Ready Roos

Early Learning Academy

Understand what is best for your child and your family - think about your family's routine and development
Do your research - look for information from various sources before creating a shortlist
Visit a center - the best way to learn about early learning is to visit a center. You'll get a good sense of how the centre operates and have a chance to ask more questions
To ensure the learning program is high-quality and will bring out the best in your child, research how educators integrate learning and development into their programs
Find out about extra inclusions - during your tour, ask what learning and extracurricular activities are part of their programs and what extras might be included, like meals or nappies
Understand the center's policies - all centres should have information about their operations, policies and procedures readily available. Particularly if your child needs extra support or has medical issues like allergies, you should ask to see the relevant information

Educators interact with infants and toddlers at their height and on the floor together. (Indicates respect for the unique communication styles of infants and toddlers.)
Infants and toddlers seek out their educators and show joy in seeing them. (Indicates suitable attachment between the child and their educator.)
Some children may eat, while others may sleep and others may play. (Indicates individual children's routines and rhythms are being respected.)

Educators repeat simple games with children and wait for the child to indicate that they are ready to move on to something else. (Infants and toddlers need repetitive and practice play over time to support learning new concepts.)
Educators sing rhymes, count or explore body parts like fingers and toes with infants and toddlers during routine meals and nappy changes. (Indicates an understanding that learning takes place during everyday care routines.)
Educators are playing with single children or tiny groups of children. (Indicates understanding of infant and toddler need for adults to model appropriate skills to support learning and relationship development.)
Children's learning is displayed at children's height, accompanied by explanations of the learning that has taken place. (This supports very young children in retracing the activities they have engaged in and helps families understand what their children are learning.)

Equipment and toys are accessible from low shelves and baskets, for infants and toddlers to self-select. (Indicates a respect for an infant's ability to make choices and demonstrate independence.)
Highchairs are low to the ground to match the height of low tables for older children. (Indicates the environment is being organised to support and encourage social interactions at mealtimes between all children.)
Posters, displays, mirrors, etc., are down low at the height of the children. (This indicates that the environment is being organised with the physical size of infants and toddlers as a primary consideration rather than adult perspectives.)

Educators and children are in deep discussions about activities or play; children enthusiastically seek out their educator to share stories, ask for assistance or involve them in play; children and educators are at ease in each other's company. (Indicates reciprocal relationships and positive bonds between educator and children.)
Children negotiate with each other without conflict; if conflict arises, educators support the children through the issue to find a solution together. (This indicates that the educators have spent time supporting children to work with others.)
Children are engaging in play with friends in pairs and small groups. (Indicates the educators are working at facilitating positive relationships between children.)

There are displays (at child height) of projects that follow children's inquiries about a topic and demonstrate multiple curriculum areas such as math, literacy, or science being used to explore the topic. For example, children may have practiced writing and drawing about the topic, making models of things from within the topic, taking photos of group discussions, etc. (Indicates an understanding of holistic learning and using multiple curriculum areas around a topic of interest. Also, it is evidence of the educator's ability to stretch and extend children's initial interest and understanding of a topic.)
Small children are engaged in various activities inside or outside at once. (Supports children's diverse interest areas for play and exploration and provides more opportunities for social engagement between children.)
Children move equipment from one section of the room to their play, for example, bringing dolls and cars into the construction area. (Indicates educators support children in extending their thinking and independence to develop more meaningful play.)

Equipment and resources are available for children to self-select, use and self-manage. (Indicates respect for children's growing sense of independence and abilities and capability to be responsible for their environment.)
The room has well-resourced and clearly defined areas for different learning experiences. For example, there might be writing, dress-up or construction areas. Resources and props to add to play, such as cardboard boxes, paint, sticky tape, or material swatches, are available. (This indicates an educator's understanding of the growing complexity and imagination in play for older children. This complex child-initiated play requires a broad range of accessible resources to support and fully extend the learning process.)
Children's belongings, including food, clothing, bags, etc., are easily accessible. (This indicates that the environment has been respectfully organised with children's growing capabilities for independence and autonomy in mind.)