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Belonging, Becoming and Being

Is designed specifically for early childhood settings, preschool and kindy educators. It is used for the purpose of planning, implementing and evaluating educational programs and environments that are built on the strengths, interests and developmental needs of the children.


A learning outcome is a skill, knowledge or disposition that educators can actively promote in the early childhood setting in collaboration with children and families.  (EYLF)

  1. Children have a strong sense of identity

  2. Children are connected with and contribute to their world

  3. Children have a strong sense of well being

  4. Children are confident and involved learners

  5. Children are effective communicators


Each child is an individual and unique

Our educational programs from birth to school age give children opportunities for each child to reach their fullest potential in all areas of physical, emotional, social, intellectual and language skills.

We recognise that there is usually a pattern of development for specific skills, these achievements may vary at different rates for each individual child. For that reason, information about each child is gathered through a variety of observational methods, which educators then evaluate and determine how to further the development of each child as an individual, as well as within a group.


If your child turns 4 years old;

  • Before 1st of May, they can access preschool from Term 1 in that year.

  • On or after 1st May, they can access preschool from Term 1 in the following year.

  • If your child is Aboriginal and/or Torres Strait Islander, they can access preschool when they turn 3.


Our preschool sessions are designed and delivered by a full-time qualified Early Childhood Teacher based on the Early Years Learning Framework (EYLF)

The preschool program is integrated within our Kindy Room

(9.30 am – 3.00 pm).


Long day care hours are available for our preschool children, meaning your child can progress to preschool in familiar surroundings, and families can enjoy the benefits of long day care hours without the inconvenience of shuffling between two separate locations.


Is always on display in your child’s room and updated regularly.



The word ‘play’ is used by many to describe education in early stages of children’s development; but ‘play’ can be multifaceted and needs to be qualified if it is to support essential brain development.


Reggio Emilia

We have adapted a Reggio Emilia approach within our services to children’s early education and preschool years. This innovative and inspiring approach enables children to become strong, capable and resilient individuals as they begin their understanding of the world around them, and who they are in it.

Reggio employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving. Scholastic 2020



Educators setup provocations in the indoor and outdoor learning environments based on observations of children, their current interests and learning. A provocation is designed to provoke a child to further their exploration, experimentation, interest, and thinking and often will lead to projects or further study in this area identified.

Children are truly engaged in their play

Reggio supports play-based methodologies which means we see play is a powerful tool in children’s overall development and learning.  Children are given uninterrupted time throughout the day to play. Play is a time where language skills are explored, social interactions occur, children’s interest can lead to creative thinking, science and maths is explored in meaningful moments while scaffolded by engaged and responsive educators.

Play is where children practice their newly developed skills and create important foundations that lead the pathways to a lifetime of skills.

The environment as a third teacher

One of the main principles that are quickly identified at both sites, is the environment. We pride ourselves on creating a space for children to feel safe and supported, but also challenged. They are stimulated and encouraged to explore and collaborate with one another in order to grow and develop as young capable learners.

Our rich nature-play outdoor learning spaces, filled with loose and exciting movable parts, nurtures limitless wonders and is a fundamental example of how the environment is responsible to high quality play.  The environment, as the third educator, is not just a space for our children, but a place where parents and educators can work cohesively together to ensure the best outcomes for their children.

All our educators in all of our rooms follow an emergent curriculum, where children have control and are inspired by their own curiosity and interests to know and learn.

Yawarra Children's Services is a place where children take the lead and construct their own learning –

where our children are treated and respected as active collaborators in their own learning journeys


The framework underpins our Educators approaches within ours services by adhering to


  • Secure, Respectful and Reciprocal Relationships

  • Partnerships

  • High Expectations and Equity

  • Respect for Diversity

  • Ongoing Learning and Reflective Practice


  • Holistic approaches

  • Responsiveness to children

  • Learning through play

  • Intentional teaching

  • Learning environments

  • Cultural competence

  • Continuity of learning and transitions

  • Assessments of learning


All information on children’s development and learning is kept in a portfolio folder in their room and moves with them to each room. Documentation is not only limited to the portfolio but the room itself, their art.

This information is confidential and is only accessible by families and staff. Families are welcome to have a look through their child’s folder at any time. They may also bring the folder home, but we ask that it is returned promptly so that it can be updated regularly.


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