BEAMS Early Learning Philosophy

BEAMS Early Learning Centre : statement of philosophy

-We believe in a cohesive culture where relationships with each other, children, families, and the community are collaborative and respectful whilst valuing equality and diversity. QAS 5.1/5.2/ 6.1

-We believe that a strong partnership with families is vital in building an inclusive community within the service where children feel safe, secure, and supported. QAS 5.1/5.2/ 6.1

-We believe each child is unique and already a capable learner who with nurture can grow into a confident, holistically balanced learner for life! QAS1.1/1.2/1.3

-Team Beams

Our Philosophy

Our Philosophy is captured within our name and logo – BEAMS Early Learning Centre. The seven quality areas are represented within our logo.

QA1 is represented by the icons within the tree of knowledge. The icons collectively provide a program that promotes numeracy and literacy. -Educational program and practice

QA2 is represented by the safety handles of the see-saw which the two children are holding with one hand -Children health and safety.

QA3 is represented by the see-saw beam itself. The very structure that the children can learn and develop the learning outcomes. -Physical environment

QA4 is represented by the leaves which “collaboratively” cast a cool shade drawing children to play under it. The leaves are organised by a hierarchy of branches which collectively hold the “icons” of learning. - Staffing arrangements.

QA5 is represented by the gesture of the outstretched arm of the boy. -Relationships with children.

QA6 is represented by the mature tree’s established roots in the ground. The ground supports the upright tree, and the tree root prevents soil erosion. -Collaborative partnerships with families and communities.

QA7 is represented by the tree trunk and hierarchy of branches. This provides an efficient structure and system for a thriving tree. Governance and leadership.

“THE WHY?” BEHIND OUR WORK WITH CHILDREN, THEIR FAMILIES AND EACH OTHER

Reaching for Readiness

Our vision is ‘Reaching for Readiness’. This incorporates the Early Learning Framework and is represented also within our logo.

The two children playing appear feeling safe, secure, and confident (being). They are of different cultures and gender yet are happy to play together (belonging) and are responding to each other sharing a positive experience feeling significant and respected. They have a strong sense of identity. Their agency creates the platform for learning (becoming). 

A strong sense of identity shared by the children stimulates interest and develop skills in friendship representing being and becoming active contributors to their world. They have learnt to live interdependently.

The two children have good physical heath, feeling of happiness with satisfaction in their social functioning. This strong sense of wellbeing provides the children with confidence and optimism maximising their learning potential and innate exploratory drive. This state of readiness establishes resilience to persevere when faced with unfamiliar and challenging learning situations creating the opportunity for success and achievement.

The outstretched arm of the girl reaching the “engineering icon” under the guidance of the boy gesturing with his outstretched arm while sitting on opposite sides of the see saw beam show that they had achieved success in their desire to reach a height higher that the two individually had failed to do. Their collaboration in using a see saw as a means of a lever (mechanical advantage) to reach the greater height can only be achieved due to their sense of security and wellbeing in having the confidence to experiment and explore by trying out new ideas thus developing their competence and becoming active and involved learners. Their process of exploration, collaboration and problem solving had been rewarded. They have changed what they know, can do, value and transformed their learning. This aligns with psychologist Lev Vygotsky’s Zone of Proximal Development (ZPD).

They are social beings who are intrinsically motivated to exchange ideas, thoughts, questions, feeling and had used a range of tools to communicate. The icon the girl reached to share with the boy represent one of many in the tree. The “engineering icon (cog)” they had sought in this instance was indeed an engineering principle that they had both learnt though play base learning.

-Dr Guido Darmago (Founder of Beams Early Learning 2019)