Laying the foundation for children to succeed is critical in the early years, with 90% of a child’s brain developing by age 5. Our holistic approach respects each child’s unique voice, empowering children to reach their full potential within an environment that is safe, trusted and expert.
Our approach to education is grounded in humanity, arming children with tools to thrive in the contemporary world and their formal education. Our hallmark Empowered Children’s Program supports children in developing confidence, resilience and understanding, underpinned by mastermind strategies of the world’s best behavioural specialists, the National Quality Standards (NQS) and the Early Years Learning Framework (EYLF).
We believe in accessibility to education, and organically diverse centres, where different lived experiences are welcomed and respected. We actively include parents and carers in the educational journey, building a richly diverse context for our whole community of learners.
When parents think of early education it is often considered a ‘babysitting service’ and no more. This is by no fault of the family, for how could they know what we REALLY do when this is how our sector is portrayed through the media and the government who treat us like the insignificant bottom of the food chain. How often did we hear through the pandemic that school teachers required our support, how were school teachers going to overcome the stresses of COVID, guidelines and reporting documentation….? In the meantime, ‘childcare’ or as we call ourselves early education and care (ECEC), was still operating the whole time under the same stresses, with the added pressure of financial hardship to continue operating with reduced incomes. Don’t get us wrong, we adore and respect school teachers, however we only ask for the same considerations. This is just one example of the battle we face each day when seeking support from our government bodies, support that flows onto you – our families.
The two basic elements of a safe and secure connection can be found in predictable routines (rhythms of the day), and through the adult consistently showing up in a warm manner, while ensuring boundaries are maintained. In this blog, I will focus on predictable routines, what it is, and what strategies you could include in your day-to-day routine.
Judgement can be experienced as a ‘pain’ within yourself - we may experience this physically or mentally. Interestingly, if we observe the concept of judgment and how it makes you feel then you would become aware of how detrimental it is on a personal level. It also impacts our ability to think and feel.It not only damages your self-esteem, but also damages the relationships we hold with others. Judgement can and will make us physically unwell if left unchecked, for example, the anxiety that judgment brings can lead to increased heart rate.
‘Present- being in the moment, at peace and not thinking beyond the present moment’. Developing this ‘skill’ can take time, and it is normal to feel overwhelmed when first exploring what connecting consciously entails. I recall, how overwhelmed I felt as a parent while juggling, business, work, family, the home, organisation, meeting the day-to-day needs of my children, and the list goes on! I knew there had to be a better way, to get all the above done while still understanding each child, ensuring they are seen, heard and felt daily.
We are gifted the opportunity to train educators under high level leadership. They are carefully monitored and overseen by your centre director, other qualified staff and their training assessor, this ensures quality of practice and embedded theory is maintained
We are excited to open our doors to our new state-of-the-art Toukley Centre. With architecturally designed spaces, curated to promote growth and wholistic learning we are proud to have created an environment for enriched learning. Our new center is underpinned by our unique approach to education, one that is grounded in humanity, arming children with tools to thrive in the contemporary world and their formal education.
