Based on our Centre Philosophy and the Early Years Framework the main goals and Learning outcomes for your children in this room for the coming year will be to build and foster:

  • A strong sense of their identity
  • Connections with their world
  • A strong sense of wellbeing
  • Confidence and involvement in their learning; and
  • Effective communication skills.

At this age (toddlerhood), children have many new emotions and capabilities; the most prominent is autonomy. In this room, we believe we need to help children learn how to deal with their new found desire for control and power through activities, peer interactions and adult interactions.

Click the buttons below to learn more about our philosophy and curriculum.
All children need to experience and develop social relationships. We facilitate a learning environment where children have frequent and natural opportunities to interact with each other and adults, which form a base for friendship development.


Toddlers learn by observing and repeating modeled behaviour by their peers and adults, whom they interact with. For little children, physical presence and interaction triggers learning experiences especially through play.

Play is very important for children. Through play young children explore and learn to understand the world around them as they come to communicate, discover, imagine and create. When children play they are showing what they have learned and what they are trying to understand.


This is why play is one of the foundations of the Early Years Learning Framework. By using this Framework we educators will guide your child’s play by carefully designing learning activities and stimulating indoor and outdoor learning environments.

Children are encouraged to dress themselves, serve themselves at meals, wash and dry their own hands, and initiate their own activities with the educator’s assistance and guidance. Educators also help by giving appropriate choices and by setting appropriate limits.


At this age, children oscillate between wanting to do it all and wanting to be cared for like an infant. Keeping this in mind, a teachers’ approach is to model behavior and language for the children to use with each other.

Language development is another area of focus. Children learn to express their needs not only to adults, but also to their peers. This initial form of communication lays a foundation for the more complex communication of adulthood. As children spend longer periods of time interacting with peers, they require less adult guidance because they are learning the socialization process.


In addition to self-help and language development, we also provide a variety of cognitive, physical, social, emotional, language and musical activities. At this age, children move from mainly sensory experiences to concrete manipulative experiences. Using what they have learned through sensory exploration, these children are now ready to use materials creatively while trying new ideas.

As Educators, in our daily curriculum we include:

  • Demonstrating and role-modeling personal hygiene
  • Providing appropriate resources to assist children to learn about health and well-being
  • Encouraging and role-modeling displays of emotion
  • Highlighting, discussing and enforcing limits
  • Engage in and model active listening
  • Being aware of individualities and how to respond to meet their particular needs
  • Setting clear boundaries and promoting positive interactions
  • Modeling positive relationships with staff/parents/children at all times
  • Nurturing and encouraging children
  • Discussion of events happening in our community
  • Encouraging positive relationships between the children
  • Encouraging children to share their experiences with the centre
  • Assisting children with transition times within the centre until they are comfortable with routines
  • Resources to reflect the cultural make-up of the families

As Educators, in our daily curriculum we include:

  • Identifying individual strengths and building on them
  • Promoting activities that require choice and thought-processes
  • Providing opportunities for 1/1 and small group learning to enhance children’s learning opportunities
  • Providing and becoming involved in activities that promote language
  • Making use of small group activities to support language development (ie games, stories, conversations, open-ended questions)
  • Taking time to actively listen
  • Providing activities that support emergent reading, writing and maths
  • Exposing children to a variety of media
  • Welcome participation of children’s families
  • Providing resources & materials that trigger, enhance and extend children’s imagination and interests
  • Being aware of development levels and how to extend them
  • Adhering to safety issues when children are challenging themselves on/with equipment
  • Being interested in what children believe and like to do