Our Purpose
At First Five Early Learning we join with families and community to establish a secure
foundation for young children’s health and wellbeing, learning and development.
The First Five Years
High-quality education and care matters for children’s early experiences and how they develop foundational skills for learning and life. For young children, high-quality education and care incorporates: secure and trusting relationships with responsive educators; play-based learning; and purposeful learning environments.
The First Five Years
High-quality education and care matters for children’s early experiences and how they develop foundational skills for learning and life. For young children, high-quality education and care incorporates: secure and trusting relationships with responsive educators; play-based learning; and purposeful learning environments.
Our play-based curriculum affords developmentally appropriate experiences that build healthy bodies and brains as children explore actively, engage with others, and have fun. Purposeful indoor and outdoor learning environments foster children’s curiosity and engagement through self-initiated and educator-guided play.
Learning Together
Early childhood education settings are group learning environments. Learning together is a collaborative, social activity. As children play, discover and learn, they build connections with other children and adults through shared discoveries and interests.
Learning Together
Early childhood education settings are group learning environments. Learning together is a collaborative, social activity. As children play, discover and learn, they build connections with other children and adults through shared discoveries and interests.
Discover the First Five Difference
The quality of our people is evidenced by their professional knowledge, skills and commitment to contemporary ways of working with young children.
The quality of our program is evidenced by research informed and evidence-based practice which affords optimal outcomes for children’s learning and development.
The quality of our environments is evidenced by thoughtful design, opportunities to delight, and resources and experiences different to home.
The quality of our relationships is evidenced by our relational ways of working with families and community and our joint endeavour to nurture children’s learning and development in their formative years.
Child Safe Organisation
At First Five Early Learning we have zero tolerance to all forms of child abuse and harm. The safety and wellbeing of children is our priority, and we expect all team members to uphold this commitment. We recognise that action and a culture of safety and wellbeing is necessary to ensure children’s safety and prevent harm.
Our Families and Community
At First Five Early Learning, we recognise families and community are children’s most important and influential teachers. Our centres are an extension of home, where your child’s identity, preferences and interests are reflected in the room environment and daily program to support their sense of belonging and wellbeing.
Our Families and Community
At First Five Early Learning, we recognise families and community are children’s most important and influential teachers. Our centres are an extension of home, where your child’s identity, preferences and interests are reflected in the room environment and daily program to support their sense of belonging and wellbeing.
Inclusive education and care ensures all children attending our centres can participate fully in the program. We promote a strengths-based approach to understand your child’s individual capabilities. We draw on your knowledge and expertise of your child and, as necessary, partner with support services and allied health professionals to ensure an inclusive experience for all children and their families.
Our educators accept all children’s feelings and behaviours with openness and curiosity. All behaviour is a form of communication. It is our role as adults to be open and curious about what children are trying to tell us. The quality of our approach to co-regulation in the first five years supports children’s capability for self-regulation as they transition to school.
Embedding Aboriginal and
Torres Strait Islander Perspectives
At First Five Early Learning, we are responsive to the histories, cultures and languages of Aboriginal and Torres Strait Islander peoples, the First Australians. All children in Australia have a right to learn about and through Aboriginal and Torres Strait Islander perspectives, knowledges and pedagogies. Our commitment to embedding Aboriginal and Torres Strait Islander perspectives occurs at a curriculum, operational and community outreach level, along with our team engaging in identity work to understand self and the influence of their own cultural background on approaches to teaching and learning, and interactions with Aboriginal and Torres Strait Islander people and organisations. All First Five Early Learning centres will develop a Reconciliation Action Plan, with a focus on genuine engagement in reconciliation initiatives and critical evaluation of implementation.
At First Five Early Learning, we are responsive to the histories, cultures and languages of Aboriginal and Torres Strait Islander peoples, the First Australians. All children in Australia have a right to learn about and through Aboriginal and Torres Strait Islander perspectives, knowledges and pedagogies. Our commitment to embedding Aboriginal and Torres Strait Islander perspectives occurs at a curriculum, operational and community outreach level, along with our team engaging in identity work to understand self and the influence of their own cultural background on approaches to teaching and learning, and interactions with Aboriginal and Torres Strait Islander people and organisations. All First Five Early Learning centres will develop a Reconciliation Action Plan, with a focus on genuine engagement in reconciliation initiatives and critical evaluation of implementation.
We recognise Aboriginal and Torres Strait Islander people experience racism at an interpersonal, institutional and societal level. Lived experiences of racism are broad and occur in both overt and subtle ways.
As a non-Indigenous organisation, we recognise racism has impact even when we are well-intended and aim to be inclusive. We commit to standing up to and challenging racism in our service delivery, changing policy, practice or behaviour, and building the racial literacy of our team.