Our Educators

‘Working with young children and families is complex and challenging work. Current research in the field of brain science and the developments in theoretical perspectives and approaches to early childhood education are rapidly expanding the knowledge and theory base that we can draw on to guide our practice’(DEEWR 2009, p. 7).

The qualifications held by educators in children’s services directly contribute to the quality of education and care provided to children, their families and the community. Qualifications support educators to become critical thinkers, and prepare educators to provide stimulating learning environments where intentional teaching can occur and children’s health, education and wellbeing is promoted. Effective leadership through suitably qualified staff can promote a positive organisational culture and the opportunity for the community to engage in shaping their own learning.

Educators at Little Babes are carefully selected to provide expert care and understanding of children’s interests and needs. Our programmed activities are planned in relation to each child’s stage of development and interests, and aims to challenge every child. Educators will plan a program, which develops, stimulates, enhances and extends on the five learning outcomes (Early Years Learning Framework), including learning experiences, which extends beyond the Centre to the local community.


Within this broad goal, we have a number of specific objectives:

  • For educators to share ideas and resources with one another.
  • For educators to feel comfortable in providing positive and constructive criticism.
  • For educators to be approachable and respect confidentiality.
  • For educators to respect, trust and promote positive communication between one another.
  • For educators to have the opportunity for regular learning and training both internally and externally.
  • For educators to encourage and nurture the children’s awareness, tolerance and acceptance of other cultures.
  • For educators to respect varying parental styles being non-judgmental of individual family beliefs and values.
  • For educators to ensure parents are well informed about the program and their child’s day by working in partnership with parents.
  • For educators to facilitate interactions which provide opportunities for each child’s learning outcomes.
  • For educators to foster a positive approach in guiding the behavior of children.
  • For educators to be reflective professionals. To understand the importance of continual daily reflective practices.