So you’ve decided to send your child to early learning – how exciting!

 For first-time parents, preparing for this new chapter involves more than just packing a backpack, it means understanding key essentials like the Child Care Subsidy (CCS). Navigating the CCS can seem daunting, but fear not! We’ve crafted a comprehensive guide to help demystify the process, ensuring you grasp how to maximise this support for your family’s benefit.

Here we explain everything you need to know about and to apply for CCS, making it easier for you to support your child’s educational adventure.

What is the child care subsidy (CCS)?

Did you know you can apply for the Child Care Subsidy (CCS) before you enrol your child in early learning? 

Wait, what’s CCS? The Child Care subsidy is assistance to help families with the cost of childcare. Your child’s day in early learning is payable by a daily fee charged by the centre. The government may cover some of this fee, depending on your individual circumstances. This is what is referred to as the ‘subsidy’. 

You may be eligible for the Child Care Subsidy if you meet a number of factors. The Child Care Subsidy (CCS) increased in July 2023 for families earning under $530,000. The percentage of CCS will vary depending on your family’s income, and the income limit to receive the maximum allowed CCS will increase as well. For families whose income is up to $80,000, you could receive up to 90% from the CCS toward your child’s daily fee.

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Child Care Subsidy (CCS) Requirements

There are several requirements to qualify for the Child Care Subsidy. You may qualify if:

• You or your partner care for the child a minimum of two nights / fortnight

• You or your partner are responsible for childcare fees

• The child meets immunisation requirements

• You use an approved child care service like Little Scholars!

Once you’re ready for your child to go into early learning, you can apply for CCS!

How CCS works

The CCS works on three factors: 

• Your total combined family income

 • The service type. This can be long day care, or outside-hours care such as vacation care

 • How much ‘work-related’ activity you and your partner undertake each fortnight This includes paid work, volunteering, study and other activities as determined by education.gov.au. Job hunting, studying, starting a new business, volunteering and travel time – among others – are all eligible activities that will allow you to claim subsidised hours of care.

Our website has a handy calculator you can use to get an idea of how much CCS you’ll receive.

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When to apply for CCS

Apply for CCS via your MyGov Account, which is linked to Centrelink.

We recommend you do this as soon as you know when you might be sending your little one into early education and care, so it’s all set up and ready to go for your child’s first day. Don’t necessarily wait until you’ve enrolled with an early learning campus, because the entire process may take between four and six weeks, and if it’s not set up when you begin care, you may be paying full fees until it’s all complete.

Once your spot is booked in, confirm your Complying Written Agreement (CWA). When a CWA enrolment notice is created by the campus manager, there are two steps that need to be completed by the family:

1. You will be notified by email that the CWA is ready for you to agree to. A reminder will be sent via email should you not sign within 48 hours

2. Confirm your child’s government enrolment via MyGov. If you do not agree to the government enrolment, CCS cannot be paid.

Documents you may need

During your Child Care Subsidy claim via MyGov, expect Services Australia to request a variety of documents to verify your eligibility. These may include financial details like bank account information, tax file numbers, and insights into your assets. Academic records, work-related documents like tax returns or pay slips, details about your living situation, relationship specifics, any international residence proofs such as visas, documentation regarding your children, and any relevant medical records are also crucial. Now that you know what to expect, we’d suggest these are prepared in advance to streamline your claim process.

Finally, we know change can be scary, overwhelming or confusing, as much for our parents as our little ones. We’re here for you from the day you book your tour to the day your child finishes their last day of kindergarten. We can absolutely help you navigate the CCS and other documents you need to help your child become a little scholars. Reach out to your campus manager, admin or any of the leadership team for guidance or further questions.

Ready to explore Little Scholars?

At Little Scholars, we have four pillars that underpin everything that we do at Little Scholars – for our children, families, educators, and our community.

As part of our annual awards, we have four awards dedicated to those Little Scholars’ values – learn, grow, inspire and contribute. This year, while our award-winning educators certainly personify all four pillars, but with their unique special skills and achievements, we’ve declared one clear winner for each pillar.

Learn Pillar award winner

Tiahla Jones

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Tiahla at our Ashmore campus was named winner of the Pillar Award in the Learn category because she stepped up to become a lead educator, and she is happy to keep learning from her peers and further her education in the sector.

How long have you been an educator?
Four years

What made you pursue a career in early childhood education?

I feel like it was supposed to be as it all fell into place. I just came out of a casual job seeking for a new career journey and a job at Little Scholars Ashmore popped up. I applied for it and received the role the exact same day.

What’s the most rewarding and most challenging parts of your role? Watching their personalities blossom from a very young age, celebrating their personal developmental milestones with the children and building amazing relationships with families.

The most challenging part would be watching the children you have taught over the years move on to big school. We miss them so much!

What does winning this award mean to you?
Winning my award has meant the world to me, it makes me feel as though my progression and my achievements as an educator are noticed and valued.

Tahlia’s nomination

“Tiahla is always putting her hand up to learn new skills,” says Elise, campus manager for Little Scholars Ashmore.

“She is eager to grow from her peers, and will ask for help and support to build on her knowledge as an educator.”

Tiahla finished her Cert III and was keen to study her Diploma right away, Elise says.

“Tiahla has a bright future as an early childhood educator, as she values the importance of professional and personal growth through learning and collaborative partnerships.”

Inspire Pillar award winner

Keeva Reddish

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Keeva is an educator at Little Scholars Redland Bay South and is the recipient of an Inspire Little Scholars Pillar Award 2024.

How long have you been an educator, Keeva?

