•    At Nimbin Preschool critical reflection upon our pedagogical practice is paramount in providing an educational environment which is responsive and challenging to children’s interests.
•    Careful pedagogical research, planning and dialogue construct an environment rich in ideas, abilities, resources and empathy.
•    At Nimbin preschool we critically utilise the Early Years Learning Framework to inform and guide our practice; and combine this with many other sources of pedagogical information (seminars, journals, texts etc) to stay abreast of current thinking regarding the education of children and maintain our informed positions of pedagogues of young children.
•    At Nimbin Preschool we carefully plan and arrange our learning environment both indoors and outdoors, this planning and arrangement then supports and challenges children’s interests, development and learning.
•    Our pedagogy and planning allow for both spontaneous and planned learning to occur. Spontaneous events inform our planning and allow for intentional teaching opportunities.
•    Our professional knowledge informs our teaching which in turn is impacted upon by our research as praxis. Children’s work greatly informs and challenges our knowledge and practice. Whereby creating a learning cycle of - observe and interact; co-construct new knowledge; inform our decision-making and direction; observe and interact ... this is a continuous cycle which is not linear or necessarily cyclical, but is continuous and reflexive.
•    Our critically planned environment incorporates careful consideration to ensure children feel safe, secure and included.
•    As informed pedagogues, we maintain high expectations of both ourselves and the children. These are based upon our in-depth and on-going knowledge of the individual child.
•    Our relationships with children are based upon a strong sense of respect of the child as a competent learner and person.

•    We place a high emphasis on people (children and adults alike) learning as a co-constructive process. Where engagement with others in a safe, secure, respectful and challenging environment leads to children’s strong sense of identity and wellbeing, connectedness to others and their world, confidence and communicative skills.
•    At Nimbin Preschool our cycle of pedagogy involves careful listening to the voices (and pathways) of the ‘other’; critical reflection and dialogue; research and investigation; documentation and revisitation. Throughout this whole process listening (to voices, to movements, to ideas, to patterns, to brush strokes ... ...) never ceases.
•    At Nimbin Preschool our written documentation of the pedagogy of the preschool is fluid and dynamic – in the same way that all of the children are; and is based upon our view of the child as being competent and capable. Our documentation takes the form of individual or group jottings, transcripts, stories, pictures, photos, drawings, paintings, videos ... ..., pedagogical dialogue, critical reflection, heated discussions about “best practice” and ways to challenge our ideas and theories ... ... These are located in journals, on walls, in folders, and everywhere around us, all the time. Always informing and shaping our futures, as we revisit, remember and learn from our past.  
•    We work in partnership with families to gain a richer knowledge base of the child and to inform each other in a co-constructive manner.
•    At Nimbin Preschool we assess the effectiveness of our teaching daily to ensure we continue to provide an environment deserving of the richness of the children who inhabit it.