Our Philosophy

Children Singing Chinderah Child Care

Our philosophy is to create a happy and safe early learning environment that is a home away from home for your child

Offspring Early Learning Centre works tirelessly to provide our children with a core foundation that will support them through life to become active members of the community.

Our environment and program within Offspring Early Learning Centre draw from the very best early childhood research and teaching practices with emphasis on the Early Years Learning Framework.

Hand in hand with our vision, it offers a purposeful experience that establishes in each child a love of learning and a strong sense of self. We arrange educational activities, play and experiences such as drama, dance, art, cooking and yoga that allow for our children to express themselves and nurture their passion for creativity as well as their love of education.

We strive to ensure our learning environment is supportive and warm, just like the family unit. Our educators take the time to nurture children in our service and bring out their unique strengths as they develop and grow.

The Image of the Child

Children are competent, capable, curious, creative and natural researchers who are full of knowledge, potential and interested in connecting to the world around them.

Children are respected as individuals and supported to be active participants, constructing their own learning.

100 Languages

A child has a hundred languages (Malaguzzi) – hands, thoughts and ways of thinking, playing, speaking, listening, marvelling, understanding and ways of expressing themselves.

Children discover, understand and learn through many different representations of their world.

The child’s voice is very important in all aspects of their learning, being and becoming.

An Emergent Learning Process

Scaffolding is one example of supporting an emergent learning style, this means offering and providing support children in child-lead programs.

Initiating an interesting conversation about what the child is engaged in and collaborating with them in their learning processes. This involves being responsive to children and their interests to create meaningful learning experiences.

Emergent learning is a four-way process involving children, parents, educators and community.

Children are Connected

From birth, your child is part of a community with friends and neighbours. They gradually become aware that they live in a country called Australia and that they are part of a bigger world. With support, your child will connect with and contribute to their world in more varied and complex ways.

Children are treated as individuals and allowed uninterrupted time to just ‘be’ and build on their understanding of their world.

Over time, your child will learn respect and compassion for others – people they know as well as those less familiar. They will become aware of others’ rights and their own rights, and what other people do in the world around them.

They will learn to care for and respect their environment (homes, buildings, streets, parks). They will learn how to comfort others and learn that what they say and do can affect how others feel.

They’ll learn how to be a good friend!

Role of the Environment

Our environment is safe, inviting, holistic and adapting for the changing world and individual needs of the children, families and the wider community of our centre.

Seen as the third teacher, the environment allows opportunities and experiences for each child to learn, play, create, discover, explore, adventure, research and investigate in a resource-rich, fun, natural, play-based environment.

Our environment includes the physical set-up of the curriculum, stimulating activities to support each child’s growth and the greater atmosphere created by the educators for inspiration, responsive interactions and to develop knowledge.

We endeavour to provide environments full of positive, nurturing, inclusiveness that are appropriate for children, families, educators and the wider community to interact, educate and grow together.

Cultural Connections

Children’s culture is at the centre of their identity.  Children will be supported to develop respectful, positive and collaborative relationships with local Aboriginal, Torres Strait Islander and South Sea Elders, people and community.

Cultural connections will further support children to access local and relevant information and resources.  Culture will be celebrated through local, meaningful and relevant experiences.  Celebrating cultures promotes knowledge, understanding and acceptance of children, their families and the community’s identity.

Celebrating cultures promotes knowledge, understanding and acceptance of children, their families and the community’s identity.

Community Connections and Education

Children develop relationships within a variety of contexts including family, community and early childhood education and care settings.

Bronfenbrenner (1979) acknowledging that children’s development is influenced by the quality of these relationships and collaborations between environments.

Community education ensures quality partnerships between children, their families and educators through interacting with an educative process that promotes current knowledge and localised content.

Educators, families and the community will be supported to access research driven theory and practice and supported to access beyond classroom educational opportunities.  This creates a community of education.

The Role of Families

Families know their children best and are the most important influence in a child’s life.

We strive to develop positive relationships with families as we believe these positive relationships enhance a child’s well-being.  We embrace cultural diversity and respect families’ values, beliefs and cultural background.

Parental participation and input is encouraged, welcomed and appreciated at all times at our service.

Educators as Partners

Family-educator relationships are essential for learning about children from an additional and valuable source, promoting children’s emotional health, and well-being of children.

Trust is built through open and warm communications with children, families and the community where culture, interests with respect and confidentiality.

Families and educators each have unique knowledge about a child. Teachers and families see the “whole child” and share the unique perspectives of children that only the other can provide.


Documenting each child’s individual, needs, learning patterns and development allows educators to develop a personalised interest and needs based curriculum.

KindyHub provides a portfolio of a child’s learning for children to revisit and build on their learning.

This also assists in building relationships with families and share in the child’s day and making connections with home.  Documentation is treated with confidence.