Our Education & Development Programme

iStock_238740_SML_ToddlerOur Educational programs are based on the Early Years Learning Framework with a strong emphasis on play based learning.

We promote play based learning as it draws from the child’s natural desire to engage in experiences based on their interests, strengths and developing skills. Our role as educators is to support this learning and link it in with the Framework, giving the children a strong sense of Being, Becoming and Belonging within our service.

We have created learning environments and programs to suit each stage of your child’s development. We are committed to providing a multi-cultural and anti-biased environment for all children and families. We aim to minimise group sizes to allow the teachers to provide as much one-on-one time as possible for each child. There is a staff member responsible for programming activities for children at each developmental stage. Your child will be placed in a group based on their age, social and learning developmental level.

Our program is a centre collaboration using the skills and knowledge of our ECT, Educational leader and qualified staff, with a strong focus on attending to the principals, practices and outcomes of the Early Years Learning Framework.


0-2 Years

Children are encouraged to choose experiences for themselves and staff are available to support children in this decision making process. Positive interactions are encouraged and supported between staff, children and their peers.

3-4 Years

Our programming for the junior pre-schoolers will focus on creating opportunities for them to learn through independent exploration of our planned learning environment. Programs encourage the growth and development of the child as a whole. Skills such as creativity, curiosity, independence, self help skills, decision-making and negotiation are fostered through daily routines and occurrences.

3-5 Years

The programs are flexible and reflect the interests and the competencies of the children. Experiences are initiated by the child, the caregiver, interests within the group and input from families and are reflective of the abilities and needs of the individual children.


School Readiness Program

At Nest ELC we provide a specialised school readiness program that is reviewed in consideration of advice from local schools and the NSW School Curriculum (in particular, key learning areas for Kindergarten). This will ensure that children receive the best possible preparation for “big school” and will leave Nest ELC as confident graduates ready to start primary school.

The program will focus on developing problem solving skills, social skills, building relationships with their peers, introduction of literacy skills (talking, listening, reading and writing), and developing foundation numeracy skills. Your child will be encouraged to be independent and take responsibility for their belongings and actions and to independently deal with conflict with their peers.

The children will also participate in the Jolly Phonics program (which is also adopted within many NSW primary schools). This is a phonics based reading program which creates a thorough foundation for the children to learn to read and write.

Our team at Nest ELC will work with our families to prepare your child (and parents) for the transition to “big school”. As with all other matters, Nest ELC has an “open door” policy and we welcome and encourage any comments or discussion from parents at all times.

Our five key areas for successful learning:


For play to be truly inclusive, children need to be socially included. As children play together, they learn to cooperate, take turns. And engage in meaningful dramatic and imaginative play experiences that create lifelong memories. Providing places for children to feel emotionally secure allows them to belong and choose how and when to engage in play.


We believe that all children need opportunities to be physically active through play. Our play environment provides a variety of developmentally appropriate activities, offers healthy risks, and challenges children of all abilities. Providing a place space where everyone wants to play.


We believe play is most meaningful in sensory-rich environments that encourage discovery and exploration. Sensory play through tactile, visual, auditory, smells and tastes, vestibular, and proprioceptive experiences help children understand the world around them.


Children learn through play and interacting with staff, children and the world around them. Supporting initiative play behaviours that stimulate development assist us in providing meaningful play experiences that the children are engaged with for longer periods of time. Offering a range of opportunities for children to problem solve, think abstractly, and develop cause and effect skills, help us to provide unique hands on opportunities to bring learning outside.


Both our indoor and outdoor environments support the development of receptive and expressive language, encouraging children to demonstrate their knowledge and express themselves. Language development occurs through natural play behaviours and routines and is enhanced by our developmentally appropriate play elements, loose parts, and outdoor and indoor programs.

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