"Moving forward in early childhood education and care while nurturing the wonder  of childhood."
Ages – 6 weeks to 6 years
Before and after school care
Vacation care
Open 6:30am to 6:00pmWhy are we unique? The concept for our unique educational style came about because of our commitment to the whole child and the world in which they live. By drawing from our community and our international college we are able to offer children a learning environment rich in cultures. International students will be a daily part of our early learning environment. They will immerse your children in concrete learning experiences which will strengthen, add depth and enrich our programs. These cultural interactions will underpin our daily educational experiences. Our teaching team of professionals are dedicated to providing children with the ability to build on their imagination and draw on their strengths, within state-of-the-art, purpose built facilities. At Imagine Education we focus on:- Academic programs based on the latest brain development research taken from a global perspective
- Staff whose abilities and skills are matched to appropriate age groups
- Latest in computer programs
- Perceptual motor programs
- Specialised nursery programs with emphasis on brain development
- Foreign language awareness Pre-school & School readiness programs with a focus on literacy and numeracy
Our Belief At our centre we have a fundamental belief that in order for us to care for and provide educational experiences of the very highest standard for your child, we must work closely with you, the parent. We acknowledge that you know more about your child than we ever will and strive to join your very detailed information about your child with our professional information about children’s education and development. Please know that you will always be welcome in the centre, and that our staff are only too happy to discuss any aspect of your child’s day, and progress with you. We believe each child is a unique individual, developing skills in all areas of intelligence. Children’s interactions with their peers, adults and community are seen as an integral part of that development. Our AimOur aim is to function as an extended family in order to provide your child with the security, warmth and love, which are basic to his or her development and growth. We look forward to sharing this special time with you. The structure of the learning and caring environment provides optimum opportunities for individuals to be the very best they can be in all areas of development. We foster the individuality of each child by providing welcoming and affectionate staff who are on hand to praise, encourage, cuddle and support as they involve themselves in each child’s day. Our staff build a better world as they touch each child’s life. We offer children, programs which challenge and extend their interest in learning. Programs that develop natural curiosity and cultivate creativity. Values and GoalsEach child is valued and respected as an individual. - To extend and develop each child’s skills, knowledge and interests through successful experiences, which encourage the development of a healthy self-concept and positive self-esteem.
- To encourage social development so each child learns to interact successfully in a variety of situations.
- To be sensitive and respectful of varied cultural and religious practices.
- To provide an environment that encourages children to develop their capabilities and interests at their own pace and according to their individual needs.
- To provide a warm, nurturing and safe environment that encourages development of the whole child.
- To be a support to all families in all aspects of each child’s development.
- To provide qualified, experienced and caring staff to meet the needs of the individual children.
The Butterfly Effect - Our Early Years Curriculum“Small and apparently insignificant incidents can set in motion a chain of events with far-reaching consequences.”
(Ian Stewart, 1989) At Imagine Education we believe that children are on a journey of life-long learning, we welcome you and your child to begin their journey with us. Our belief of life-long learning is supported by Vygotsky’s theory of child development. (1) What is a Curriculum? A curriculum is all of the components that make up our Early Childhood educational program, it is the interplay between the child and his world, where all of their experiences weave together. Components of the curriculum include interactions with peers, caregivers and the wider community. They also include the learning experiences offered, both child initiated and adult initiated, and include the environment and resources provided in the early learning centre. Our CurriculumOur curriculum ‘The Butterfly Effect’ is an integrated and interactional curriculum that meets the needs, and encourages and extends upon the strengths and interests of the child. Children’s strengths, needs and interests are integrated throughout all areas of the curriculum; children interact with the curriculum so that we develop the whole child. Current Brain research also supports the importance of interaction with the learning environment, it identifies that children need to be immersed fully in learning environments. (Orchestrated Immersion) Brain research also identifies the importance of extending upon children’s interests, so that children can consolidate upon and then internalise information, therefore building up a knowledge bank. (Active Processing) (2) Curriculum Influences Our curriculum has been influenced by various theories on child development, current research in the Early Childhood field, and through parent and community input. Our curriculum has been developed using the following existing curriculum models: - Queensland Early Years Curriculum
- The Creative Curriculum
- The South Australian Curriculum Standards.
Our goal is for each child to achieve their full potential as identified by Maslow’s Hierarchy of Needs (1943). Maslow identified that for children to reach their full potential (self-actualization) they must first have all their other needs met, e.g. physiological needs (food, sleep), safety (shelter, and removal from danger), belonging (love, affection, being part of a group), and esteem needs (self esteem, confidence). (3) To develop the whole child our curriculum focuses on each child’s multiple intelligences as identified by Howard Gardner (Frames of Mind, 1983). (4) Children learn in many different ways, by focusing on the child as an individual helps us to identify each child’s strengths of which to extend upon. Our curriculum focuses on; - Linguistic intelligence – for children to use language to accomplish goals and effectively express themselves.
- Logical-mathematical intelligence – for children to analyze problems logically, carry out mathematical operations and investigate issues scientifically.
- Musical intelligence – for children to perform, compose and show appreciation of musical patterns.
- Bodily-kinesthetic intelligence – for children to use their bodies to solve problems; to learn through doing.
- Spatial intelligence – for children to develop motor skills in relation to the space around them.
- Interpersonal intelligence – for children to have the capacity to understand the intentions, motivations and desires of other people.
- Intrapersonal intelligence – for children to have the capacity to understand themselves, and to appreciate their own feelings, fears and motivations.
- Naturalist intelligence – for children to recognize, categorize and draw upon certain features of the environment.
The curriculum at Imagine Education's Early Learning Centres is based on observation of children, staff record observations of children in play and then use these observations to plan learning experiences. Both the Reggio Emilia approach(5) and Montessori’s(6) model of early childhood education support the need for the curriculum to be based upon observations of the children, therefore the learning is individually paced, and meets individual needs. Staff also record spontaneous experiences in the classroom and then use this for further planning, this is supported by the Reggio Emilia Approach where spontaneous experiences lead to project-based work, which is directed by children and supported by staff. Staff scaffold children’s learning as identified by Vygotsky’s socio-cultural theory, scaffolding involves teacher’s  building on children’s knowledge and facilitating extension on this knowledge.The curriculum we offer provides lots of opportunities for creative play and sensory exploration, we believe as does theorist Jean Piaget, that; "Children are not empty vessels to be filled with knowledge but active builders of knowledge -- little scientists who are constantly creating and testing their own theories of the world." (7) By providing a curriculum that provides a stimulating, creative environment combined with staff who base their planning upon observation, and who are positive and supportive of children’s learning, we can offer children the best possible start on their journey of lifelong learning. References: LOVELL HOUSE 13 Benowa Road
Southport Qld 4215
Phone: 07 5591-4745
Fax: 07 5591-5145
www.lovellhouse.com.au ALAN HOUSE 13 Benowa Road
Southport Qld 4215
Phone: 07 5561-1744
Fax: 07 5561-1844
www.alanhouse.com.au
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Early Learning Centres 
