Long Day Care Program


Our Goal

Our Goal is for your child to develop confidence, independence, respect, self-motivation and an educated sense of responsibility.


What are the benefits of our education program?

  • At our Centre, your child will develop:
  • Creative Self-Expression
  • A lifelong love of learning
  • Self-esteem and Self-discipline
  • Sustainable Environmental Practices
  • Learning through experience and doing
  • Independence, concentration, respect, confidence, responsibility and patience
  • Sense of order, desire to complete tasks

Our Classroom

In our classroom there is a special atmosphere of cheerful orderliness, calmness and purposeful work. Our program is structured but free for learning and emphasises basics in an enjoyable way.  Respect for your child is paramount.

Our educational program is much more than a method of child-care, it is a whole attitude of care, love and respect for young children.

Children develop independence, concentration, responsibility, respect, patience and most importantly a love of learning. Our air-conditioned centre provides education for girls and boys to school age.


Our Philosophy

Our Centre provides a systematic approach to the education of children combining a carefully planned learning environment with a philosophy centred on the idea of freedom for the child.

Through freedom of choice in a professionally prepared environment, along with an adult, your child will progress at their own pace and rhythm, have a sense of order, have respect for people and the environment.  Our Centre has adopted a well proven and an individual philosophy of education.



Developmental milestones and the EYLF/NQS 3 to Milestones 5 years

Developmental Area: Physical


  • hops, jumps and runs with ease
  • climbs steps with alternating feet
  • gallops and skips by leading with one foot
  • transfers weight forward to throw ball
  • attempts to catch ball with hands
  • climbs playground equipment with increasing agility
  • holds crayon/pencil etc. between thumb and first two fingers
  • exhibits hand preference
  • imitates variety of shapes in drawing, e.g. circles
  • independently cuts paper with scissors
  • toilet themselves
  • feeds self with minimum spills
  • walks and runs more smoothly
  • enjoys learning simple rhythm and movement routines
  • develops ability to toilet train at night

EXAMPLES OF LINKS TO EYLF/NQS:  EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32) NQS:  Areas 1, 2, 3, 5, 6

Developmental Area: Social


  • enjoys playing with other children
  • may have a particular friend
  • shares, smiles and cooperates with peers
  • jointly manipulates objects with one or two other peers
  • develops independence and social skills they will use for learning and getting on with others at preschool and school

EXAMPLES OF LINKS TO EYLF/NQS:  EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect.  E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24) NQS:  Areas 1, 5, 6

Developmental Area: Emotional


  • understands when someone is hurt and comforts them
  • attains gender stability (sure she/he is a girl/boy)
  • may show stronger preference for same-sex playmates
  • may enforce gender-role norms with peers
  • may show bouts of aggression with peers
  • likes to give and receive affection from parents
  • may praise themselves and be boastful

EXAMPLES OF LINKS TO EYLF/NQS:  EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect.  E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS:  Areas 1, 2, 5, 6

Developmental Area: Cognitive


  • understands opposites (e.g. big/small) and positional words (middle, end)
  • uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water
  • builds tower eight to ten blocks
  • answers simple questions
  • counts five to ten things
  • has a longer attention span
  • talks to self during play - to help guide whathe/she does
  • follows simple instructions
  • follows simple rules and enjoys helping
  • may write some numbers and letters
  • engages in dramatic play, taking on pretend character roles
  • recalls events correctly
  • counts by rote, having memorised numbers
  • touches objects to count - starting to understand relationship between numbers and objects
  • can recount a recent story
  • copies letters and may write some unprompted
  • can match and name some colours

EXAMPLES OF LINKS TO EYLF/NQS:  EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media.  E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42) NQS:  Areas 1, 5

Developmental Area: Language


  • speaks in sentences and use many different words
  • answers simple questions
  • asks many questions
  • tells stories
  • talks constantly
  • enjoys talking and may like to experiment with new words
  • uses adult forms of speech
  • takes part in conversations
  • enjoys jokes, rhymes and stories
  • will assert self with words

EXAMPLES OF LINKS TO EYLF/NQS:  EYLF Outcome 5: Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking.  E.g. “Provide children with access to a range of technologies.” (p.44) NQS:  Areas 1, 5, 6, 7