Talk positively to your Child about child care – explain to them where they are going and what they will be doing at Day Care. Contact your Educator to discuss visits and orientation.

Stay for as long as you need, but once you prepare to leave, try no to delay or prolong your leaving. Say goodbye and go. Even when a Child knows you're “coming back” to get them later in the day, they can still be sad when it's time for you to go.

If your Child is crying or clinging on to you, prolonging the goodbye will only make it harder for yourself, your Child and the Educator.

If your Child shows fear, accept that fear. You may not understand it, but you are not the one who is feeling it. Acknowledge their sadness, let them know they will be fine and tell them that you will return at a certain time.

Contact your Educator so that they can assist you with any concerns that you may have about settling your Child into Day Care.

The Early Years Learning Framework refers to the term ‘Intentional Teaching’ as one of the eight aspects of Pedagogical' practice, making it a part of early Childhood professional language. This suggests the need for educators to be intentional in every aspect of early Childhood Education and Care.

We need to focus on promoting the value of play, together with the Educator’s role in supporting the learning that comes with it. I view Children as capable, competent beings and have high expectations that they can succeed. 

At Turnbull Tots and Tykes there is an ever-evolving curriculum decision-making, teaching and learning opportunities for the Children to engage in. Our curriculum is based around the Children’s ages and their individual needs to support their learning and stimulate engagement, as well as responding to the Children’s emerging play and learning. 

An emergent curriculum allows for many possibilities to develop in conjunction with adult-guided planning where you need to introduce something that is deemed important. It requires a balance between Child-guided learning and Intentional Teaching. 

The learning experiences are presented initially in a way that is either adult-directed (learning outcomes are planned and led by the Educator) or adult-initiated (a carefully organised and resourced environment to stimulate engagement). This in turn encourages Children to explore new learning environments and support Child-initiated learning opportunities. Once Children master their own learning abilities and skills they become the teachers in their own space and support the learning of others. Fostering a culture of wondering will support the development of Children’s ideas and inquiry skills.