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Statement of Principles

Tasman Park Children's Centre acknowledges and pays respect to the Wadi Wadi tribe past present and emerging as the traditional custodians of this land.

Tasman Park Children’s Centre is committed to following our core aims and beliefs in our aims and our philosophy.



At Tasman Park Children’s Centre we believe we are partners with our families and will endeavour to work together to provide a happy and safe learning environment for each child.


We acknowledge and pay respects to the traditional custodians of the land, the Wadi Wadi tribe, past present and emerging.


  • We endeavour to immerse the traditional culture of the Wadi Wadi tribe into our natural environment and play spaces so it becomes an integral part of the children’s identity, learning and development.

  • We are committed to being accessible to all families. We recognise that all families are unique and will embrace all cultural, social, and belief systems within our community.

  • Our philosophy, program and policies will be written in a relevant and user friendly format. This will encourage families to be confident when contributing to our program.

  • The individuality of our staff members will be recognised, respected and encouraged to allow staff the confidence to develop their skills and professionalism.

  • We believe every child has a unique “voice” and will endeavour to create a warm and respectful environment where each child feels supported and valued.

  • Our program reflects the importance and value of play in a child’s learning. We incorporate the interests and inspirational ideas of the children to create indoor and outdoor environments that are safe, supported and fun while encouraging curiosity and discovery.

  •  In conjunction with The Early Years Learning Framework, our transitional approach to school and encouragement and guidance, the children will develop confidence in themselves as young citizens in their community.

  • Being an early childhood learning facility, we are also part of the community and regard the families of the children as part of our family.

  • We are committed to high quality care and will reflect on our practices annually through our quality improvement plan.

  • As Tasman Park Children’s Centre continues its journey, our knowledge, thoughts and experiences will evolve and remain flexible in response to our families and the community’s needs.

  • We aim:

  • To provide a positive and supportive environment allowing educators to develop their professional skills with confidence.  

  • To become an integral part of the St Georges Basin Community by liaising with other children’s services and professionals in our area.

  • For Tasman Park Children’s Centre to continually evolve to maintain a high quality of care to the children attending the centre.

  • To maintain an aesthetically pleasing home like environment by minimising signage and commercial childcare equipment and displays.

  • To encourage face to face exchange of information with parents to develop personal relationships with our families using the service rather than the use of impersonal charts etc

  • Where ever possible to source services and products from local people in our community.

  • To follow the Code of Ethics

  • To follow and adhere to The Child safety Standards.

  • To follow and adhere to all practices and policies as stated in the National quality Framework.

  • To ensure the safety and protection for all children within our service by following the NSW Mandatory Reporters Guide.


Tasman Park Children’s Centre identifies with a variety of Theorists and learning philosophies, and have based our teaching models from these sources. Some of these include:



  • “Understanding, utilising and respecting Aboriginal and Torres Strait Islander child-rearing practices strengthens culture and helps to foster a strong sense of belonging for children and families. Children have a special place within family and community. Where they are born signifies connection to the land and/or sea.”



  • “Children grow and develop within a number of different relationship systems that we can imagine as being one inside another like a series of nested Russian dolls.  

  •  The child is affected by, and affects each system.

  •  Each system affects and is affected by the other systems—it is all connected and interconnected. “


  • “Educators need to provide rhythm and structure in the children’s day

  • It is important to nurture the senses though beauty”


  • “Part of the educators’ job is to carefully create beautiful, calm and uncluttered learning spaces for children, so they can move around the room easily, choose their own activity and focus on their own work.  


  •  It is important for children to learn to be responsible for caring for themselves, for others and their environment simple play materials, and furniture that is ‘child sized’ help children can manage their own environment.“ 



  • “Breaking down big tasks into smaller tasks helps children learn new skills more easily.

  • Giving children a chance to practice new skills works better than just telling or showing them.

  • Children learn much better with rewards rather than punishments”

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