I have been an educator since 2016, so eight years now and have been with Little Scholars Redland Bay South since January 2023.

What made you pursue a career in early childhood education?
When I first started in early childhood education, I was studying an accounting degree, I quickly came to realise that I wanted to focus on my early childhood career. I fell in love with the children, how incredible they are and how much they could teach me. It wasn’t just the children that I fell in love with but also the challenges and limitless knowledge I could acquire and learn from to be the best educator possible.

What’s the most rewarding and most challenging parts of your role?
The most challenging part of my role is that I want to spend as much time as possible with each individual child everyday teaching them and learning from them but there is not always enough time. The most rewarding part of my job is watching the children hit all their goals and the excitement they display when they see us or accomplish goal. Mentoring and supporting other educators and seeing how far they have come in their journey is another rewarding aspect always leaving me feeling proud of their accomplishments.

What does winning this award mean to you? I was so shocked to receive this award, as I just turn up to work each day to do my best to support and guide both the children and educators. It felt so good to know that what I do each day is being noticed. It definitely makes you feel like you are doing a great job. To be recognised for the support and guidance I provide was so special and my heart felt full of love for my team. To me it cemented the fact that I am becoming the educator I always wanted to be

Keeva’s nomination

In Keeva’s nomination from Redland Bay South campus, it said, “Keeva is an educator who truly embodies each of the little scholars core pillars. 

However, it is Keeva’s ability to inspire those around her, that is one of the most outstanding qualities. Keeva invests in mentoring those around her, inspiring their abilities to grow as educators utilising her existing knowledge and ability to learn more through professional development, to inspire each person to grow to full potential.”

Contribute Pillar Award

Claire Muir

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Claire is the educational leader at Little Scholars Nerang campus and has been awarded the 2024 Contribute pillar award.

How long have you been an educator and how long with Little Scholars?

I have been an early childhood educator for 18 years and with Little Scholars for nearly six years.

What made you pursue a career in early childhood education?

I’m not quite sure when I decided this was the path I wanted to take as I feel like it’s been my career goal since I was little. I still remember the way one of my kindergarten teachers, Miss Anderson, made me feel. She was fun, caring, and knowledgeable. I wanted to be that for someone and help children to learn in their own time and style. I liked the idea of being able to help shape the minds of little ones and set them up to be kind, respectful humans.

What are the most rewarding and most challenging parts of your role?

As educational leader within my campus, the most rewarding part of my role is watching both the children and educators flourish and grow as humans. It fills me with so much pride to watch the children reach their milestones and celebrate their successes with them as much as it does when educators gain new skills that help them in their professional career.

My biggest challenge is saying goodbye to the children as they venture off on their next journey into formal schooling. It happens each year but never gets easier to see them go after watching them grow and develop over the years.

What does winning this award mean to you?

Winning this award makes me feel like I am on the right path to creating what I hoped to. It reinforced the fact that I am in the right career and doing the right things to help create a better future and bring our campus closer to our local communities. I feel so proud to be recognised as the 2024 contribute pillar winner.

Claire’s nomination

Renee, campus manager, said, “Claire has remarkable attributes and will contribute to anything and everything you can throw at her.

She is passionate about supporting others and always willing to participate in any type of event, including her own professional growth.

Claire is dedicated within our Little Scholars family and her years with us is another wonderful example of her contribution to our sector.”

Grow Pillar Award

Stefenie Cunningham

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Stefenie, an educator at our Yatala campus, has remarkable attributes and we’re told her growth as an educator has been propelled by her enthusiasm to contribute, learn and inspire her team and go above and beyond not only for children, but families as well.

How long have you been an educator and with Little Scholars?

I have been an educator with Little Scholars for three years.

When you started, what was it about the role that made you want to stay in the sector?

When I was completing my work experience at the Yatala campus, I loved the relationships I was building with the children and I could see the impact educators had on the children.

What’s the most rewarding and most challenging parts of your role? The most rewarding part of my role is building such strong relationships with the children. The most challenging part is because I am so use to the younger age group, when I’m with the older children, I have to adjust my teaching style and interactions to their age groups.

What did being recognised for the Grow award mean to you?
It was really special because it really made me see how far I’ve come since being a 16 year old school based trainee. My confidence with the children and families, as well as my knowledge on child development has strengthened so much. I am a completely different educator and the fact that my leadership team can see and recognise it, it is a very special feeling.

Stef’s nomination

Stef at our Yatala campus was named winner of the Pillar Award in the Grow category because she’s grown from a trainee at the campus just a few years ago to now full time educator.

Sasha, campus manager at Little Scholars Yatala had this to say:

“Stef! What a superstar you are, and what a year you have had! From completing your Cert III as a school based trainee to jumping straight into full time work with us and then to go straight to studying your Diploma, nothing can stop you from achieving your goals, and we are so proud of how far you have come and the growth that you have achieved.”

The importance of building emotional regulation skills young

Babies are not born knowing how to control their emotions, nor are adults necessarily well-versed in how to regulate their emotions, even after decades experiencing them. While modern society is making way and space for people to feel and name emotions such as sadness, anxiety, anger, embarrassment, stress and more, some of us hadn’t learned how to allow ourselves to be vulnerable and express these emotions in a healthy way.

At Little Scholars, emotional regulation skills are as important as every other lesson children learn during their time with us. We’re hoping to break generations of cycles of mental health stigmas by teaching children to name and work through their emotions, but we also recognise this must happen at home, on the sports field, and anywhere else they may need to have access to a range of tools to cope and work through tough situations and feelings.

