Welcome to Bundall
- Nutritious meals provided
- Nappies and sunscreen provided
- Government Approved Kindergarten Program
- School Readiness Program
- Extra curricula activities included
- Spacious undercover playgrounds for all-weather play
- Studio Rooms for project work
Centre Manager and Nominated Supervisor
Our play-based curriculum affords developmentally appropriate experiences that build healthy bodies and brains as children explore actively, engage with others, and have fun.
PhD; BEd (Early Childhood) (Hons 1); FHEA
Director of Early Learning
At First Five Early Learning we draw from evidence-based practice to inform quality early education and care. Through trusting relationships, play-based curriculum, and purposeful learning environments, children are supported to discover, play and learn.
About our Centre
Our Centre is located on the lands and waterways of the Kombumerri People, offering a family-owned service in the heart of the Bundall business community with convenient access to local schools, shops and cafes.
Children enjoy year-round, all-weather active play in our unique park like covered indoor play spaces featuring large sandpits, forts, bridges, slides, bike track, and a swing. Our special outdoor Nature Yard invites children to engage with and care for their natural surrounds. With a STEM Studio and Clay Studio on site, children engage in ongoing specialist project work, extending on learning occurring in their classroom.
Our in-house chef prepares fresh, nutritious meals daily and caters for dietary and cultural needs and preferences.
Our Government-Approved Kindergarten and School Readiness Program is delivered by a university-qualified teacher. Kindergarten fee subsidies (FREE Kindy) are available at our Centre. Our local community of primary schools include Benowa, St Kevin’s, Bellevue Park and Surfers Paradise, with six other schools and colleges within a 5-kilometer radius.
Abundant off-street parking is available for safe arrival and pick-up.
We look forward to welcoming you and your child to our family-owned service. We cater for children aged 6 weeks to 5 years.
About our Centre
Our Centre is located on the lands and waterways of the Kombumerri People, offering a family-owned service in the heart of the Bundall business community with convenient access to local schools, shops and cafes.
Children enjoy year-round, all-weather active play in our unique park like covered indoor play spaces featuring large sandpits, forts, bridges, slides, bike track, and a swing. Our special outdoor Nature Yard invites children to engage with and care for their natural surrounds. With a STEM Studio and Clay Studio on site, children engage in ongoing specialist project work, extending on learning occurring in their classroom.
Our in-house chef prepares fresh, nutritious meals daily and caters for dietary and cultural needs and preferences.
Our Government-Approved Kindergarten and School Readiness Program is delivered by a university-qualified teacher. Kindergarten fee subsidies (FREE Kindy) are available at our Centre. Our local community of primary schools include Benowa, St Kevin’s, Bellevue Park and Surfers Paradise, with six other schools and colleges within a 5-kilometer radius.
Abundant off-street parking is available for safe arrival and pick-up.
We look forward to welcoming you and your child to our family-owned service. We cater for children aged 6 weeks to 5 years.
Our Curriculum
The program for different age groups is guided by the national and state government approved learning frameworks for Birth-5 years and Kindergarten, and responsive to your child’s age, developmental capabilities and ways of learning. Click on the tabs for information about the program for different age groups.
Play is the best
way for children
to learn and grow.
Babies
(Birth - 12 MTHS)
Toddlers
(1-3 Years)
3-4 Year Olds
Kindergarten
Our Day
Nutrition
Babies
(Birth - 12 MTHS)
Babies (Birth-12 Months)
Babies’ learning and development is supported through everyday routines and early forms of play. Simple games, books, songs and rhymes promote language development and self-awareness. Through movement, babies develop fundamental movement patterns and physical skills. As sensory learners, babies engage actively with the world as they explore independently and socially with others.
Sensory-based resources and experiences feature in the Nursery room. The learning environment is designed to support different motor movement patterns with soft places to lay and roll, room to crawl and cruise, and elements to traverse and climb. Your baby will enjoy learning both indoors and outdoors as they engage with trusted educators.
Babies use trusted educators as their secure base as they explore the environment, learn through their senses, and develop new connections in the brain through play. Educators in Nursery rooms are emotionally available to babies to support a sense of security and belonging. Across the day, educators slow down in their work with babies, using everyday routines and play as opportunities to connect, educate, and care.
