Belonging: Growing Community Within Our ELC
Inspired by the Reggio Emilia approach, we view our ELC as a living, relational space, a place where children, families, and educators co-construct a culture of respect, participation, and shared responsibility. Community is not built through events alone, but through everyday interactions: morning greetings, collaborative inquiry within our learning spaces, and moments of connection across age groups.
Creating an inclusive and inviting environment where everyone feels a strong sense of belonging is fundamental. When children feel safe, known, and valued, they are far more willing to take risks in their learning. In the early years, belonging forms the foundation for wellbeing, identity, and confidence. This aligns closely with the Early Years Learning Framework (EYLF), particularly Outcome 2: Children are connected with and contribute to their world, and with the National Quality Framework, especially Quality Area 6, which highlights the importance of collaborative partnerships with families and communities.
A crucial part of a child developing this strong sense of belonging comes from their family also feeling welcomed and connected within the ELC. For this reason, we make a number of intentional choices to nurture community across the year.
This Friday, we look forward to gathering for our Twilight Picnic on the Chapel Lawns. Families are invited to come together in the late afternoon to share a picnic and enjoy one another’s company. Importantly, this time allows families to build relationships with other families, particularly those within their child’s room in a relaxed setting. These informal connections strengthen our community in meaningful and lasting ways.
Last week’s Teaching and Learning Evening provided another important opportunity for connection. We gathered in the Chapel to introduce our Leadership Team, Teaching Team, and Key Co-educators; we celebrated the successes of 2025 and shared our strategic direction for 2026. Families then moved into their child’s room to learn more about the daily routines, rituals, and pedagogical practices that support children to see themselves as part of a larger group, developing the social skills needed to collaborate, share ideas, and thrive as capable learners. Framing the year together in this way reinforces the shared partnership between home and school.
Our shared celebrations also strengthen our collective identity. Chinese New Year, the Year of the Fire Horse has been a beautiful example of this. The children have worked alongside Ms Jiang to create stunning decorations in our foyer, honouring this important cultural celebration and recognising the richness that diverse traditions bring to our community.
Our Parent Representative group is another vital part of this work. At our first meeting for the year, we gathered with parents who have generously stepped into this role. Parent Representatives act as a welcoming contact point for families within their child’s room, foster an inclusive atmosphere, and assist in promoting and supporting ELC events. Their contribution plays a significant role in nurturing strong connections across the ELC.
In our enrolment interviews, we have also begun asking families about the skills, knowledge, and talents they may wish to share. Perhaps a Grandparent has expertise in permaculture and can support our community garden, or a family member who is passionate about birdwatching might join us at Ferguson Conservation Park. Others may wish to share cultural traditions or celebrations. Drawing on the expertise within our community enriches learning in authentic and meaningful ways. Room teachers continue this dialogue during one-on-one meetings with families prior to their child’s commencement, ensuring every family feels seen as a valued contributor.
Belonging and wellbeing truly thrive in environments shaped by shared contributions. Together, we are intentionally building a connected, inclusive, and vibrant community one that children will carry with them long after their time in the ELC.
