On the 1st of January 2012 the first national framework for early childhood education was implemented across Australia. This Early Years Learning Framework includes several important concepts for educators to think about in terms of their own approach to providing for children’s learning. The concepts of Belonging, Being and Becoming: Learning Outcomes; Principles and Practices offer us an opportunity to assess and evaluate our philosophy using these as a guide for reflection and inspiration.

The Early Years Learning Framework concepts of Belonging, Being and Becoming reinforce our approach to including families within the service. People need and want to feel connected to other people. Families, children and staff want to feel connected to the setting in which these relationships occur. This is made possible when all learning community participants feel respected, acknowledged, safe and welcomed and when the learning environment reflects the values, hopes and dreams of the community it serves. (Developing a Space for Belonging Every Child Volume 17 Number 2 2011)




Contact Us

Address:   8 Elizabeth St, Cranbourne, Victoria 3977
Phone:    (03) 5995 7084

Hours of Operation

Shooting Stars Early Learning Centre
Monday to Friday
6.30 a.m. to 6.30 p.m.

52 Weeks a year/Excluding Public Holidays


Our corresponding statements of beliefs:

·         We believe that for children to achieve their full potential, families and educators must collaborate and communicate to discuss the needs, strengths and interests of each child.

·         At Shooting Stars, we have a strong commitment to providing an educational and nurturing environment where the children feel safe and secure and where the parents can feel confident and comfortable leaving their children.

·         Educators are encouraged to continue learning and studying early childhood education as new research and advances come to light, updating and refreshing their knowledge and skills thereby ensuring the education they offer to the children in their care is of a high quality.

·         Supporting children to develop their confidence and self-esteem through interpersonal relationships, acceptance and understanding, enhances a child’s feeling of belonging within the learning environment and ensures their learning success.

·         The Learning Outcomes from the Early Years Learning Framework underpins our curriculum and approach to education in the early childhood years.

The Learning Outcomes are:

·         Children have a strong sense of identity

·         Children are connected with and contribute to their world

·         Children have a strong sense of wellbeing

·         Children are confident and involved learners

·         Children are effective communicators.

Our corresponding statements of beliefs:

·         Children have the capacity and capability to take control of their own learning and follow their interests with support from educators.

·         Not all learning has a visible ‘take home’ end product – it is the process of learning that is important not the product.

·         Educators aim to facilitate learning across all areas through the provision of a variety of experiences, activities and resources that promote self-expression, exploration, experimentation and problem solving.

·         We will provide a secure, friendly environment where children feel important and valued while fostering creativity, individuality and independence.

·         We will offer programs that are consistent and flexible with both educator organised, and child initiated activities, active and quiet periods and individual and group experiences.

·         We value the contributions children make to their own learning experiences and will actively encourage children to make choices to enhance their sense of autonomy and independence.

The Principles from the Early Years Learning Framework guide our educators through their day to day decision making about the learning environment they are offering to the children in their care:

The Principles are:

·         Secure respectful and reciprocal relationships

·         Partnerships with families

·         High expectations and equity

·         Respect for diversity

·         Ongoing learning and reflective practice

Our corresponding statements of beliefs:

·         Meaningful relationships between the educators and the children in their care enable children to feel safe and valued within the care environment and enhance and improve each child’s learning.

·         Effective educators listen to the communication offered by each child and respond to them thoughtfully and attentively.

·         Children are competent and confident learners and should be encouraged to shape their own learning environment and the experiences and activities they are offered.

·         We believe families are a child’s first and most influential educators and it is our role to develop partnerships with families to support and enhance each child’s learning journey.

·         Educators and families work together to assist each child to thrive and develop.

·         We believe all children have the right to succeed in achieving all learning outcomes and as educators it is our role to work with families to promote inclusion and effective participation of all children within the learning environment.

·         We acknowledge and include family cultural backgrounds in our curriculum through discussion and consultation with the families.

·         We value and encourage parent and extended family involvement, input and suggestions in the learning environment.

·         We aim to develop exceptional communicative and co-operative relationships with the families accessing the service by offering a variety of methods of communication between educators and families both formal and informal.

·         Management encourages and supports a team environment where all educators are valued and appreciated for their input into the smooth running of the centre.

·         Educators are encouraged to use reflective practice to think about their approach to early childhood education and to motivate them to explore new ideas and information.

The Practices from the Early Years Learning Framework guide our educators through their day to day decision making about the learning environment they are offering to the children in their care.

The Practices are:

·         Holistic approaches

·         Responsiveness to children

·         Learning through play

·         Intentional teaching

·         Learning environments

·         Cultural competence

·         Continuity of learning and transitions

·         Assessment for learning

Our corresponding statements of beliefs:

·         There are many theorists in the early childhood field that inform our approaches to children’s learning and development. Our educators are familiar with many of these theorists and draw upon this knowledge as a base for their curriculum and program decisions.

·         At Shooting Stars we aim to foster and enhance each child’s understanding of the natural environment and the interconnectedness of people, plants and animals.

·         It is important to know each child as an individual in order to be able to effectively respond to their needs.

·         Educators use intentional teaching techniques to actively promote children’s learning through providing a variety of activities and experiences that are challenging and deliberately extend the learning of the child.

·         Both indoor and outdoor learning environments should be planned carefully to encourage exploration, problem solving, and decision making through a variety of experiences for both individual children and groups of children.

·         Constant assessment of the learning achieved by each individual child enables the educators to support and extend their learning.

·         We believe play is an essential and important part of child development. Play is the way children learn. We provide a program based on the benefits and importance of play.

·         Through play, children learn about cultural norms and expectations, discover the workings of the world, and negotiate their way through their surroundings.

·         Play teaches children about themselves, others, rules, consequences, and how things go together or come apart.

·         They learn to understand the feelings of others and develop empathy. These skills are crucial for healthy peer relationships.

·         Play fosters language skills. Pretend play encourages language development as children negotiate roles, set up a structure, and interact in their respective roles. Language is tied to emotions, which are expressed and explored through pretend play.

·         Pretending gives children the freedom to address feelings, anxieties and fears.

·         Play teaches children social skills, it provides opportunities to rehearse social skills and learn about acceptable peer behaviour. With age and experience, children’s awareness of peers playing around them increases. This leads to more interactions between children and incorporation of peers into their play.

·         Both social and solitary play provides opportunities for children to practice problem solving and negotiating.

The aim of management and educators at Shooting Stars is to inspire and encourage each child in our care to achieve their potential. We aim to create an environment where children can become enthusiastic, inquiring and challenged learners. Each child is encouraged and supported to follow their interests and to become catalysts for their own curriculum. Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occurs in an environment designed to foster children’s learning and development. (Belonging, Being and Becoming, (The Early Years Learning Framework for Australia)

The role of our educators is to support learning; offer encouragement and materials; and to provide a secure, caring and stimulating environment that encourages children to develop cognitively, physically, socially, emotionally as well as enhancing their communication and language skills. To do this they will foster effective interpersonal and communicative links with families and colleagues and caring, supportive relationships with each child within their care.