, where they are self-motivated and able to take responsibility for their actions and learning (appropriate to their developmental level).
Staff recognise that children have the ability to make both rational and intuitive choices and that children learn not only from what we intend them to learn but also from all experiences. Relationships are developed where children and staff value, trust, respect and listen to each other. A framework of acceptance is established where richness and diversity of experience, in relation to: abilities, age, colour, culture, ethnicity, family structure and gender, are respected and valued equally. Staff are pro-active in supporting such diversity, promoting equal opportunities for all children.
Learning experiences are developed which focus on the uniqueness of individuals, of their varied life experiences and of their many learning styles. Children's development and education is promoted through meaningful experiences. The foundations of all learning areas including science, literacy, numeracy, music, arts, etc. are rooted in the child's world, and therefore, are relevant, interesting and functional for the child.
Children are engaged in active learning through play experiences, as this is a natural extension of the child's innate sense of curiosity. There is acceptance of Einstein's proposal that imagination is more important than knowledge in our constantly changing world. Staff share this view with an emphasis on encouraging children's exploration of their environment, their efforts at creative problem solving, and the generation of novel ideas rather than the retention of isolated facts.
Staff encourage independence and inventive decision-making and promote collaboration with others in learning. In this way enhancing skills in independence and interdependence, a sense of autonomy as well as a sense of connection with others. Our aim is to empower children with positive and proactive skills and attitudes for dealing with everyday life and the educational setting, as well as to meet the certainty of change with confidence and competence.
Staff interactions convey expectations of all children's capability for success and of acceptance of approximate gains towards this. As such practice is encouraged and positive feedback given.
Staff view learning as a life long process and take a forward-looking perspective in their work with children. Staff support the United Nations Convention on the Rights of the Child and are mindful of this in our aims for and work with children and families. Empowering children in critical thinking and active decision-making is laying the foundations for adults who perceive themselves to be active participants in their local and wider communities.