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Little Explorers Learning Centre

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Centre Overview

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Opening Hours

Capacity

32 children

Service Approval Date

17 January 2011

Primary Childcare Service Type

Long Day Care

We are a small family-run long day care centre where the owner has education qualifications and over 15 years of experience in early childhood. At Little Explorers Learning Centre, all children and families become part of our community as they walk through our door. We believe strongly in providing the very best of care and early childhood education through our centre, to help to make a positive difference in your child’s early childhood learning experiences. Our highly committed team ranges from hands-on management personnel who are actively involved in the day to day running of the services as well as qualified educators who have extensive knowledge and experience in educating and nurturing children in their early learning years. Our staff is trained in First Aid, CPR and go through the Department of Early Learning Background Checks.

Centre Features

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Direct Debit Facility
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Shaded Outdoor Area
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Indoor Play Area
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Approved Preschool Program
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Approved for CCS
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Outdoor Play Area
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SunSafe aware
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Waitlist
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Education & Development Programs
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Allergy Aware
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Weekly Updates
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Incursions
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Tertiary Qualified Staff
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Air Conditioned
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Heated
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Excursions
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Daily Activity Updates
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Environmentally Friendly

Ratings

No information available.

Additional Centre Information

Our Philosophy

Little Explorers see play as a teaching strategy and using NQF and EYLF as a backbone to ensure children's health, safety, staffing, supervision, and development; we also respect children's rights to play.

Children feel a sense of belonging when they feel accepted, develop attachments and trust those who care for them. Thus, providing positive attachment relationships with the children. All educators in the service are emotionally available for the children at all times.

We believe that each child is unique, and their learning style, interest, ability, family expectation and socio-cultural backgrounds are varied. Understanding this allows us to adapt our learning environment according to the child/children's needs. We also believe that children benefit from natural play environments. These environments provide meaningful play experiences.

The educators in the service maintain relationships, actions, and behaviours at the highest level of ethical standards. They encourage and extend children's developmental knowledge through careful observation, interaction, and documentation.

We develop curriculum plans to support the children's holistic development and wellbeing. Our programs reflect each child's current interest, knowledge, ideas, abilities, powerful social discourses, and culture. Programs, resources and relationship enable us to provide a harmonious and effective learning environment. In that context, children and families will feel comfortable, secure, engaged and that they belong.

To gain a good understanding of children and their developmental componence, we will work in partnership with families and communities. We believe that parents and other family members are a child's first and most important teachers. By knowing the family's values, cultures, and child-rearing practice, we will have effective ongoing communication. We are encouraging families to build up a reciprocal relationship with educators and be part of the decision making regarding the services' curriculum, philosophy, programs, practice, menu preparation and events.

We believe that when children feel connected with the community they live in, their sense of wellbeing is enhanced. Our service plays an essential role in encouraging children to feel part of their community and supporting families by providing support as well as access to community resources.

Our values and beliefs allow us to provide positive early childhood memories for all the children who are under our care as we believe early childhood is precious so it should be rich in joy, curiosity, creativity and magical.

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Location

2/22 Saunders Road, Ermington, NSW 2115

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