As parents and caregivers, we understand that not all of us were raised with the emotional intelligence to guide a young person in developing theirs. There’s also the possibility that children in our care have experienced more traumatic or negative experiences than we’ve had to deal with, so it might be something we don’t know yet how to navigate. More on that later.

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Recognising emotional states within behaviours

When emotional states are high, it’s helpful to recognise the behaviours we see, and the emotional states we may not see.

The behaviours can be aggression, screaming, crying, avoidance, refusal, hiding, running, threatening and loss of self-control, for example.

What we may not be seeing in our children are feelings of: nervousness, exhaustion, guilt, fear, disappointment, overwhelmed, anger, rejected, embarrassed, judged, unloved, depressed, anxious, worried, shame, disrespected, helplessness, offended, sad, and attacked, amongst other feelings.

When a child is displaying any of the above behaviours, what do you think the feeling behind it could be?

How you can help children work through their emotions positively

 

1.      Stay tuned and recognise signs – Keep a close eye on behavioural cues that indicate your child is experiencing strong or challenging emotions. Be aware of these signals when they arise. Of course, the strength of the emotion is normal, it’s how they deal with it that’s important. This is a step in which you’re helping to create a safe haven for the child, one of trust and acceptance. For the adult, this is recognising and understanding that all emotions are natural and normal.

 

2.      Turn challenges into teaching moments – See difficult situations as opportunities to connect with your child and help them learn valuable emotional regulation skills. Helping children to label their emotion encourages the regulatory process to engage and reconnect the thinking brain with their limbic system. In other words, name it to tame it!

 

3.      Listen with empathy and validate their feelings – Before reacting with discipline, keep in mind the phrases ‘Connect before you correct‘ and ‘Stay calm and curious, not quick to anger.’ Ask open-ended questions to help your child identify and express their emotions, like “I noticed you seem to be feeling ___. Could it be that you’re feeling ___?’ or ‘I’m sorry that happened to you, you must be feeling very ___’

 

4.      Establish boundaries – Clearly communicate expectations for behaviour, reinforcing positive actions such as using kind words and explaining consequences for inappropriate behaviour like hitting. Setting these boundaries helps maintain safety of the child and those around her/him. It’s important not to make the child feel shame, and ensure the child maintains self-dignity. ‘It’s ok to feel like that, but it’s not ok to behave like that’ or ‘we don’t deal with our emotions by ___’

 

5.      Problem-solve together – Encourage your child to brainstorm possible solutions or strategies to improve future outcomes. Provide support tailored to their age and comprehension level, using visual aids or suggesting choices when helpful. So to restore and repair, you might explore the situation first: ‘how were you feeling when that happened?’ and ‘have you felt that way before?’ then show your child you’re in this together brainstorming ‘let’s think of what you could have done instead’ or ‘can you think of two more ways you can deal with your feelings?’ the work together to come up with solutions ‘let’s decide what you will do next time you feel like this’ or ‘do you think that ____ would be more helpful next time?’

 

 

How trauma can influence behaviour in children

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Zoe Lowe is a teacher and mentor who guides educators and parents through early education, behavioural support and trauma-informed practices. She recently spoke to Little Scholars educators at our annual Learning & Development Day.

Her talk helped our educators understand trauma-informed practice, how to recognise the different types of trauma people can experience, and how to work with children who might have experiences of trauma. In Australia, upwards of 5 million adults are affected by childhood trauma.

The types of trauma include:

·        Simple trauma, which stems from often a single incident that was life threatening or have the potential to cause serious injury.

·        Complex trauma involves interpersonal threat, violence and violation, in contrast to simple trauma, complex trauma involves multiple incidents and is therefore longer in duration.

·        Developmental trauma is used to describe the impact of early, repeated trauma and loss which happens within a child’s important relationships, generally early in life.

Children who have experienced any of these traumas can be affected in many ways in their development, she says, because their mental capacity to learn may be eclipsed by having to cope with these negative circumstances.

“This is correlated with developmental trauma,” Zoe says. “Surviving the situation. So [a child’s] survival system becomes overdeveloped. Everything else is underdeveloped.”

“What also happens with trauma, the hippocampus, the part of the brain that’s responsible for your memory [learning and emotion] and the ability to differentiate between the past and the present. So, with persistent exposure to trauma, it can shrink in size, so it won’t pull on what it can to differentiate between the past and present, which is why our past experiences can have such a profound impact on us, even if we’re no longer in danger,” Zoe continues.

So why does this matter?

Because trauma can present itself in many ways in children. Perhaps they’re tired all the time, they startle easily, children who perceive educators or other trusted adults as angry and perceiving them as authoritarians with whom they can’t connect or feel safe, struggling to understand concepts easily, not coping well with transitions, friendship issues, over or under-eating, and, aggression.

However, she says, trauma can explain the behaviour, but it does not excuse the behaviour.

And these symptoms that can present in children may not necessarily be trauma, so Zoe warns not to be quick to diagnose children.

Whether the child has experienced an adverse life event or not, if there’s a behaviour exhibited that we don’t want to see, Zoe says this is where we question what’s behind the behaviour, and find out what a child might need to cease the behaviour.

“As educators, we are going to make a paradigm shift. We’re moving away from ‘what is wrong with you?’ to ‘what happened to you? What is this behaviour that I am seeing right now communicating to me? What need is needing to be met by me?’ says Zoe.

This shift also helps adults calm down and regulate their own reactions to the behaviour in question.

“We expect children to self-regulate, they can’t. They need co-regulation, we need to be with them, supporting them, holding space for them, and teaching them how to regulate.”

