At Little Voyagers ELC, we acknowledge the Bidjigal and Gadigal peoples of the Eora nation, the
traditional custodians of the land on which we live, work and play. We pay our respects to the
elders past, present and emerging.
Our philosophy draws on the National Quality Standards, Early Years Learning Framework,
Code of Ethics and the shared values and beliefs of our Little Voyages Community.
We believe that children’s early experiences and relationships in the first five years of life are
critical for their learning and development, and for building strong foundations for the remainder
of their lives. Here at Little Voyagers ELC, we are committed to providing high quality education
and care in an environment that is safe, nurturing and welcoming for all children and their
families. We believe this to occur when the:
Children:
• are recognised as capable, resilient, unique and active learners, rich with wonder, potential
and knowledge
• are empowered to make choices and contribute to decisions affecting all aspects of their daily
experiences, learning and wellbeing
• develop a sense of belonging through the reciprocal, respectful and meaningful relationships
formed with their peers and educators
• are supported to develop a positive sense of self, and are encouraged to confidently express
their ideas, views and feelings in positive ways
• are provided with opportunities to experiment, discover and take risks through a variety of
meaningful and enriching play-based learning experiences that reflect their interests, current
knowledge, strengths, emerging skills, and capabilities.
Families:
• are recognised and respected as children’s first and most significant teachers
• are encouraged to contribute to the daily life of the centre as partners where their ideas,
beliefs, values, expectations and family culture are acknowledged, honoured and respected.
• are actively informed and consulted about their children’s care, learning and development and
daily routines
• are provided with information, resources and professional support to help build confidence
and capacity in their parenting role
• are encouraged and supported to develop collaborative and meaningful partnerships with the
educators that will enable the best outcomes for their children
Educators:
• are responsive, sensitive and respectful in their interactions with children, families, colleagues
and other professionals.
• form collaborative and meaningful partnerships with children, families, educators and
to nurture and enhance all children’s learning, wellbeing and their
safety.
• create calm, consistent and flexible daily routines and transitions, providing opportunities for
rich learning and connections
community members • Utilise intentional teaching strategies that support and enrich children’s learning and enhance
their emotional, social, language, cognitive, physical, spiritual and creative growth.
• are committed to continuous improvement through ongoing critical reflection and professional
learning
• passionately promote and advocate the value of early childhood education and children’s
rights.
• establish and maintain a safe, collegial and collaborative working environment
• are provided with resources, support and mentorship to assist them in their pedagogical
practice.
• act as positive role models, demonstrating honest and respectful communication at all times.
Environment:
• is safe, comfortable, and inclusive of all children
• fosters independent exploration, experimentation, curiosity, imagination, deep thinking and
risk taking.
• supports positive behaviour through carefully designed play spaces such as areas for
relaxation and areas for high-energy play
• empowers children to make choices through self-selected activities and resources
• invites open-ended interactions and supports the development of positive relationships
• is a clear depiction of the educators planning and the children’s learning
• fosters a deep appreciation for nature and supports and encourages children to become
environmentally responsible
.
Curriculum:
• Offers open-ended learning experiences that are inviting, engaging, stimulating, and supports
deep thinking and learning through a wide-range of play-based activities, play materials and
resources.
• Is a balance of child-initiated and teacher-initiated experiences designed to support and
enhance children’s holistic learning and development.
• Promotes and supports independent and collaborative learning, and allows opportunities for
sustained shared thinking.
• Is designed to support and encourage each child’s participation to the program.
• Reflects the unique values, expertise and diverse cultures of our children, families, educators
and the community.
• Provides opportunities for children to engage with Aboriginal and Torres Strait Islander elders,
and diverse cultural community members to explore their own and others’ connections to the
local and wider communities.
• Establishes connections between people, place, country and communities.

At Little Voyagers Early Learning Centre, the safety and wellbeing of children is our highest priority. We are committed to creating a safe, supportive, and inclusive environment where every child feels secure, respected, and valued.

We have a zero-tolerance approach to child abuse, harm, and neglect, and we actively uphold the National Principles for Child Safe Organisations. Our educators and staff are dedicated to maintaining a strong culture of child safety through supervision, professional practice, and open communication with children and families.

At Little Voyagers ELC, every child has the right to feel safe, be safe, and be heard.

Little Voyagers Programs are based on the NSW curriculum framework, as created by the Department of Community Services.

Central to the Framework is the understanding of children’s lives and their connection to family, community, culture and place. Through our programs, we aim to instil a sense of belonging, being and becoming within every child under our care. We recognise that children have strong family, community, culture and place connections which are established before birth. Throughout early childhood, children are exposed to new ideas and concepts through interactions with their family and the wider community. Little Voyagers recognise the family’s role as the original and most influential educator in the lives of children, and we encourage involvement at every stage of your child’s journey. Through participation in our programs and everyday life, children embark on a quest of discovery whilst establishing a lifelong love of learning as they navigate their way through the world.

Starting school is an important milestone, and the transition can be both exciting and challenging for children and families. Through our School Readiness Program, we support children to develop the confidence, independence, and foundational skills needed to make this transition as smooth and positive as possible, giving them the best opportunity for future success.

Our educators nurture children’s natural curiosity, interests, and strengths within a supportive and engaging learning environment. We focus on building essential school readiness skills such as communication, social interaction, problem-solving, self-help skills, and emotional regulation. These skills help children feel capable, confident, and prepared to participate fully in their new school setting.

A key component of our program is our School Readiness Book and our purposefully designed School Readiness Curriculum, developed by our educators to support children’s social and emotional development. Through this curriculum, children learn to recognise and understand their emotions, build resilience, develop positive relationships, practice problem-solving, and learn strategies to manage challenges. These experiences help children build emotional confidence and strengthen their ability to cope with new situations and transitions.

At Little Voyagers, children develop strong self-confidence and resilience, along with the foundations necessary to succeed both at school and in everyday life. We aim to foster a lifelong love of learning by supporting each child’s physical, social, and emotional wellbeing and encouraging them to try new experiences and challenge themselves.

We understand that adjusting to new routines, expectations, and responsibilities can feel overwhelming for some children. For this reason, we gradually introduce school-like experiences, including group times, structured learning, following instructions, developing independence, and building responsibility. By familiarising children with these expectations ahead of time, we help them feel prepared, confident, and excited to begin the next stage of their educational journey.