About Evolution Early Learning
With a focus on play-based learning, Evolution Early Learning will endeavour to provide a creative, stimulating and inspiring environment which encourages connections between our children, families, educators & the broader community.
Meet our team of educators.
At Evolution Early Learning we believe that children should be active participants in their environment and as such promote a collaborative approach within our centre at all levels ensuring involvement in projects and curricular activities are planned to allow children to feel a sense of belonging.
We believe in supporting children to develop positive attitudes through engaging in sustainable practices, observing adults around them who model sustainable practices, and working together with other educators to show care and appreciation for the natural environment is a vital component to support this type of learning. (Hughes, 2007). (National Quality Framework 2017)
Our educators plan for the children with a focus on the Early Years Learning Framework (EYLF) outcomes and through ongoing observations children’s interactions and development is guided and nurtured to ensure their learning is integrated and interconnected.
Our service recognises great value in the connections between children, families, staff and the wider communities and these valuable relationships must be embraced to support reciprocal relationships and partnerships for ongoing education and learning.
Evolution Early Learning encourage a collaborative team environment, all staff are encouraged to respect and value the diversity amongst peers and support the contributions and views of their colleagues. Interactions between management, educators and staff are guided by Early Childhood Australia’s Code of Ethics (2016), in conjunction with our services policies procedures and philosophy.
Collaboration is achieved through open communication, information sharing, joint planning and the development of common understandings and objectives. (Framework for School Age Care, p.12).