While children may not be born knowing how to regulate their emotions, at Little Scholars, we believe they deserve a safe space to learn and grow. We understand that emotional regulation skills are crucial for all aspects of life, and we’re committed to working alongside parents and caregivers to build a supportive community where every child feels empowered to express themselves healthily.

Our educators are extensively trained in recognising emotional cues and guiding children through challenging situations. We encourage you to stay tuned for further resources, and remember, you’re not alone, we’re here to support your child, your family and our greater community in creating a generation equipped with the emotional intelligence to navigate life’s ups and downs with confidence and compassion.

Parental separation anxiety : what it is and how to deal with it

Elizabeth Stone, an award-winning essayist and journalist, once captured the essence of parenthood with a poignant quote, ‘Making the decision to have a child – it is momentous. It is to decide forever to have your heart go walking around outside your body.’ This statement resonates deeply with many parents, astutely capturing the feelings of boundless love and the inevitable vulnerability that comes with bringing a child into the world.

This overwhelming surge of emotion is particularly intense during those initial moments and first days of separation from your child, often experienced when that child is entrusted to the care of someone else for the first time. It’s a milestone filled with mixed emotions for parents – pride in their growing independence, yet a deep longing to keep them close forever.

While the focus in the first few weeks at early learning facilities is generally on the children and how they’re settling in, an often-forgotten topic is the separation anxiety parents also can feel when they drop their little ones in care for the first time.

In childcare, we offer families tips on how to help children settle in, from suggestions such as: ‘don’t sneak away’, ‘keep goodbyes short’, and ‘maintain calm and confidence’, but what if the child is just fine, but the parents are struggling from the separation?

It’s understandable. If you’re coming off maternity or paternity leave, or perhaps you’ve been the primary parent at home for the last few years, change can be profoundly hard.

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What we’re talking about is parental separation anxiety, and it’s more common than you think.

“I experienced separation anxiety with both my children when I dropped them into care for the first time, but I was much more surprised with my feelings the second time around,” says Christina, a communications professional who has two children. “I had to go back to work much earlier the second time around, and I felt a lot of grief for not getting to continue to bond with my son the way I had been, knowing he was my last baby. I also experienced some fears around him attaching to his educators more than me.”

2016 study by Pacey UK (the professional association for childcare and early years) reported that out of 1,000 mothers, 70% of mums said they worried about the extent they would miss their children, 90% reported feeling anxious about returning to work after having a child, while nearly half of mums admitted being very anxious.

The signs of struggle in parents

How can parental separation anxiety manifest itself? Some of the more obvious signs are tears. Anxious feelings. Moodiness. While others you may not notice until they start affecting your life and mental health.

Here are some common indicators of more serious separation anxiety to be aware of:

  • Persistent worrying and imagining the worst-case scenarios
  • Elevated levels of anxiety or depression
  • Intense distress and experiencing panic attacks
  • Experiencing feelings of anger
  • Physical symptoms when apart from your child, such as headaches, nausea, or stomachaches
  • A constant desire to be aware of your child’s whereabouts at all time.

Reconciling anxious feelings

Ask yourself, what is your biggest fear or worry in separating from your child? The initial step in overcoming these feelings is to acknowledge and understand them. If you’re experiencing heightened anxiety about being apart from your child, it’s important to explore the origins of these feelings. Perhaps they stem from experiences in your life in  childhood, or birth trauma, the loss of pregnancy or another child, perinatal or postnatal anxiety/depression and existing anxiety issues, or it may simply be triggered by the act of becoming a parent.

“How does a parent reconcile these feelings of separating from their child? I think what’s important about that one is that often it’s around guilt,” says Sarah Bergman, a clinical psychotherapist at Counselling on the Coast who has more than three decades of experience in emotionally-focused therapy.

“Guilt is really an emotion that comes up when we have like an idealised sense of a situation or who we are. So we feel guilty when we don’t feel we’ve reached what we want to be reaching or we haven’t done what we want to do. I would say to explore those feelings of guilt, what they are, what you feel like you’re not doing for your child or getting right for your child.”

Sarah says those guilty feelings in parents often link back to situations in their own childhood where they felt like their own parents let them down. But the concern is also passing down those guilty or anxious feelings to your child.

“Their own wounds start to muddy the waters of the child’s experience. So the child’s just going to school, but then they feel their parents anxiety and then they also think that something’s wrong then too, which can make them anxious. So if the parents have a good look at themselves around, ‘what was it that my parents got wrong for me? or what was it that wounded me? and how does that now play across on my child?’ So the parents will often work hard to do the things that they don’t want that their children to experience themselves.”

While Sarah says often the guilty feelings stem from what they missed in their own childhood, the opposite could be true.

“Maybe [parents feel they’re] not meeting the ideals of what your parent did for you or what things that you really loved about your parent and now you feel like you’re not getting that right.”

Wherever the feelings stem from, Sarah says, parents may be trying to heal themselves through their relationship with their child. But, she says, a child doesn’t have those wounds. They don’t experience their parents in that same way that perhaps you did. So she surmises parents could be overcompensating for their own childhood pain.

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“Those kind of parents are very anxious at feeling like they have to attend to everything with their children because they don’t ever want their children to feel the way that they did,” Sarah summarises.

Consider jotting down your feelings or discussing them with a sympathetic friend or even a colleague who could relate with what you’re currently experiencing. Regardless of how trivial or illogical they might seem, allowing yourself to express and discuss these fears can aid in releasing them.

Making the decision to have a child – it is momentous. It is to decide forever to have your heart go walking around outside your body.

