Our Programs & Philosophy


Philosophy Recipe

This recipe is based on the book ‘A Mandate for Playful Learning in Preschool…’ Belonging, Being and Becoming,  The Early Years Framework for Australia

The research suggests that although spontaneous play supports children’s construction of foundations for mathematical and literacy, curricula that capitalising on children’s needs to learn in a playful manner bring children to a higher levels of achievement than to purely didactic curricula.

Education is not the filling of a pail, but the lighting of a fire – W.B Yates


  • A whole child
  • All families
  • The whole community
  • Collaborative guidance from family and educators
  • Teaching that is deliberate, intentional, purposeful and thoughtful and build on the children’s existing knowledge
  • Teaching values consider children’s individual, strengths and interests and builds on the individual strengths to support resilience and belonging where they feel secure and comfortable.
  • Teaching that values spontaneous experiences and learning
  • A natural play environment to engage in mathematical, scientific and literacy learning
  • A natural play environment to engage in spontaneous play and exploration
  • Opportunities to explore and wonder
  • Opportunities to make meaning; question and predict
  • Opportunities for conversation and discussion using a variety of communication systems
  • Opportunities for quiet and loud play
  • Opportunities for individual and group play
  • Opportunities to learn using technology
  • Children, families and early childhood educators all contribute to successful transitions
  • Natural opportunities to play among peers to develop oral language skills that we need to engage in conversation, writing and reading
  • To practice and reflect on sustainability and what this means
  • Remembering the process of learning is as important as the outcome
  • Involve oneself in rich and meaningful conversation with peers and adults
  • Collaborative relationships with schools to support positive transitions and with therapists and other professionals
  • Respectful and empowering partnerships with families
  • Children and educators learning together within an inclusive learning environment
  • To use movement to support learning opportunities.
  • To share the knowledge that children’s involvement and children’s play supports and develops the individual child enjoyment for academic learning and personal achievements


Mix together with;

Inspiration, senses, families, community, taste, amazement, wisdom, marvel, nature, comfort, movement, life, cultures, earth, galaxy, materials, provisions, experiences, reflections, wonder, curiosity, imagination, experiences, conversation, time, listening, caring, connecting, provisions, questioning, recording, documenting, spontaneity, mathematicians, scientists, literacy, drawing, explorations, reflection, art, stories, music, problem solving, discussion, dancing, thinking, sharing, singing, consideration of others, nature, environment, learn, play…

Combined together with;

An early childhood educational and environment vision, learning outcomes, observation, learning stories, planning, documentation, evaluation, ongoing professional development, connection to communities, acknowledging the traditional owners of the land the Kamilaroi people, respect for all families, proactive policies, proactive committee and educators… 

Blended together in the Quirindi Preschool Kindergarten Environment…

When all the ingredients are well mixed and folded together we have learnt together…

‘To learn to play and play to learn’

Play Charter 

Little Earth Charter