By working in partnership with families and collaboratively planning and communicating children’s learning and development, each child’s individual learning journey is a collaborative effort, catering to the interests, cultural and developmental needs of each child. This forms consistency between children’s home and school lives, making the transition between the two, an easier one. Scribbles and Giggles Lidcombe educators base their curriculum on the Early Years Learning Framework.

We encourage children to be navigators and active participants in their learning journeys and advocate their rights to contribute to decisions that affect them. This advocacy leads to children displaying autonomy and enabling them to build a strong sense of self. Evidence of this is demonstrated in their creations in the playground, drawings, interactions with others as well as through formal and informal observations which are done by our educators regularly. These formal observations are documented on our secure online portal KinderM8, along with everything your child has done throughout the day.

Our learning environments are carefully crafted by our educators daily to appeal to the children in care, creating an intentional learning space that engages children’s curiosities, imagination and cognitive thinking. Our indoor and outdoor areas provide opportunities for children to engage in small or large group interactions as well as solitary play.

Through play-based learning, we are able to address all learning areas through the medium of play, meaning that children are engaged, enthusiastic and eager to learn new things. Our focus is on foundational learning, including literacy, numeracy, communication and language and emotional. A strong focus is on communication, emotional awareness and regulation as we understand that children who feel supported emotionally are able to receive their surroundings and interactions more openly. Thus, building a strong foundation to scaffold further learning on.

Scaffolding of children’s learning is done through teachers intentional and spontaneous interactions with children. Building on their current knowledge to expand their understandings of concepts through subjects that they have shown interest in. Using group times, free play and various other times throughout the day to interact with the children, educators are able to obtain valuable knowledge about what children are captivated by and what the best plan of action is to take their learning to the next level.

The centres daily routines are predictable enough for children to find comfort in knowing what comes next, yet flexible enough for children to become immersed in their experiences without feeling restricted by time.