Toddlers
(1-3 Years)
Toddlers (1-3 years)
Toddlers’ learning and development is supported through engagement in everyday routines and active forms of play. Small-world and imaginative play promote language as Toddlers use their growing knowledge of the world around them to create narratives using varied resources. Construction play supports the manipulation of different materials, with arts-based learning promoting early mark making and creativity.
Toddlers are active, curious, and on the move as they play. Schemas or repeated patterns in play feature in Toddler rooms, with children transporting objects from one space to another, connecting objects in a line or circle, exploring trajectory, and enclosing objects or themselves in other objects or spaces. A well-designed learning environment for toddlers supports unhurried play, room to move, and common play schemas.
As increasingly independent learners, Toddlers explore the learning environment actively. Educators support collaborative forms of play as Toddlers begin to take interest in the play of others and develop skills to initiate and enter play scenarios. Educators involve Toddlers fully in predictable routines across the day, with mealtimes, toileting, rest times, and play providing opportunities to connect, educate, and care.
3-4 Year Olds
Pre-Kindergarten (3-4 years)
Increasingly complex forms of play support children’s learning and development in the Pre-Kindergarten room, as they engage in imaginative play, construction play, storytelling, and arts-based learning. Children engage with texts and other forms of print as they begin to explore symbols, and represent ideas through painting, drawing, and artmaking. Literacy and numeracy concepts are embedded across the learning environment and aligned with play themes.
The learning environment is responsive to children becoming more detailed-oriented in their play. Children aged 3-4 years use language in increasingly sophisticated ways to take on roles, collaborate with others, and express themselves through story, art, design, and imaginative play. Open-ended resources feature in play spaces, prompting children to collaborate and negotiate with peers how resources can be used in play. Outdoor play spaces with more challenging features invite children to learn the capabilities and limits of their own bodies through physical play.
Responsive educators support children to develop friendships, play collaboratively with peers, and understand and label their own and others’ emotions. In the Pre-Kindergarten room, educators facilitate rich learning experiences as children display increasingly complex forms of play. Educators support children to develop independence in self-care and engage fully in routines across the day as a valued members of the pre-kindergarten learning community.
Kindergarten
Kindergarten (4-5 years)
In the Kindergarten room, children learn through project work, inquiry learning, and rich art making. Across the year, children engage with literacy and numeracy concepts in the context of play, with university-qualified teachers supporting the development of pre-reading and pre-writing skills, along with early mathematical understanding. Within a play-based program, teachers foster children’s curiosity and confidence as individual learners, and collaborative learners in small and large groups.
The learning environment fosters children’s curiosity and immerses them in play-based and inquiry-based approaches to learning. Inquiry-based learning invites children to explore concepts over time and to problem-solve through creative and collaborative thinking. Multimodal learning features in the Kindergarten room to support the exploration of concepts across different play spaces in multiple modes using non-digital and digital tools and resources. As children navigate outdoor play spaces, they are supported to learn their own limits and boundaries in physical and risky forms of play.
In kindergarten, children are 4 for a whole year! Teachers celebrate who they are now, confident that the quality of the educational program affords children ongoing opportunities to develop foundational knowledge and skills necessary for formal schooling. Teachers foster children’s responsibility for self-care through routines and rituals that invite children to demonstrate independence and contribute as a valued member of the kindergarten learning community. As part of the kindergarten program, teachers prepare an end-of-year Transition Statement that outlines the distance travelled in your child’s learning in line with national and state-based learning outcomes.
School Readiness
Five Foundational Skill Sets
Physical skills
Fine and gross motor skills help prepare children’s bodies for the physical demands of a school day. For example, when handwriting, children need well-developed core strength to sit upright for long periods, tracking ability with their eyes to space and locate words on the page, shoulder strength and finger dexterity to manipulate a pencil, and the ability to cross the midline to coordinate controlled movement. Children also need well-developed physical skills for independent self-care, managing lunch box items, and engaging in physical activity and sports. In our kindergarten program, children have repeated opportunity to develop and refine fine and gross motor movement patterns through climbing, balancing, dancing, running, skipping, ball games, loose parts play, block building, Lego, puzzles, and art-making.
