Educational programs

We believe children learn best in an environment where they feel safe, secure and are able to build trusting, respectful and responsive relationships with educators. Children need to have the opportunity to play, explore, experiment, problem solve, think critically and use their imaginations.

The first five years of a child’s life are incredibly important, children develop more rapidly than at any other stage in their lives. Significant developmental milestones occur during this time as children progress from sitting to standing, babbling to conversations and from being largely dependent to independent.

Engaging with peers and educators in an early childhood education environment designed and resourced specifically for young children provides an optimal setting to develop skills, dispositions and a love for learning.

Wattle Room 12 weeks – 2 years

2 educators : 8 children daily

Our Wattle Room feels like a home away from home. Our educators provide children with an environment that is safe, warm, loving, secure and responsive. There is a strong emphasis on the building of trusting relationships, which supports children’s development, sense of belonging and well-being. From the moment you walk through our doors you will notice the nurturing and homely atmosphere, where children thrive in a natural play based environment.

Our qualified and supportive educators genuinely care about your child’s wellbeing and growth. They plan and implement opportunities designed to enhance physical, social, emotional and cognitive development. Daily experiences we enjoy are sensory play, music, singing, rhymes and reading, and we spend lots of our time engaging in our own outdoor playground.

Manna Gum Room 2–3 years

3 educators : 12 children daily

Our Manna Gum Room recognises the importance of play in children’s learning and development. Our educators design a curriculum that provides children with the time, freedom, space, flexibility and resources to engage in meaningful play. The program is child-centred, based on children’s emerging interests, needs and abilities, with a strong emphasis on social and emotional development and the building of independence and self-help skills.

Our enriched program extends children’s learning opportunities through engagement in real life and play-based experiences, encouraging solid foundations in pre-literacy and pre-numeracy concepts and through trial and error, resilience.

Stringybark Kindergarten 3–5 years

2 educators : 18 children daily

Our Stringybark Room is an integrated learning environment, home to both our Victorian Government Funded Kindergarten Program and our non-funded long day care program. These programs exist side-by-side, and provide an engaging, creative and welcoming atmosphere for all children.

The funded 3 & 4 year-old Kindergarten programs are delivered by an Early Childhood Teacher, Monday – Friday 8.30am-1.30pm and is complimented by the flexibility of long day care hours.

Our Kindergarten Teacher and educator team use a holistic approach to program planning in our integrated setting. Children in multi-age environments learn from their peers, supporting their development of independence, empathy, resilience, understanding and leadership skills.

Our children learn through a variety of play-based experiences that are intentional and spontaneous, whilst being adaptive to children’s emerging interests.

Children have access to our indoor and outdoor environments, providing a variety of invitations to explore and investigate multiple experiences. Incorporating dramatic and imaginative play, block construction, creative arts, music and movement, sensory play, messy play, puzzle and manipulative activities and numeracy and literacy. This enriched play enables measured risks, encouraging children to develop resilience, confidence, persistence and build lifelong skills that support their transition to school.

Early Childhood Teacher: Monday–Friday 8:30am–1:30pm (School Terms)

Early Years Learning Framework

Our program and practices are guided by the Australian Early Years Learning Framework (EYLF), and the Victorian Early Years Learning and Development Framework (VEYLDF). Families may not be familiar with the EYLF. In the following text we will introduce you to its five learning outcomes:

Outcome 1: Children have a strong sense of identity

  • Children feel safe, secure, and supported
  • Children develop their emerging autonomy, interdependence, resilience and sense of agency
  • Children develop knowledgeable and confident self-identities
  • Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing
  • Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  • Children transfer and adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and gain meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking