Preshil children identify as independent and are adept in self-management, such that they take responsibility for their learning, their adherence to the values of the school, and their participation in the active life of the school.
Preshil children are energetic in the pursuit of their creative expression. They are confident to offer their own interpretation and perspective within the inquiry process, and are active and resourceful in the ways that they elect to engage.
Preshil children do not need rules and consequences to manage their days at school. They grow in understanding that discipline comes from within. They take responsibility for their actions, and expect that others will do likewise.
Preshil children understand that fairness is not found in uniformity. Individual difference is anticipated and is to be celebrated and tolerated. Preshil children seek to be accepted for who they are, but also understand that this is a transaction, and that what you seek you must also offer. Preshil children do not find that others, with their differences, present a distraction to their learning.
Preshil children respect others and know that in return they will be respected. As such, they are confident to build trusting relationships with the adults in the community. They do not position the staff as the ‘other’ instead they seek to be active, respectful and valued members of the broader school community.
Preshil children do not lean on routines, and anticipate that their days may see a mixture of teaching and learning styles, interruptions or unexpected events. Preshil children are undeterred by the unexpected, and understand that being adaptable is a valuable skill.