Our Philosophy

Little Lane Manly Philosophy

“It takes a village to raise a child.”

“Drawing upon this important proverb, which is also echoed in the Reggio Emilia approach of
teaching and learning, at Little Lane Manly we believe in fostering strong partnerships with
families and the wider community to support the delivery of a high-quality educational
program and care, where each child will feel a strong sense of belonging. Through meaningful
attachments and relationships with our educators, each child is supported to feel safe and
secure, setting a strong foundation for learning in life.

Through our teaching curriculum and reflective practices, the Little Lane team strives to foster
an inclusive community that is supportive of individual and additional needs. In this
process we aim to guide children to challenge stereotypes, overcome bias and understand the
importance of equity as part of being socially responsible citizens. We hope to impart in our
teaching to ‘treat everyone and everything with the kindness and respect they deserve’ (voice
from a parent).

With equal importance we honour the Traditional Custodians of the land on which we play
and learn and have a genuine commitment to deepening our understanding of the local
Indigenous perspectives. As a service we acknowledge the intergenerational trauma that has
occurred within the local area and consciously endeavour to embed teachings and learning
opportunities that pay homage to this.

At Little Lane Manly we believe that all children have the right to a quality, holistic and
supportive education. As a Reggio-inspired service our Educators will facilitate a culture of
inquiry-based, investigative learning based on the children’s interests, ideas and strengths. We
value children as active contributors to their own learning journeys.

Drawing on the learning outcomes of the Early Years Learning Framework (EYLF), our team
of qualified and passionate early childhood Educators will plan age-appropriate learning
experiences to support and extend each child’s learning and development. We endeavour to
regularly reflect on the principals and practices as outlined in the EYLF as a process of ongoing
quality improvement.

We believe it is a basic right for every child to be provided with healthy and nutritiousmeals
each day to facilitate the development of a healthy body and mind. Seasonal menus are
designed by our qualified chef in consultation with parents and children, following Nutrition
Australia guidelines. Mealtimes are seen as an important opportunity for social gathering to
build meaningful relationships.

At Little Lane Manly we believe that the environment is the third teacher. Through our
intentional design and planning, we aim to provide an environment in which children can
explore, play and learn through many of the indoor and outdoor spaces. Here at Little Lane we
love “Going on the swing,” and “Running in the tunnel.” (Voices from our children).
Our appreciation for the environment extends into our commitment to embed sustainable
practices throughout the day-to-day operations of our service, as well as through meaningful
connections with our local community.”
                                                                                                                                     Reviewed: March 2021

In relation to the children

All children are seen as capable, confident and competent learners of their environment. We believe that children have the right to be active participants when engaging in their own independent learning.

As Educators, we are passionate about children’s early learning development and believe that children learn more quickly in their early years than in any other stage of their life. With this we are passionate and trained when guiding and empowering children to express their needs, interests, opinions and ideas. We believe that children are confident, in a stimulating and nurturing environment that embraces their development and fosters their individual interests and capabilities. By providing a safe and secure environment for the children where they are protected, we enable children to cherish their surroundings and flourish into young adults. At Little Lane each child has unique qualities and abilities and we respect each child’s individuality. We appreciate that children move through different stages of development at different points in time and we endeavour to cater to their needs accordingly.

In relation to Educational Program and Practice

The children’s development and learning is outlined and is modelled by the principles, practices and outcomes ‘Being, Belonging and Becoming’ – The Early Years Learning Framework for Australia. Through this curriculum we are able to collaboratively work with children and their families to promote their interests and learning through inspirational experiences, and innovative interactions that promote self-awareness and environmental understanding.

Therefore, our emergent programs are developed and extend upon the children’s interest. We understand that children come to us with their own knowledge and predispositions, they are not simply an empty vessel waiting to be filled with knowledge. We believe that children have the right to an education that maximises their abilities and respects their family and cultural background.

At Little Lane Manly we understand that children bring with them a deep curiosity and potential. This innate curiosity drives their interest and to understand their world around them and their place within it. We believe that children’s learning is dynamic, complex and holistic. At Little Lane we believe that the environment is the third teacher. Through our intentional thoughts we provide an environment where children are able to explore, inquiry and experiment with materials in a creative and interesting. Our environments are safe and inclusive free from bias.

In relation to our Educators

Our educators value the importance of play and believe that all children have the right to be active participants in all matters affecting their learning and lives. Our programs promote children to become long-life learners who are confident and creative individuals. The Educators strive to assist the children in developing the knowledge and skills to become successful innovators. We value diversity and recognise the importance of guiding children to be effective and participating members of a democracy. Here at Little Lane we acknowledge that play based learning is invaluable to the children’s learning. Educators will after thoughtful consideration actively interact and engage in children’s play to further provoke ideas, encourage problems solving and guide children to express their knowledge through inquiry-based learning.

As educators we believe that we too are learning within our current context. With this we are constantly developing and building our professional knowledge through education and training, and work together to evaluate and assess our practices in order to identify key factors that need further improvement and or add value to our environment.

In relation to Sustainability and the Natural Environment

At Little Lane Manly we are consistently coming up with innovative ideas on how we can embed sustainable practices in to our projects and everyday happenings. The children will be encouraged to work individually and in both small and large groups, this encourages children to work independently and collaboratively. Little Lane believes in the “paddock to plate” philosophy and embeds this within everyday learning.

In relation to Families

Little Lane Manly view families as the child’s first and most influential Educators. We believe that we provide a service to parents that can assist them in improving the quality of life for their child and their family. Through our open-door policy, we endeavour to welcome our families to be involved in our centre events and celebrations. We understand the importance of informing families about their child’s wellbeing, progress and learning achievements. Therefore, the relationships with our families are built on trust, co-operation and open communication. At Little Lane we value feedback about our service and will act accordingly on feedback provided.

In relation to the Wider Community and Diversity

Little Lane Early Learning is committed to giving back to the community valuing our relationships within our local community. We have connected with our local schools to assist with the smooth transition from our school readiness program into the primary school. We believe in the importance of connecting with external agencies and professionals to meet the needs to the children and their families. At Little Lane we strive to reflect, value and respect the diversity of the community. We have built and will continue to build relationships with local schools, aged care facilitates, libraries, cafes and groceries stores that the children will visit on their excursions. Educators will provide experiences to the children to teach them about the immediate world around them and the affect individuals can have on their environment. We believe that the community and cultural diversity are an integral aspect to our centre. We value our community input and participation. We also believe in the important utilisation of community resources to support our children, families and educators. Through acceptance, we are able to acknowledge and appreciate the diversity of our country and celebrate this in our centre curriculum. We respect, share and celebrate traditions and cultures that are present throughout the world around us, and integrate these in our curriculum and learning environment. Through this we are able to enrich the children’s lives by allowing them to engage and understand different cultures and identities of children around the world.

We will aim to provide different learning experiences for children and families by integrating our community members into our curriculum. Little Lane Manly is open to new ideas, interests, opinions and feedback from all members of the community.

Child Care New South Wales, 2012; Johnson, J.E., Christie, J.F., & Wardle, F. (2005). Play, development and early education. Boston: Pearson Education. ; National Quality Standards 2011; The Early Years Learning Framework for Australia 2009

Created April 2019.

“The art of teaching is the art of assisting discovery.”

Mark Van Doren