Core values & beliefs

At Currambena we are committed to providing an alternative to mainstream education developing all aspects of each child. We routinely incorporate valid theories in education, child development and conflict resolution to complement our rich experience of providing alternative education. Our philosophical approach to education is based on a commitment to:

The joyful pursuit of lifelong learning

Celebrating the uniqueness of each child

Developing a nurturing community to support children’s development

Supporting our professional educators so they can promote learning with energy and passion

Honoring the Role of Parents

Teaching and Modeling Effective Communications

Open Governance

Adopted by the Currambena School Council – October 1999

Child-centred Learning

Child-centred Learning

Currambena’s philosophy translates into child-centered teaching practice. Each child is given the freedom and opportunity for discovery and growth in all areas of development – intellectual, physical, emotional and social. Children are trusted and encouraged to reveal their own needs and these are valued and acted upon in the educational context.

To this end, class sizes are kept low and children develop warm and trusting relationships with their teacher. Class groups are arranged chronologically with an age range of approximately 2 to 3 years in each. Children move to the next class when they express their readiness on a number of developmental criteria and may do so at appropriate times during or at the end of the school year.

Examples of children’s work are often sent home or collated into portfolio form. Teachers also maintain developmental records and will discuss your child’s progress at parent – teacher interviews held during the year. Parents are encouraged to make arrangements for additional interviews if required.

The Philosophy of Child-centred Education

The philosophy of child centred education consists of a number of beliefs about the nature of childhood and the nature of education. A search into its origins would include a consideration of views expounded by Jean Jacques Rousseau who wrote “Nature provides for the child’s growth in her own fashion and this should never be thwarted.” (Emile 1762 p.50)

Other educationalists developed Rousseau’s views about education and the nature of childhood. In some instances they established their own schools and teacher training programmes to make their philosophy a practical reality. They included Pestalozzi, Froebel, Kirkpatrick, Montessori, Dewey and Neil.

• An appreciation of children as individuals – the focus is on what already is and less on what each might become.

• The nature of the child to be active. In a physical sense, this means the child freely moves within the school environment and does not spend most of the day being quietly seated. In intellectual terms, children actively create their knowledge. They are not viewed as empty vessels to be filled.

• Childhood is seen as gradual progression towards adulthood, best aided by adults who have a respect and an appreciation of children.

• Diversity is welcomed as richness and celebrated. There is no pressure on conformity.

• Learning is largely self-motivated and is most effective when taking place in a relaxed atmosphere.

Social Skills

Social Skills at Currambena

Social development at Currambena begins as each child enters school with an already formed perception of themselves and how they fit into their world. They each have their own way of relating to others in the community whether they are a new three year old preschool child or older.

These are the things that are important to us in social development;

• that children build strong relationships with each other and with the other people in the Currambena community eg. teachers, other children and other children's parents.
• there are many opinions and views in the world. Children are encouraged to decide on their own opinion and discussions occur about how people can have different opinions and values and not agree with each other's beliefs.
• that children are able to work collaboratively and cooperatively with others.
• that children are able to make agreements for the benefit of the whole community.
• that children are given enough free time in which to play as play is where children build relationships and develop.
• that children develop trust in each other and in the community.
• that children are given the space to work things out in relationships with support when necessary.
• that children find their voice in social relationships and use it to meet their own needs while also considering the needs of those around them.

Children at Currambena learn these lifelong skills throughout their day in play, in learning, in meetings and through real life activities that foster trust and authenticity.

Play

The Importance of Play