Elizabeth Stone

Sarah also suggests parents educate themselves on secure attachment, a theory first proposed by the British psychologist, psychiatrist, and psychoanalyst John Bowlby. For children, secure attachment to someone like a mum or dad allows them the secure base necessary to explore, learn and relate, and the well-being, motivation, and opportunity to do so. It’s important for safety, stress regulation, adaptability, and resilience and ultimately can help produce a happy, healthy well-adjusted child.

If you are securely attached, you will feel less anxious because you will feel comfortable that you can trust, you have a positive view of other people and a positive view of self,” Sarah says. “So you think to yourself, ‘it’s okay. My child is in safe hands. They will let me know. I trust the daycare centre. And I trust myself that I’m doing the right thing by my child and it’s going to be okay and I need to go to work and this is just the way it is.’ Whereas someone who is more anxiously attached sometimes have a bit of a negative view of themself and possibly a bit of negative view of others so they don’t totally trust others, so it’s about trying to move into being more securely attached.”

She also says to have an honest conversation with educators or your campus manager.

“You know, that is actually good secure relating as well, that a parent can actually say, ‘I’m feeling a bit nervous’, or ‘I’m a bit worried about that,’ because they’re asking then, they’re not coping alone.”

Sarah recommends in that conversation, have a chat with educators or your campus manager about what might help to alleviate those anxious feelings, whether it’s a phone call or a text, a few extra pictures – whatever it is, having clear communication can help everyone.

“What helped me was an honest discussion with my son’s lead educator during a playdate. She asked me thoughtful questions about why I was having a hard time, asked how she could help alleviate those feelings for me, and was very mindful to update with lots of pictures, and even checked in on me at pick-up over the next few weeks. It was really helpful, and gave me feelings of trust in leaving my baby with her and her team,” Christina adds.

Those secure attachments we want children to have means we also want them to have bonds with others, such as loving educators.

A child who has had a secure attachment with her parent or another safe adult is more likely to be able to develop lasting successful relationships as an adult. In fact, a New York University study recently found positive, warm relationships between caregivers and children were associated with higher odds of attaining ideal heart health at multiple points across a 20-year span of adulthood, so developing these bonds is good for their health!

Part of early childhood training for educators is understand various child development theories such as attachment theory, so trust that your educators understand what secure attachments – both to parents and others children can trust – mean for children’s development and they work hard to ensure these bonds with your child.

Research has found our adult relationships are shaped by our early patterns of attachment and the ways we learn to deal with closeness and separation.

“Children are very attached to their parents and they love their parents very much. And that is who they want to be with. And if they create an attachment with someone else, that’s lovely. However, ultimately it’s important to keep in mind they will want to be with their parents,” Sarah says.

The pressure of parenting perfection

Sarah also says some of these feelings may be pressure we put on ourselves as parents.

“We don’t actually have to be perfect parents and I think a lot of people are really trying to be perfect parents and wrapping their children in bubble wrap. You just have to be good enough. I think from memory it’s only like around 60 or 70 per cent strike rate of meeting the child’s needs.”

Sarah is referring to the Winnicott theory.

“The good-enough mother is one who makes active adaptation to the infant’s needs, an active adaptation that gradually lessens, according to the infant’s growing ability to account for failure of adaptation and to tolerate the results of frustration.” – D. W. Winnicott, paediatrician and parent-infant therapist.

“We all have to learn that sometimes our needs aren’t going to be met. And that’s actually where we build resilience and we build understanding around that other people have things they need to do as well,” Sarah says. “You don’t have to drop everything to be there for your kids. It’s okay to have ruptures with your children. It’s actually okay because that is a realistic expectation on relationships. We all have ruptures and then we get to learn how to repair those ruptures. But of course, if the child’s fallen over or they’ve hurt themselves or they’re scared at night, you want your strike rate on those things needs to be closer to 100 per cent.

“But otherwise, we don’t have to be so hard on ourselves, we can get it wrong sometimes. We just go back and say, ‘Hey, I’m sorry I got that wrong.’ And then the child also learns that they’re going to get things wrong sometimes, too. They can come to their parent and say, ‘Hey, Mum, sorry about that.’”

If we can offer some advice, it’s what we also suggest to parents when children are having a hard time with separating. Find an activity you can do together outside of care hours that you can look forward to, so you can cherish your time together. Maybe after pick-up, you take your child for a walk or to the park, maybe it’s grabbing a sneaky ice cream after dinner, maybe it’s a game night or story time when you get home. Find ways to really connect with your child in the time you’re together may make the time you’re apart easier to deal with.

Sarah says mindful activities can help in easing anxious feelings. But, she says, if these feelings are taking over, it might be worth talking to a professional as soon as possible. You can talk to your GP about a referral to see a psychologist, or you can book in to a specialist practice such as Sarah’s Counselling on the Coast to have a chat with a psychotherapist.

Please remember, if Little Scholars can help in any way, we will, from offering a listening ear, to phone calls to whatever would help your family, we will. We’re not just here for children, we’re here for the whole family.

As advocates for early childhood development, we understand the significance of outdoor play in fostering a child’s physical and cognitive growth. If you’re seeking vibrant spaces that not only get your children moving but also spark their enthusiasm for the great outdoors, look no further. We’ve curated a list of what we consider the Gold Coast’s best playgrounds.

These playgrounds are dynamic environments that challenge and engage young minds. Our selection is based on our expertise in early childhood education, ensuring that each playground provides a rich range of experiences to stimulate curiosity and physical activity.

From sprawling play structures to interactive nature-based zones, these spaces are designed to encourage exploration and play.

Southern Gold Coast

Pirate Park Palm Beach

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The beloved Pirate Park got a facelift in 2022 to the tune of $1.4M and the new and improved play space is impressive!

