Contact Us

Phone

(02) 9745 1141

Fax

(02) 9745 2826

Email

info@eselc.com.au

Location

7-9 Elm St,
Burwood Heights, NSW 2136

Online Enquiry

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Room Design and Structure

Our children to educator  ratio is in accordance with the requirements stipulated by the Department of Education and Communities.
 
Indoor/outdoor activities are provided to enable educators to engage into one to one and small group interaction with children. 

Indoor activities include:

  1.  Playdough Area
  2. Art and Craft Area
  3. Drawing, Writing, Cutting Area
  4. Home Corner
  5. Book Corner
  6. Music and Movement Area
  7. Construction Area
  8. Blocks Area
  9. Puzzles and Board Games Activity Area
  10. Computer Area 

 

Outdoor activities include ball games, climbing, running, jumping and other gross motor activities which involve the use of large muscles and is based from the Fundamental Movement Skills of Munch and Move Program.
 
All children have their own portfolios where daily activities and photos are recorded individually for parents to read about their child's development.  The Centre also offers parent teacher meetings to discuss development opportunities and achievements once a year.
 

0-2 Years (Nursery)

The Nursery area includes a baby area within the Toddler's room. Inside that area babies are encouraged to explore and develop through books, toys and interaction with the Toddlers . We also have a cot room with 4-6 cot beds to accommodate the children.
 
The educator ratio in Nursery room is 1 educator for 4 children.
 
The long term goals of the Nursery curriculum are: 
  • For each child to develop a secure attachment to their primary carer and feel secure and comfortable in the Centre and with other staff.
  • For each child to feel confident and to enjoy routines such as nappy change time, meals, sleep time and play time.
  • For each child to learn about their environment through play and support from staff and through this develop their fine and gross motor, language (receptive and expressive), cognitive and social/emotional skills to an appropriate age level.
  • For each child to learn to understand and complete simple instructions.
  • For each child to be able to participate in simple group times - songs, actions and stories.
  • For each child to start asserting their independence skills through self-feeding, choice of activities and helping with dressing (holding out arms etc)
  • For each child to be able to follow as closely as possible their home routines such as sleeping, feeding, changing and playing while at the Centre.
  • For parents to be involved in their child's day at our Centre and to feel confident in discussing their child and any issues, suggestions etc. with their child's carer or the director.
  • To promote Early Years Learning framework(Belonging, Being and BEcoming) principles/practices and outcomes to all the children.

2-3 Years (Junior and Senior Toddlers)

The Toddler's room is designed with various indoor activities and stations to encourage creativity, structured learning, dancing and singing. Numeracy,literacy and science activities are always included in the children's daily program.
 
The educator ratio in the toddlers room is 1 educator for every 5 children.
 
The Long term goals of the toddlers curriculum are: 
  • To promote Early Years Learning Framework  ( Belonging, Being, and BEcoming) principles/practices and outcomes to all the children.
  • To develop children's sense of belonging, self confidence, identity and also inclusion of children with special needs in our daily program.
  • To encourage children to confidently maintain interactions and conversations with educators and ability to express their feelings and ideas.
  • To encourage children to form friendships with their peers, engaging in and contributing to shared play experiences and ability to express a wide range of emotions, thoughts and idea to their peers.
  • To promote partnerships with parents by actively supporting their home language,culture and child rearing practices.
  • To acknowledge parents input and their collaboration in decision-making about their children's learning and in our programming.
  • To provide a range of multicultural resources to promote children's diversity in our daily program.
  • To provide learning environment areas in ways that promote small group interactions and play experiences building upon and extending children's ideas.
  • To promote learning environments that are age appropriate where children are encouraged to explore, experiment and problem solve and collaborate with each other.
  • To develop children's self-help skills by encouraging them to be independent in their personal hygiene practices and mealtimes.
 

3-5 Years (Pre-School)

The Pre-school room is designed with learning areas to encourage exploration of equipment and interaction amongst the children.
 
The educator ratio of Pre-school room is 1 educator for every 10 children.
 
The long term goals of the pre-school  program are:
  • To provide the children with a sense of belonging, by developing a learning environment which is supportive, nurturing and safe.
  • To encourge and support the children in developing a positive sense of self.
  • To support the development of relationships amongst the children, between the children and the educators, and the educators and families.
  • To acknowlede the individuality of all children, accepting and celebrating diversity.
  • To provide opportunities for the children to learn through play, encouraging exploration, experimentation, creativity and imagination.
  • To provide learning environments which are welcoming, which foster opportunities for collaborative learning, which encourage active learning and which are conducive to reflective thinking, for the children to build onto their learning.
  • To develop the curriculum in conjunction with families, ensuring that the learning experiences are meaningful to the children and build on the links between their home and the centre.
  • For the educators to plan effectively for the children's learning, utilising different methods of gathering and analysing information, developing the continuous cycle of planning, documenting and evaluating the children's learning.
  • To recognise that some children may need additional support and to assess how this support will benefit the child's learning, and to support families in accessing this support drom specialists.
  • To acknowledge the Early Years Learning Framework in our teaching practices and to embed the learning outcomes in the curriculum.

Pre-School Program

The school readiness program literally begins once any child attends the Centre. As the children are learning how to separate from their caregivers, they begin to become responsible for their own belongings and they interact with teachers and children in a variety of activities, making choices about which activities they would like to participate in and therefore directing their own learning. 

In the Pre-school room the school readiness program involves engaging children in more focussed activities, encouraging children to make decisions about the activities they would like to participate in, encouraging the children to be curious about the world around them, and inviting the children to contribute to the curriculum choices.  The group times are focussed on skills and interests of the children encouraging them to concentrate for longer periods, to follow instructions and be involved in discussions.  Literacy and numeracy activities are part of the every day routine, and involve the children writing their names on their art work, listening to stories, counting the number of children present for the day , playing number games and singing songs that involve participants (e.g. ten in the bed, five cheeky monkeys).  The most important part about school readiness is the social and emotional maturity of the children, being able to cope with the every day demands of school, being able to listen and follow through on instructions, work as part of a large or small group, to manage their own belongings and to encourage a love of learning.