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The Joy of Learning

We believe that children are born curious, and learning occurs more naturally when presented in a holistic and inquiry-based way that encourages the children to be active and interested.

We also believe that when children can act in a purposeful and meaningful way, they can experience the JOY OF LEARNING and the feelings of success, which in turn promotes a desire for further meaningful experiences and more learning.

Learning is Strengthened by Meaningful Experiences:

We believe that meaningful experiences that satisfy curiosity and provide clear outcomes, encourage children to feel a strong sense of belonging in the world and their community around them.
We also believe:
  • Inquiry Based learning, where a child experiences trial and error, and moments of insight can maintain and strengthen a child’s joy of learning
  • that a child’s potential is limited only by imagination
  • that a child learns best when inspired by their own interests and passions
  • that child led inquiry encourages stronger child engagement
  • that uninterrupted periods of play encourage the use of physical, cognitive and social/ emotional skills and supports a child to grow more confident in their overall skills and abilities
  • that a child’s development is more holistic when it incorporates both Intelligence Quotient and Emotional Quotient skills (IQ=EQ)

Learning is a Personal Journey

We believe in celebrating the individuality that each person holds, while recognising that each person’s approach to learning is unique to them.
We also believe:
  • that a child’s learning journey begins from birth
  • that a child thrives when focusing on things that are of importance or interest to them – ensuring their journey is completely unique, and unlike any other.
  • that each child can facilitate their own learning journey and equal opportunity to participate in this journey is crucial
  • that each child’s learning journey should embrace the cultural, spiritual and social reflections of the family
  • our role as Educators and Teachers is to nurture and guide each child’s uniqueness as they embark on their journey of both self-discovery and worldly exploration
  • by providing holistic, inquiry-based programs that support opportunity for all interests, ideas, cultures, and histories to be acknowledged and explored, personal development is maximised

Learning is a Partnership

We believe that each child’s learning journey is more successful when it is supported by their peers, family, teachers, friends, and wider community.
We also believe:
  • that a partnered approach to a child’s learning ensures representation from all areas of their life
  • that a child’s family is their first teacher
  • that partnerships are the foundation of our service, and we will measure the quality of the care being provided by the quality of the partnerships we have established with our children, families, communities, and each other
  • that partnerships should be extend beyond the everyday and encompass key opportunities for ongoing collaborations with families, local communities, cultures and support services to promote a deeper understanding of a child’s uniqueness.
  • that our partnerships should recognise the culture and historical backgrounds of the child, staff, family, and wider community. Including the first nation custodians of the land on which we play and learn – the Wurundjeri People.
  • documenting a child’s individual learning journey in partnership with themselves, their family, their peers, and their wider community ensures a deeper, shared understanding of the child
  • above all else, our partnerships with the children are viewed as paramount.

"Integrity is beauty" - Thomas Leonard

Positive Learning Environments Promote Potential

We believe that a child is more open to engaging in learning when they are in positive, safe, and encouraging environment.
We also believe:
  • that positive environments are formed when physical, social, and psychological elements are working in collaboration, and respected
  • when environments are rich in curiosity and interest, they attract inquiring minds and promote natural exploration.
  • when a child feels loved, valued, and respected they will actively engage and seek out the company of others, while challenging themselves to acquire new skills and knowledge.
  • when planning our environments – space, functionality, resources, communication, and natural aesthetics should be taken into consideration.
  • that nature and the outdoors can also provide a stimulating and challenging learning environment – but also requires sustaining.

Oppia’s Commitment to Child Safe Environments

We believe that all children have the right to always feel and be – safe. We believe as advocates for young children, that our role is to ensure that each child is given the opportunity to play, discover and develop in our environment that promotes respect, dignity and the rights of the individual.
We also believe:
  • our service will provide a safe and friendly environment where all children are respected, valued and encouraged to reach their full potential
  • children have the right to be protected from abuse, neglect and harm
  • all educators and staff have a legal and moral duty to protect children from harm and will regularly complete a course in child protection and mandatory reporting approved by the Regulatory Body on an annual basis
  • our service will provide an environment free from tobacco, alcohol and illicit drugs
  • staff and families will be informed of Child Safety related policies and child protection requirements.

Oppia’s Commitment to Sustainability and Environmental Responsibility

We believe that teaching and learning about being environmentally responsible starts with everyday practice and that being responsible should be embedded into the operations of the service.
We also believe:
  • we can practice and promote sustainability through reducing waste, minimising consumption, and protecting and conserving wildlife and natural habitats
  • that through our role modelling, children can develop a respect and appreciation for their environment
  • that by working together, Educators, children and families can help protect our environment and educate each other on its benefits

Commitment to Reflection and Continuous Improvement

We believe that reflection empowers a deeper level of thinking that can then guide discussions and continuous improvement.
We also believe:
  • that reflection allows us to evaluate our experiences and gain understanding from our results
  • that reflection allows us to use any knowledge gained to improve on our experiences
  • that reflection and continuous improvement are a cycle of opportunity for the children, staff and families.
  • by engaging in regular critical reflection and professional development, our team will be able to remain current in their knowledge of the latest early years practices
  • by seeking out feedback, ideas and suggestions from our children, staff, families, and wider communities, we will be able to innovate, adapt and sustain our service.