The sand-filled playground offers something for small and bigger children, including:

  • Climbing nets and ropes
  • Suspension bridge
  • Telescopes, cannons, interactive panels
  • Imaginary play elements
  • 7-metre-high crow’s nest towers
  • 8-metre-long tunnel slide
  • Swings
  • Flying fox
  • Spinning globe
  • Large basket swing
  • Row boats with talk tubes
  • Caves
  • Hammock
  • Sensory play elements

Parents can grab food or a beverage at the nearby Dune Cafe, and located right next to the playground are public toilets and showers if a dip in the ocean is needed after the sandy fun!

Schuster Park Tallebudgera

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Don’t let your little adventurers miss out on the excitement at Schuster Park adventure playground! Ideal for children aged 4 and above, this playground is a climber’s haven featuring two towering slides off the main structure. Nature paths wind through the park, offering balance beams, jumping posts, sand paths with drums, musical flowers, and stepping stones for endless exploration.

Need to cool off? Enjoy a small beach area within reach. And if you’re planning a family BBQ, you’re in luck – there are two BBQs conveniently located next to the playground, along with a nearby toilet block. Schuster Park is the perfect destination for a day of outdoor fun and play.

Laguna Park Palm Beach

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The Laguna Park playground in Palm Beach is a great playground for ages 2+, check out the huge adventure playground, pirate ship, slides and rockers, a pedal power monorail, funny faces interactive boards and more. The entire playground is fenced, which is great for the little ones, and it also includes a Liberty Swing for kids in wheelchairs. Much of the playground is shaded by sails, and there are toilets nearby. The playground is surrounded by a lovely lake and a walking trail. A great bonus is that Laguna Park is steps away from Third Base coffee! 

Bill Thomson Park Elanora

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Bill Thomson Park in Elanora is an medieval-themed playground completed in 2022 that has really brought the neighbourhood together like never before!

There are turrets and bridges connecting the playground together to create one large castle. A large flying fox runs along the lakeside of the playground, there are internal and external slides, a great swing set and plenty of imaginative play opportunities. This playground is more aimed at slightly older children, but agile toddlers can get around most of it as well.

In the same area, you will find basketball court, picnic shelter great for birthday parties and public toilets. Located a short walk around the lake is The Pines Shopping Centre, so you can grab everything you need for a picnic or just a coffee.

This playground has some open areas off the ground, is not fenced and steps away from the lake, so adult supervision is a must.

Frascott Park Varsity Lakes

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Frascott Park has two playgrounds! Accessed via Yodelay Street or Mattocks Road, the most popular section of the park is the Mattocks Road entrance safari-themed playground.

Here you’ll find two play structures, one for the bigger kids and one for the toddlers. A huge slide and flying fox are keen favourites, while little ones will love driving the safari jeep. The second playground is located by Yodelay Street and is well suited for younger children. There is lots of natural shade, and easy climbing opportunities on the playground. The playground includes bridges, a slide, merry-go-round, swing set and spider net.

There’s also opportunities for parents to get some physical activity in! Fitness stations are scattered along the pathway. A large kick and play field with one goal post, perfect for a friendly game of footy, rugby or soccer. Also, a basketball court with hoops and backboard.

Toilets are available onsite near the Yodelay Street entrance.

Ronnie Long Park Tallebudgera

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The Ronnie Long Park is a great set of two playgrounds between the Tallebudgera Surf Club and the beach. With one playground suited toward slightly bigger children, it’s partially fenced, has a big climbing tower, large nest swing, spinning frame, and rockers. This area is shaded and has a rubber floor, while the second playground is more suited to toddlers. There’s a slide, two swings and a plane to climb in and on. This area is also shaded with a sand floor. Behind the playground is the surf club’s cafe for parents. There are toilets and BBQs nearby. Just be aware the playgrounds are steps away from Tallebudgera Creek, parking can be a challenge on nice days.

Deodar Park Burleigh Waters

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Deodar Park is home to a total of seven slides, including a mega slide (which of course means mega fun!). Partly covered by shade sails, this small but mighty playground has elements suitable for a range of ages. Here you will find climbing opportunities, a flying fox, interactive panels, swings, a seesaw, balance rope and tunnels.

Alongside the playground is a fenced BMX pump track, suited to confident young riders. There is also a concrete basketball court and a large grassed area that allows for dogs off-leash.

There’s also a drinking fountain, picnic shelter, picnic tables. Note, there aren’t toilets located near the playground.

Broadwater Parklands Southport

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The Broadwater Parklands playground is one of the most beloved play areas on the Gold Coast with several fun areas for children to explore, and recently got a $5M upgrade with a new spiral tower over four levels, with interactive play equipment like a glockenspiel, binoculars, telescopes, suspended nets, rope tunnels and an enclosed slide.

There’s also a water and sand play area with carved sandstone, bronze sea animals, water pumps, mini weirs and water gates, an elevated sand table designed as a ‘fish and chip shop’ that can accommodate wheelchairs

Play equipment including play panels, swings, slides, trampolines, diggers, stepping stones, balance beams, a carousel, climbing walls, and climbing nets

And that’s just the upgrades. Further down the park, there’s also the huge fenced bouncy pillow, as well as a popular monorail track that circles the perimeter of the playground. There’s also a zip line that runs along one side. There is also an unsheltered sand-based playground with swings, slides, and climbing equipment. A jumping pillow, seesaws, and other bouncing play equipment provide lots of play opportunities for kids of all ages.

