About Us


Set in natural surroundings, Pinjarra Kindergarten backs onto the walking track of Eastfield Park. Our indoor and outdoor areas provide a rich play-based focused curriculum to provide them with the essential skills before they transition to school.

Pinjarra is operated by a Committee of Management.

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Pinjarra Kindergarten Philosophy

We recognise and respect the Wurundjeri people as the traditional custodians of the land on which we learn. We value their knowledge and culture, which is reflected in our practices.

At Pinjarra Kindergarten we believe that every child is unique and has different strengths, skills and interests. It’s through this approach we believe that Children at Pinjarra become capable and competent learners.

We collaborate with children and families to strengthen children’s passions. This encourages children to explore new ideas, contribute to investigations, reflect, recognise achievements and be creative through play. This links directly to the Bronfenbrenner theory which states that children learn and develop through their person to person interactions between children, parents, care givers and Educators.

We value the environment and by raising awareness, builds the initial beliefs for caring about the world around us and for each other. The environment encourages the children to explore, question, discover and is flexible enough for each child to reach their full potential. The kindergarten is a supportive place where we welcome diversity and culture, with respect where everyone feels included.

We focus on building Community connections with children, parents, educators and the wider community who work in partnership together. As we are a community within a community at Pinjarra Kindergarten. We welcome you all to it.

Our programs are planned and delivered by qualified Early Years Educators. They focus on:

Victorian Early Years Learning and Development Framework (VEYLDF)

The framework provides guidance for supporting children and families in their transitions through the first eight years of a child’s life. It provides a shared language and guiding principles for achieving the best outcomes for every child for supporting continuity of learning.

Early Learning Framework (EYLF)

“ All children experience learning that is engaging and builds success for life. Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.” (https://www.acecqa.gov.au/sites/default/files/201802/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf)

Universal rights of the child

The universal rights of the child is guided by 4 fundamental areas

  • Every child, everywhere
  • The best interests of the child
  • Survival, development and protection
  • A voice

Regulations and Legislation

The National Law and National Regulations outline the legal obligations of approved providers, nominated supervisors and educators and explain the powers of functions of state and territory regulatory authorities and ACECQA,

Early Childhood Australia’s code of ethics (2016)

The Code of ethics reflects current pedagogical research and practice, providing a framework for reflection about the ethical responsibilities of early childhood professionals who work with or on behalf of children and families in early childhood settings.