| Recognition of the intrinsic value of quality early childhood education and its role in improving life chances | Every child:
| > | Receives a quality early childhood education experience delivered by qualified early childhood teachers | | > | Blooms in an environment rich with challenge, exploration and creativity | | > | Confidently moves to school with appropriate social, literacy, numeracy and physical skills | | > | Benefits from increased government investment in early childhood education. | |
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| Well resourced and accessible education for all children | | > | There is universal participation in two years of funded kindergarten education prior to school | | > | Kindergarten education fees are affordable for all families | | > | All children develop to their full potential; their background, abilities, language and culture respected | | > | There is support, resources and staffing to meet the diverse requirements of children with additional needs. | |
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| A coordinated and multi-disciplinary system | | > | There are strong and sustainable linkages and coordination between services and professionals | | > | Early years professionals work collaboratively to ensure cross disciplinary, child and family-centred practice | | > | A range of child and family services is located where families can easily access them | | > | There is a coordinated and resourced statewide system of early childhood education and learning. | |
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| A partnership between professionals, parents, families and children | | > | Parents are partners with early years professionals in providing quality early childhood education | | > | Active parent committees and parent participation in program delivery are central to community involvement with early childhood education | | > | Knowledge and skills are shared between professionals, parents, families and children. | |
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| Higher standards of teaching and programs | | > | A quality accreditation system for early childhood education enhances program delivery | | > | A statewide early education curriculum framework based on children's intrinsic drive to learn through play | | > | All early education programs are delivered by qualified early childhood teachers | | > | All services employ a proportion of degree qualified staff and each child's need for individual attention is supported by small groups and a high staff to child ratio | | > | Staff are respected, valued, appropriately remunerated and have access to quality professional development | | > | Early childhood educators are innovative and continuously expand their knowledge and skills. | |
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| Programs are adaptive to contemporary needs | | > | There is universal participation in two years of funded kindergarten education prior to school | | > | Kindergarten education fees are affordable for all families | | > | All children develop to their full potential; their background, abilities, language and culture respected | | > | There is support, resources and staffing to meet the diverse requirements of children with additional needs. | |