The Rockpools water play is a sculptural water playground. The water play area is designed with cool water fountains and vibrant marine-themed equipment. It includes a creek bed and several tidal rock pools for children to splash in and explore.

The playground features a liberty swing for all abilities. There are four electric BBQs near the main playground area, and several covered table areas near the main playground, plus shady trees and umbrellas in random places on the large lawn area closest to the café. There are several toilet blocks throughout the park, including accessible toilets. There’s lots of paid parking, but know it’s well-patrolled by Gold Coast City Council.

Holly Brooke Carter Playground Ashmore

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Do you have a dinosaur lover in your family? Then Holly Brooke Carter playground is the place to be! Located in Ashmore, the playground caters for a range of ages, with both a big and small playground at Bob Huth Park. The big playground is 3-storeys high and has two slides, and there’s a fun swinging bridge for children to climb across and plenty of high climbing opportunities too. The small playground has steps that toddlers can crawl or climb up without fear of falling off. There is also a small slide to tackle, and a few interactive panels.

Other elements in the playground include the infamous dinosaur, which survived recent renovations to the playground, to climb, a see saw and a dinosaur rocker, swings and a spinning swing too. The playground is mostly covered by shade sails, and the parkland has plenty of open green spaces with shade trees. There are picnic shelters, but no toilets or BBQs.

Bonus Bella's Wonderland Indoor playground Southport

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Bella’s Wonderland stands as the Gold Coast’s largest play centre, offering an unparalleled experience for kids. Redefining the concept of a play centre, it features beautifully designed spaces with quality toys, sparking imaginative adventures. From an organic market and kitchens to an ice cream shop, dress-up boutique, Lego room, miniature cars, library, chill-out room, and a giant sandpit, every corner is bursting with excitement. The venue impresses with its sheer size, constantly unveiling new rooms filled with fun surprises.

The attention to detail is impeccable, earning it a resounding ‘wow’ from visitors. Additional attractions like a train ride and carousel, along with a delightful onsite cafe serving fresh and tasty treats, enhance the overall experience. Entry options include a 2-hour session or all-day play, with bundles available for multiple tickets. Online booking is recommended, although walk-ins may be accommodated based on availability (not guaranteed).

Northern Gold Coast

Emerald Lakes Parklands Carrara

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Check out Emerald Lakes in Carrara! The play structure revolves around a central ramp, making it accessible for everyone! Children can climb, explore, and slide their way through the play area, with additional slides, climbing webs, interactive panels, swings, a spinner, and a see-saw for endless fun.

Safety is a top priority, as the playground is fully fenced with only one entry and exit point. Shade sails and trees offer protection from the sun, ensuring a comfortable play experience. While heavy rains can make the surrounding parklands wet, the elevated design of the playground keeps it dry.

Conveniently located within walking distance to the French Quarter, it’s the perfect spot to play while parents enjoy a cup of coffee. Please note, there are no toilets or picnic facilities. Off street parking available. There is a bike path and walking track around the lake.

Bim’bimba Park Pimpama

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The Bim’bimba playground is an award-winning park with a large outdoor amphitheatre, toddler play space, playground, teen hangout, and basketball court, which are all connected by a series of entwining paths perfect for bike and scooter riding. There’s also the metal music gong, the animal sculptures, and a spinning wheel. Everything is spread out at this park, with lots of little spaces for different types of play. The park really encourages exploration and the use of imagination.

It’s a climbing-focused park, so better suited to children ages 4+. There is a toddler area separate to the big structures.

The park is partially shaded by shade sails. There are also toilets and baby change facilities, as well as picnic shelters and BBQs on site and onsite parking for 50 cars, otherwise street parking available.

Eagle Tree Park Coomera Foreshore

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Eagle Tree Park at Foreshore Coomera is one of the newest on the Northern Gold Coast. It’s packed with areas for imaginative play and sensory play, as well as more traditional play equipment. It comfortably caters for all ages, and provides a range of experiences for all ability levels.

Based around a central ‘birds nest’ structure, the playground includes a standalone toddler play space, small basketball court and swing set. There are heaps of flat pathways for bike and scooter riding, a picnic shelter with BBQ and a toilet block.

This playground is perfect for those who love to climb! There are platforms to reach, bridges to cross and huge slides to come down again. Little ones are not forgotten, with a space that has a sandpit with hidden shells and diggers and a playhouse with interactive game and music features. There’s also a number of small slides across the park.

The bike paths allow you to link up with the Foreshore Jetty Park, which incorporates a launch pontoon for kayaks and a riverside setting for family get-togethers and barbecues.

On-site there are BBQs, toilets, and a water fountain. The area is accessible for prams, wheelchairs, bikes and scooters.

Buckler Park The Surrounds Helensvale

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The Surrounds at Helensvale boasts an innovative playground designed to provide children with an exciting tactile and sensory adventure, offering numerous play elements and the chance to safely take on challenges that stimulate both their bodies and minds. The highlight for older kids is a large, double climbing cube-type structure, featuring slides accessed through various climbing points. The unique challenge lies in the absence of platforms or stairs attached to the slides, requiring access via rope nets. This feature may not suit little ones or those averse to climbing, but alternative delights include trampolines, a rope swing, and a flying fox!

For younger children or those less inclined to climb, a smaller playground awaits with a couple of slides, stairs, a ride-on jeep, and a see-saw. And for those seeking messy play, the playground offers a sand and water play area sure to captivate children for ages.

Ideal for hosting birthday parties, the playground includes a spacious picnic table shelter complete with BBQs, tables, and bench seats. The addition of shade sails addresses the heat factor, with early morning or late afternoon visits recommended to avoid the peak temperatures. Conveniently, a nearby community centre houses a cafe and toilet facilities, making it a dream location for every parent.

