​"The more that you read, the more things you will know. The more that you learn, the more places you'll go"- Dr Seuss
Early Learning Programs​


At Young Explorers we provide a diverse array of learning opportunities aimed at promoting children’s learning and development which cater to each child. This means that within all of our programming the children’s interests, needs, strengths and abilities are given full consideration. It is our goal to develop secure and respectful partnerships with children to scaffold their development on their preschool journey.


Our programs and experiences are underpinned by our belief in utilising a varied range of pedagogical practices. We draw on observations of children’s strengths abilities and interests, their community and family lives, and events of child led, teacher supported and directed learning.

Our educators are responsive to the children, throughout the day we actively listen to their ideas, observe their play and engage in interaction and conversation with them. Educators then utilise individual, small and large group experiences, project work, specifically set corners and play environments to facilitate and extend upon the children’s learning. The programs are fluid and ever changing as educators document the child's day in shared journals. Observations, artwork and indicators of each child’s learning are taken by the educators, interpreted and evaluated and documented via our tailored app that creates a story like album detailing the child’s learning journey at our centre. 

All educators at Young Explorers respect and value the central role the family plays in shaping their child’s development. Therefore it is important we work in partnership with families, to welcome the expertise and knowledge of their child’s strengths and interests. Parents are encouraged to comment and voice their suggestions on any matter at the centre. These comments and suggestions also guide our programs, evaluations and daily reflections.

All age groups have a daily routine  which has been developed with the children’s ages and developmental stages in mind. These routines incorporate daily events such as meal times, rest times and group times. These routines are put into place to provide the children with a sense of security and continuity throughout their day and they are also times when staff can meaningfully interact with the children.

Our preschool day has a natural rhythm, a relaxed pace where one part of the day flows happily to the next. The children have large flexible sections of time to encourage them to get involved in what interests them without being hurried on or having their efforts packed up before they are finished. Our aim is for all the children to have choice and balance throughout their day.

​Transition to School Program

Young Explorers Preschool and Long Day Care has developed a program specifically aimed at promoting a level of continuity between preschool and formal schooling. Through the implementation of similar learning content and a similarly structured environment, designed by the Early Childhood Teacher, we hope to create a positive and effective beginning to school for children.

Young Explorers Preschool and Long Day Care aims to;

  • Provide educational practice and programs that are relevant, comprehensive, engaging, stimulating and innovative. A program facilitated by evaluation and reflection, and is derived from the positive and mutually respectful relationships between children, families and educators.

  • Provide experiences and environments which scaffold children’s sense of identity and confidence, in which children are active participants in their own learning.

  • Support each child’s development of independence and autonomy, as well as perseverance and resilience through the support of our dedicated educators and also via our learning environments and experiences.

  • Deliver a program by experienced, qualified and motivated educators who are supported via opportunities for ongoing training and professional development, given time and resources to plan and prepare and supported by management.

  • Encourage and utilise the input of our families, children and community. Recognising that families are a central and very valuable part of the transition to school process, who can share with us information that ensures our programs remain relevant, respectful and comprehensive.