Social skills
Getting along with peers and adults, forming friendships, and working collaboratively all contribute to children’s positive experiences of being at school. As a group learning environment, kindergarten supports children to develop foundational social skills, with repeated opportunity to connect with peers and adults outside the home, develop strategies to enter play or invite others to play, collaborate, share resources, negotiate conflicts, and develop empathy for others’ perspectives and feelings. In our kindergarten program, children have repeated opportunity to work collaboratively with others through play, engagement in everyday routines, and extended project work.
Emotional skills
As they transition to school, children move toward self-regulation skills which are critical to being productive learners and maintaining friendships. Self-regulation is dependent on the quality of co-regulation a child experiences in the first five years. In our kindergarten program, Teachers model appropriate emotional responses and support children to develop a language to describe their feelings and responses to familiar and new situations. Co-regulation can only occur when children feel secure in their relationships with educators and experience predictable, responsive and supportive environments.
Oral language skills
Speaking and listening lead the way for reading and writing. In preparation for school, children need to use language to express themselves, ask questions and communicate with others. They also need to comprehend what is being said to them to take in curriculum content, follow instructions, and understand what others are communicating. Strong oral language and listening skills provide the basis for learning to read and write at school. In our kindergarten program, we focus on children’s oral language development – their ability to speak, listen, comprehend and hear the sounds of language. Children have repeated opportunity to engage in shared book reading, rhyming, singing, storytelling, dramatic play, and rich conversations with peers and adults.
Dispositions for learning
Learning requires children to be curious and attentive. In preparation for school, children need to see themselves as confident, involved learners who are curious to learn more. Play is the most important vehicle for young children to develop dispositions for learning because it enables them to use their imagination, and explore, discover and problem-solve. Resilience is fostered as children persist with practising familiar and new skills through play and explore multiple solutions to problems. Responsibility is fostered across the day as children take active roles in everyday routines, and care for each other and their environments.
Kindergarten Transition Statements
As part of the kindergarten program, teachers prepare an end-of-year Transition Statement.
The transition statement provides a snapshot of your child’s knowledge, skills and dispositions for learning across the five learning and development areas for the state-based learning guideline. Kindergarten teachers develop the statement from a strengths-based perspective and draw from information you have shared about your child, along with observations and formative and summative assessments of your child’s learning and development recorded across the year.
Transition Statements help families to:
- Understand their child’s learning and development progress
- Share information with their child’s school to support continuity of learning and transition to school.
For schools, transition statements help Prep teachers to:
- Understand each child’s learning and development progress
- Support each child’s successful transition to school.
Our Day
What matters in your child’s day…
The morning welcome matters for your child’s sense of belonging and wellbeing. As trusted relationships develop, your child will transition from home to the centre with increasing ease.
Play-based learning matters for your child’s learning and overall development as they engage actively with the world. Through play, children develop foundational skill sets necessary for learning and life.
Mealtimes matter for health, wellbeing and social interaction. Mealtime routines for babies are responsive to individual home routines. Over time, children learn to self serve and contribute to mealtime routines.
Everyday routines matter for predictability and children’s sense of security across the day. Children are actively involved in everyday routines as competent and involved learners. Educators use everyday routines to connect, educate and care.
Sleep and rest matter for children’s health, wellbeing and engagement in the daily program. Safe sleep practices are implemented for babies and toddlers, with older children supported to understand bodily cues for sleep and rest.
Home time matters for you and your child as you share in the experiences of your child’s day. Connecting with educators at the end of the day supports understanding about your child’s learning. We look forward to seeing you tomorrow!
Nutrition
Nutrition
We’re all about healthy, nutritious eating
Eating is a social event. Educators sit with children and talk about how food is prepared and fuels the body. Children participate in cooking experiences frequently as part of the daily program.
Learning Environments
We foster children’s propensity to learn through play and discovery.
Family Feedback
We join with families and community to nurture children’s learning and development in their formative years.
Helpful Information
Child Care Subsidy (CCS)
CCS Calculator
Early Years Learning Framework
FREE Kindy (QLD)
Free Kinder (VIC)
Family Blog
Time Out Health Guide
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