Service context
Lighthouse Early Learning Centre is a privately operated early childhood education and care centre in North Strathfield, New South Wales. It caters to children between 0-6 years of age. The service runs from Monday to Friday and offers long day care for children up to a daily capacity of 97 in five separate learning rooms, each especially designed to meet the developmental needs of different age groups. The rooms include:
- Starfish Room: for younger infants aged 0-1 year
- Seahorse Room: for older babies aged 1-2 years
- Turtle Room: for toddlers aged 2-3 years
- Dolphin room: for preschoolers aged 3-4 years
- Preschool Room: for the 4-6 years age range
Beyond the ordinary
Philosophy of the centre is creating an environment that is nurturing, inclusive, and engaging so that every child feels a sense of belonging. Lighthouse Early Learning recognises every child as a capable and competent learner, with learning taking place through play experiences, intentional teaching, and responsive relationships. The staff celebrate diversity together with the promotion of cultural competence, and including Aboriginal and Torres Strait Islander perspectives into everyday practice.
The curriculum is informed by the Early Years Learning Framework (EYLF) Version 2.0, supporting children’s learning outcomes across the five key learning areas: identity, connection, wellbeing, learning, and communication. Educators implement a holistic approach to teaching and learning, with a strong emphasis on sustainability, community engagement, and collaborative partnerships with families(AGDE, 2022).
Lighthouse Early Learning Centre adheres to the National Quality Framework (NQF) and is committed to continuous improvement guided by the National Quality Standards (NQS). The centre’s practices align with the Education and Care Services National Law and Regulations, the Early Childhood Australia (ECA) Code of Ethics, and the United Nations Convention on the Rights of the Child (UNCRC).
During my professional experience placement, I was actively involved in observing, planning, and implementing a range of intentional and child-initiated experiences. I worked collaboratively with experienced educators and developed strong professional relationships with children and families. I had the opportunity to engage with centre routines and reflect on the integration of theory into practice. The service environment provided a rich foundation for demonstrating and developing key professional teaching standards and pedagogical skills.