We love Harmony. It's like walking into a dayspa every morning. The facilities are outstanding and the staff and educators are excellent. Our children have already formed beautiful relationships with the staff and children in the short time they have been there.

Our two boys have been attending Harmony Hope Island for only a few weeks now, but within the past few weeks we have seen such a change in both our boys. They were welcomed with warm arms and we can see within their body language and faces how much they love being there. The rooms are nothing but state of the art and the whole centre has been purpose built for the children's learning and imaginations in mind, with nothing but class and quality. We love the natural toys, resources and environments. The staff are amazing, welcoming, happy and their hearts are really in it for the children. We would recommend this service to anyone with young children in need of child care. Thank you to all the staff at Harmony Hope Island.

Such a beautiful centre that really speaks to the children, the staff are very welcoming and the extra facilities are so convenient for families (coffee shop, swim school).

At Harmony, our centres are thoughtfully designed to support children’s curiosity, wellbeing and love of learning. We take a holistic approach—bringing together education, health, happiness and nutrition. Each centre features natural outdoor playspaces and calming environments that support every child’s individual journey.

Harmony is early learning, by design.

When things work in harmony, it shows. Guided by dedicated child advocates, we see children and educators as partners in the early learning journey. We provide rich, meaningful experiences that support confidence, independence and resilience.

Our teachers take time to ensure every child feels seen, heard and valued, fostering a strong sense of belonging and respect for diversity. We aspire to nurture compassionate, responsible learners who approach life’s challenges with confidence and care.

At Harmony, we uphold high standards and support every child to reach their full potential. We see children as capable, confident learners and honour their active role in shaping their own learning journey.

This belief guides how we design environments, present learning experiences, and partner with families to share and celebrate growth. Meeting and exceeding expectations is central to who we are and how we work.

The children participate in a monthly Indigenous cultural program led by local Elder Uncle Allan, where they explore Aboriginal culture, stories, language, music, and traditions through meaningful, hands-on learning experiences.

Our Active Program encourages children to build confidence, develop gross motor skills, and foster a lifelong love of movement through fun, engaging physical experiences. It also supports communication, teamwork, and overall wellbeing as children learn through play.

Children enjoy dedicated art classes in our on-site Atelier with our Art Teacher, where they explore creativity through a range of open-ended, hands-on experiences. The program encourages self-expression, imagination, and confidence while nurturing each child's unique creative voice.

Sage, Luna and Gaia: 2 years - 3 years

At this age, the children learn through exploration, investigation and inquiry.  The passionate early childhood educators at the centre welcome each child with enthusiasm and respect. They know that this age group is curious, energetic and in a growth leap – that’s why the educators focus on learning about each child and develop a self-paced environment to help them flourish and succeed. Educators encourage comprehensive, two-way communication to keep parents informed with how their child is progressing.

Rest and sleep times: the educators begin to develop rest and sleep rituals for the two to three year olds. For those children who do not require sleep during their day, educators offer alternative, quiet-time learning experiences.

Mealtimes: children are viewed as confident and capable during mealtime and are aware of their own needs. Educators know that they’ll eat as much or as little as their body needs.

Independent toileting: educators invite children to this experience with patience and trust. They create an unrushed and positive experience for each child while they gain toileting independence. A child will be supported with the utmost respect and with special attention to their dignity during these moments.

Creative experiences: educators invite children to explore a selection of materials and resources, colour palettes, utensils and surfaces each day – all readily available and within easy access to express their thinking and understanding of the world.

Exploratory times: each day, the children are offered large blocks of uninterrupted time for play and inquiry. Children at Harmony can plan for play across all our spaces using a wide variety of resources and materials with support from peers and educators.

Echo & Sol: 3 years - 4 years and Aura & Reign: 4 years - 5 years

At Harmony, the educators are committed to providing an environment which enables children to flourish as critical thinkers, confident learners and resilient play partners. The qualified pre-kindergarten, kindergarten and preschool teachers and educators are committed to working with and alongside each child as they engage with the ever-changing nature of the world. Educators know they’ll need a wide range of life skills and an emerging sense of self as they approach their school years.

Morning meetings: this group’s morning meetings are an important launch point and key ritual for the day. All children are encouraged to share their thinking for play and encouraged to plan for their play. This could be a verbal plan discussed with an educator or a drawing/record of their plan. This helps them create a structure for their large block of uninterrupted time in the morning.

Mealtimes: educators work with progressive meals times as part of supporting self-regulation for all age groups of children. In this way, children have an opportunity to sit with small groups of friends to enjoy a self-serve meal or snack at the table. Children use real crockery and utensils in order to connect to the real world. Educators always sit at the table alongside children to support this social learning experience.

Rest times: educators use rest time as an opportunity for children to begin to develop autonomy as they are supported by educators to go to sleep or rest independently – including older infants. All children can rest or participate in quiet time learning activities for a period during the day to recharge for the afternoon.

Small group times: these are offered throughout the day and include music, dance, story reading and storytelling, small and large muscle physical play, games with rules, and reflections on learning.

Creative experiences: the educators invite children to explore a selection of materials and resources, colour palettes, utensils and mediums each day– all readily available and within easy access to express their thinking and understanding of the world.

Exploratory times: each day children are offered large blocks of uninterrupted time for play and inquiry. Children at Harmony can plan for play across all our spaces using a wide variety of resources and materials with support from peers and educators.