Our Philosophy

Our Philosophy supports the principles and practices of Belonging, Being, Becoming: the Early Years Learning Framework (EYLF), based on a view that:
                                                                            - Children have a strong sense of identity
                                                                            - Children are connected with and contribute to their world
                                                                            - Children have a strong sense of well-being
                                                                            - Children are confident and involved learners
                                                                            - Children are effective communicators

As early childhood educators at Hunter Valley Alphabet Academy, we:

  • Respectfully acknowledge the Wonnarua people who are the traditional custodians of the land which our service is delivered, and also pay respect to Elders both past and present
  • Believe all children have the right to access quality early education and care; all children and their families are welcome
  • Are committed to providing a safe, healthy and secure environment for all our children, families and staff
  • Believe each family knows their child best, and educators will work in partnership with families, other professionals and agencies to ensure the best outcomes for all children
  • View culture as more than ethnicity and we strive to make authentic and meaningful connections with all children and families. Diversity is valued as a resource that informs our policies and practices
  • Believe children learn best through play, which is: unhurried, spontaneous, open-ended, and meaningful
  • View children as capable and competent; by being encouraged to make choices and decisions children are being active participants in their own learning
  • Connect with our wider community through inclusive practices, excursions and incursions
  • Believe opportunities for each child's learning is maximised by the ways environments and programs, including routines, are organised
  • Believe children build strong connections through authentic interactions and relationships with others
  • View ourselves as a resource and support for families; providing a safe space for communication, questions, advice, feedback and participation
  • Access professional development opportunities to continually improve our practice and the delivery of outcomes to benefit children, families and the community
  • Embed sustainable practices in everyday routines to encourage children to respect their environment, and develop life-long learning