Karabar Preschool is located at I91 Cooma Street, Karabar. Parking is provided alongside the preschool. Karabar Preschool is within close proximity to YMCA Queanbeyan and Karabar Shopping Centre.
At Karabar Preschool, our environment reflects our Philosophy which values each child as a unique individual who is an independent thinker; who is able to make choices, share and learn new knowledge; and develop skills which will assist in their life-long learning journey. We utilise a combination of teaching strategies to ensure that every child has opportunity to reach their full potential. Our day at preschool may include free play experiences; indoor/outdoor program; music and movement; small group work; discussion based learning; outdoor play; project work; technology based learning.
Karabar Preschool utilises the Floorbook Approach towards planning and programming. The Floorbook Approach creates a child centred approach, which records the evidence of the process of play and the learning that comes from it. The features of a Floorbook include: children’s ideas and thoughts; open ended questions; collaborative learning; higher order thinking; depth of learning; and a variety of methods of presenting thinking and subsequent learning.
Our Educators have a strong commitment to the importance of quality early childhood education. We love that we are a small preschool and believe that we have created a family-orientated environment which promotes a sense of wellbeing and belonging for children and their families.
We value the relationships that we have with our local community and we feel very lucky that we are able to access programs such as Kindy Gym (at the YMCA) and Junior Hoops (YMCA Basketball stadium). Other special relationships that we have developed include those with local primary schools (where we have created ‘buddy’ relationships), and also with local Aboriginal Storyteller, Larry Brandy, who is a regular visitor to our service.
We acknowledge the traditional owners of this land that we share with the children and families of our preschool. We acknowledge and celebrate the diversity that is our preschool and community.
Vision: To develop an engaged and participative community supporting each child’s lifelong learning journey.
Aim: Our aim is to create an environment which is friendly and welcoming to all; to provide children with the opportunity to experience a sense of belonging, being and becoming by engaging their senses, provoking wonder, promoting intellectual understanding and enhancing self-confidence and self-esteem.
Methodology: We are guided by the National Quality Framework, encompassing The Early Years Learning Framework and National Quality Standards in association with the ECA Code of Ethics and The United Nations Conventions on the Rights of the Child.
In relation to Educational Program and Practice:
We believe that children have knowledge to share and from which we can all learn.
We respect children’s right to play as both a process and context for learning.
We incorporate a balanced combination of open-ended, co-constructed, teacher and/or child/family led experiences to promote play and learning. This balance encourages children’s sense of agency as they make informed choices in relation to the learning experiences they engage in.
The voices of the child, family, Educators and community will be heard as we gather, analyse and reflect upon information which comes together to form the stories of our current and future learning.
We believe in the importance of reflecting on children’s learning as a tool for planning for future learning.
In relation to Children’s Health and Safety:
We believe that it is important for children to develop strong interpersonal skills such as self-confidence, self-esteem, self-regulation and resilience. Educators will promote these skills through intentional teaching and spontaneous interactions with the children.
We will build and maintain supportive relationships with families to promote children’s mental health and wellbeing. Good mental health in early childhood lays the foundations for positive mental health and wellbeing now and into the future.
We will act as role models for children and families to encourage healthy and active lifestyles.
We believe in the importance of children having opportunity for busy, loud and physical play as well as for those quiet times to focus on mindfulness – for our mind and body to engage in calm and stillness.
In relation to the Physical Environment:
We will strive to create a space that provides happy memories for children and families.
We believe that the environment has the role of the third teacher and this is reflected using learning centres and indoor/outdoor programs which assists in fostering children’s sense of agency.
We believe that all children have the right to quality early childhood education provided through spaces and places which provide for fun, safety, stability, dignity, challenge and wonder.
We believe that children have an important role around sustainability and the future of the environment. We will role model positive practices such as recycling, reusing and reducing rubbish within our service with the goal that children will become models for their families and incorporate this philosophy into their home life and the wider community.
In relation to Staffing Arrangements:
We believe that our role is a very special one which requires not only qualifications and experience, but also a friendly, nurturing and fun-loving approach. We will support, encourage, challenge and respect each other in our role as professional Educators.
We believe that we are both teachers and learners in our work with children and that it is important to be open to new ideas and committed to our own ongoing professional learning to be the best that we can be.
We value the fact that we are a small team and believe in the importance of being able to develop our own sense of belonging to our service and community.
We will be encouraging in our actions and attitudes and act as role models for children in values such as equality, diversity, inclusiveness and fairness.
In relation to Relationships with Children:
We believe that relationships are the foundation for the construction of identity.
Our relationships with each child will make them feel that they are the most important person in the world; that they are care about; that our Educators know them well and are interested in what they do, think and feel.
We believe that having a strong cultural identity enhances children’s self-concept and promotes a sense of connectedness and belonging.
We believe that children learn about themselves and construct their sense of identity through their relationships; when children have positive experiences they develop an understanding of themselves as significant and respected and feel a sense of belonging.
We believe that social confidence involves learning the values, knowledge and skills that enable children to relate to others effectively, to manage feelings and friendships and solve problems. These are essential life skills that support wellbeing and positive mental health.
In relation to Collaborative Partnerships with Families and Communities:
We believe that families are first and foremost in a child’s life and we respect and value this important relationship. We therefore strive to build positive relationships with families to share knowledge, culture, stories and traditions to promote a sense of belonging and support them in their role of nurturing their children.
We will collaborate with families around our program by ensuring the sharing of information, open communication and encouraging family participation and feedback.
We believe in the importance of a successful transition to school and support school readiness goals that can be achieved through the social context of our environment.
We believe in the importance of community-based preschools and organisations and will develop positive partnerships through connections with community organisations and events to achieve meaningful relationships and a sense of belonging.
In relation to Governance and Leadership:
We will conduct our programs under the guidance of the Vision and Mission Statement of Queanbeyan & District Preschool Association.
We believe in the importance of effective leadership at all levels of our organisation and value open, professional and collaborative approaches towards leadership and management.
As professional Educators, we believe in the importance of engaging in reflective practice and ongoing professional learning. We will participate in professional development opportunities and reflect on our practice as individuals and as member of a supportive, encouraging and confident team.
Karabar Preschool consists of a single classroom which offers both a 2 day extended 7.5 hour Program,
or 3 day school hours program on the following day/times:
- Joeys – Mon/Tues/Wed from 9.00am-3.00pm
- Koalas – Thursday & Friday from 8.30am-4.00pm
Teaching Team – Jenny Farnhill (Director/Teacher), Belinda Southee, Rebecca Martin, Michelle Neil & Hannah Ireland.
Address: 191 Cooma Street, Karabar NSW 2620