OUR PHILOSOPHY

PLC Sydney preschools are a ministry of the Presbyterian Church in NSW. Our Ashfield centre is situated on the grounds of the welcoming church community at Ashfield Presbyterian Church. Underpinning our educational philosophy are the Christian notions of the inherent value of each person, of our need to grow in trust, character, wisdom and understanding; of the joy of learning; and of the place of the Christian gospel in education.

PLC Sydney Preschools provide quality Preschool education for 3 to 5 year old children in a supportive, resourceful Christian community environment, utilising a play/inquiry-based learning framework informed by the Early Years Learning Framework and the Reggio Emilia philosophy and methodology. Music is also a very important part of learning and will be a key focus of our preschools. PLC Sydney as a College has a rich musical tradition – we will take this to our preschools.

Individuality and Inclusion

PLC Sydney Preschools believe diversity contributes to the richness of our community. All children grow and learn in their own unique way and are respected as capable learners and for their different approaches to learning. The children and families should feel a strong sense of belonging and know that they matter.

Through participation in this quality preschool program, the children will be well-prepared for school, equipped with the social, cognitive, physical, spiritual and emotional skills they need to engage in learning.

Each child who attends the PLC Sydney Preschool program will have the opportunity to experience the life-long benefits of making friends, learning new things through play, increasing independence, participating in new routines and feeling confident about starting school.

We aim to strengthen children’s holistic growth in a sensitive responsive manner that includes nurturing their spiritual wellbeing whilst respecting and responding to the uniqueness of each family.

Curriculum and Pedagogy

The Preschool is founded and shaped by Christian understandings of the value and purpose of human beings, and a commitment to learning, modeling values of empathy, and consideration of others, in a community of grace.

The inquiry-based curriculum embraces intentional teaching, spontaneous learning and critical reflection that aims to ignite children’s curiosity and confidence to explore new experiences and extend on their existing knowledge and skills, promoting creativity and their lifelong love of learning through play and investigations.

Inherent in play are the intellectual challenges that keep children and their teachers engaged along with the social requirements and the need to initiate, negotiate, collaborate, plan, practice and gain skills. These elements of play are more possible in the context of the relationships that children will develop with each other and with their teachers, in a collaborative, interactive environment.

Extending learning projects in small groups according to children’s interests is valued. When programming, educators consider their knowledge of the children including their strengths and capabilities and shared information from working in partnership with families and communities. All of these elements guide programming decisions when integrating learning within our National Quality Framework.

Environment

The environment for learning is so much more than just a space for play and resources. Both the physical and physiological aspects of the environment are considered and educators consistently reflect on the outcomes for children’s learning. The indoor and outdoor environment is intentionally designed and adapted to inspire children’s curiosity and develop children’s interests and learning to a deeper level.

The environment is valued as a shared community space that cares and respects the ancestry, and flora and fauna. We aim to continually question practices to ensure we are making responsible decisions to maintain the sustainability of the environment. We hope that children will feel a sense of agency toward a sustainable future and in making a long-term difference in the community.

Educators

The educators at PLC Preschools focus on knowing each child’s disposition for learning so they can merge the foundations of social and emotional skills, literacy and phonemic awareness, math, science, technology and engineering into the program in ways that are relevant and meaningful, making learning fun and exciting.

Educators actively commit to ongoing professional development by keeping abreast of new developments and technology and sharing this knowledge with the team, families and community.

The educators value and continually embrace all opportunities and methods of critical reflection where consideration is given to all aspects of events and experiences from different perspectives with the intention to apply new ways of thinking and approaches to children’s learning outcomes.

Community

PLC Sydney Preschools aim is to honour their commitment to providing a service that meets the needs of the community and makes all feel welcome. This is based on the belief that it is important for children to develop an understanding of the world beyond their home and experience the beauty and worth of their neighbourhood.

The aim is to maintain strong relationships with support professionals, services and agencies who can enhance a family’s wellbeing and assist in developing positive and caring relationships with all members in the community. This will enable the Preschool to create responsive programs to enhance the children’s learning.

The children have the opportunity to flourish with the wealth of resources available to them at PLC Sydney Preschools.

We acknowledge the traditional custodians of the land, on which we learn and play. We encourage and welcome connections with all Aboriginal and Torres Strait Islander people and people of all nations and hope that by having a valuable exchange of accurate knowledge, love and respect, we can build enriching, strong relationships.

Partnerships with Families

PLC Sydney Preschools aim to develop trusting relationships with all families with a focus on achieving the best outcomes for children. The knowledge the families share about their children is valued and appreciated and will be used to continuously enhance the learning program.