Our Philosophy

Ruth Landau Harp Early Learning is a non for profit place of education that teaches the children Jewish values and customs. We are passionate and committed to work with our children in developing their sense of agency and to be a kind member of society.

We allow children to take an active role in the construction and acquisition of learning and understanding. As part of our commitment to children, our educators are dedicated to empowering the child’s voice and encourage each child to be actively involved in all decisions concerning their journey in education.

Our team of Educators provide a warm, loving, intuitive and calm environment that enables us to tune into the child’s individual needs.  We provide an inclusive environment to support and welcome all children. This is achieved by providing a lower adult to child ratio that exceeds the mandated ratios stipulated by the National Quality Standards.

We are inspired by the Reggio Emilia philosophy as we believe in building strong relationships with families and the local community. We seek to establish a community of learners where individuals, small groups and large groups contribute varied knowledge and expertise to solve real life problems.  Our educators collaboratively plan, reflect and adapt the program to suit the needs of the children.

We excel in our ability to cater for developmental milestones of each child by employing highly experienced Educators. Early Childhood Teachers lead each of our rooms which enables effective co-teaching to take place. This ensures that our team of educators have a thorough knowledge of child development and have the skills and abilities to provide an outstanding curriculum for your child. Teachers work together to guide children’s learning, by tailoring intentional teaching for individual achievement.

Our educators honour histories, cultures, languages, traditions and lifestyle choices of families and the broader community. We promote a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being.

‘Children must be able to learn through experiences of touching, moving, listening, seeing and hearing – giving rise to the hundred languages children use to understand their experiences of the world.’

(Loris Malaguzzi, cited in Nolan and Raban, 2015. Theories into Practice, p 38.)