At Scribbles and Giggles we are dedicated to creating an atmosphere that is warm, safe and supportive as well as fun, lively and energetic. We believe that each child’s learning is individual to their interests, cultural background and own abilities and that our play and rest environments are designed and utilised to provide learning experiences catered to the individual needs of the children in our care.


The highest maintenance of children’s health, safety and wellbeing are the drive behind the development of our learning environment and experiences. Providing children with nutritious meals, promoting healthy physical activity and providing adequate sleep and rest periods are essential to our daily routine.

The positive learning environment and atmosphere are indicative of our promotion of inclusion, acceptance of cultural diversity and our educator’s desires to build meaningful and reciprocal relationships with children, thus ensuring they are comfortable, safe and feel involved. This enables them to maximise their learning opportunities. As a result of these relationships, the development of socially acceptable behaviours is fostered. Key learning areas are targeted as opportunities to enhance individual, small and large group collaborative learning through a balance of educator and child initiated experiences.

Encouraging children’s self-identity, sense of autonomy and agency are ultimate goals of the interactions and experiences educators share with the children in our care through fostering a holistic approach to teaching which will take into account a child’s mind, body and spirit.


To ensure continuity of children’s care and learning, open communication between educators and families is promoted and highly encouraged. We believe that inviting parents and families to be collaborators in the building of our centres curriculum is a valuable tool in the development of daily programs, assisting educators to scaffold children’s learning effectively.

Numerous resources regarding community services and other relevant crucial information are displayed and made available to our families to support parenting, children’s and families’ wellbeing, child development and health. We regularly have visits from various members of the local community to the centre to assist children with building their sense of belonging.


We implement open ended experiences based on a combination of parental input, children’s current and emerging interests and collaboratively set goals in an engaging learning environment for all early years’ age groups.


We are dedicated to protecting our environment to ensure a sustainable future for our children. We are aiming to shift to a predominantly paperless system and already use digital based communication processes with families. We understand that children benefit from a connection to nature and through this connection, foundations for sustainable practices are more successfully laid. Sustainable practices are modelled by educators and their benefits discussed at great length to ensure a greater understanding of the wellbeing of humans and the environment in relation to a sustainable way of life.


Learning opportunities are promoted at every opportunity throughout the day, including our daily routine and program. Learning is closely based on the Early Years Learning Framework (EYLF), with an aim for children to be provided with opportunities to reach all elements of the learning outcomes at least once within a calendar year. Children’s knowledge, ideas, culture, abilities and interests are used as indicators in the development of the centre’s program and curriculum. Our curriculum is inclusive and respectful of the diversity within our community.

Learning is promoted at every opportunity through a combination of intentional, spontaneous, adult and child initiated experiences. These experiences and children’s achievements are regularly documented and learning involved is assessed through the program, KinderM8, which is made readily available to all families and adheres to our Australian national privacy laws.


As we believe that all staff are valued members of the team, we cherish their input regarding children’s learning and development through reflective practices. Critical reflection of all aspects of care is encouraged to ensure that quality of care is continually improving.

We encourage professional development of staff as an additional resource to continual improvement of quality of care. These opportunities are decided through close deliberation between management, staff and families and are recognised as an important factor in catering to the best interests of the children within our care.