Parklake Park Maudsland

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The Parklake Park playground is a child’s dream! It has six different playground play spaces and a large park to explore, with a giant brightly-coloured two-level treehouse fort with two slides, several sets of swings including a nest swing, rockers, and see-saws, flying fox, suspended rope bridge, a play car, climbing dome turtle and drums!

There’s also shade sails or large established trees that provide shade over the majority of playground play space, a large sporting field, wide walking paths, one gazebo and several BBQ picnic shelters scattered throughout park, a basketball court, on-site public toilets and an off-street carpark.

Gibirrngaan Park (Black Snake Park) Maudsland

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Gibirrngaan Park/Cloverside Park is a unique one! It’s a nature-inspired playground centred around a huge black snake statue. There is play equipment for both young and old with a toddler cubby and slide, as well as a giant rope-climbing tower and enclosed slide for the bigger children. There’s even a fun sandbox to dig for dinosaur fossils!

Children can balance along the giant red bellied black snake, dig for dinosaur fossils or explore the playhouse. Climb the net to the wooden birds nest for views across the park, and then race down the mega slide! Little explorers will love the dry creek bed and giant snake eggs.

If all of this isn’t enough to keep little ones happy, the bike race track is sure to please. Partially fenced, this race track has twists, turns and hills. The park has plenty of seating and two covered picnic shelters.

There are no toilets or cafes nearby so be prepared, but there are several shaded picnic tables for snack breaks.

Lion's Park Helensvale

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Lion’s Park at Helensvale is a huge playground that caters for everyone, especially the climbers, as the only way to the fort is by climbing nets!

The main fort is pirate-themed and features a lookout, a large fort, net bridges, monkey bars, a mega slide, a parkour gym and heaps more!
For toddlers and little ones, there is a smaller playground featuring a mini fort, slide, rocker, see-saw and stepping stones.

Within close proximity are:

  • Barbecues
  • Toilets including an accessible toilet
  • Drinking fountain
  • Picnic shelter
  • Picnic tables

Celadon Park Helensvale Surrounds

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Celadon Park is located in the Helensvale Surrounds estate. This is a great play space for 0-5 year olds with its to the endless opportunities for imaginative play! This playground doesn’t feature any of your traditional play equipment pieces and allows for creative play!

The playground is surrounded by an interactive bike track designed to help children of all ages learn how to ride a bike. It has traffic signs, a petrol station for refueling, a fire station for imaginative play and a small pump track component for the children looking for a challenge, do not forget to bring the bikes or scooters on this visit!

The playground is shade-sail covered, but the bike track is not. Note there aren’t toilet facilities or BBQs. Picnic tables, rubbish bins and a water fountain are available.

Country Paradise Parklands Nerang

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The centrepiece of the adventure playground at the Country Paradise Parklands is the 11.5m windmill with mega slide, accessed via a water-tank tunnel and swing bridge. Wrapping around the entire playground space is a creek bed with water play elements. There are toddler and pre-schooler play spaces, as well as the central playground for everyone to enjoy. The water play area features water pumps, troughs and ramps, encouraging the kids to build natural channels for the water to flow.

This area includes BBQs, toilets including accessible ones, a drinking fountain, picnic shelter and picnic tables.

Just beware, we’ve heard magpies can get nasty during mating season.

The Backyard Coomera Westfield

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An unexpected gem at a shopping centre! The Backyard at Coomera Westfield offers a lot for children of all ages!

There’s an age one – four years play zone: a ‘fallen log’ immersive sensory zone entertaining children with tactile, auditory and visual experiences. The fallen log includes cubby and hiding spaces, sound tubes, a playful tunnel experience and slippery slide.

Then there’s an ages four – eight years play zone: a fun-filled obstacle course providing imaginative and adventure play. The space includes numerous balance and climbing experiences, trampolines, swings and a spiral slide.

The real highlight of The Backyard, particularly on hot summer days, is the water play area, which features ankle to knee-deep water, children can pump the water pumps, dodge squirting frogs, spin water wheels and explore the winding streams of water. The Backyard features big shade sails and grassy banks, and has deck chairs for the adults. There are change rooms are right beside the water area, plus toilets and BBQs. The Backyard is also conveniently located right next to the shopping centre’s fresh food Marketplace!

Green Grove Park Pimpama

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Green Grove Park in Gainsborough Greens (Pimpama) isn’t the biggest playground in the area, but the playground’s interpretive and educational play experience is why it received an Award of Excellence – Play Spaces at the 2019 Queensland Landscape Architecture Awards in recognition of the playground’s elements of exploration, discovery, role play, balance, climbing, storytelling, exhilaration, and social interaction.

Children will enjoy this award-winning adventure playground with its eight-metre-high hill slide, timber log play forts, sandstone block stair climb, and sand play at the base. The playground also includes a reclaimed fallen tree for climbing over as well as big sandstone boulders and climbing structures. The area is connected by pathways and dry creek beds.

Note, there are no toilet or BBQ facilities available.

Hilltop Park Ormeau

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An oldie but a goodie! Hilltop Park is split into two sections, you’ll find a shady toddler play area with a car, climbing frame and mini playground with slide and swing in one area.

The main playground space is better suited for bigger children, with a larger playground and slide, large climbing net, balance beams, spinners and a swing set. Little ones can also climb the ramp up to the old water tower, which has been converted into a play structure.

Toilets, a BBQ , water bubbler and picnic shelter are right beside the playground, with additional shady seating all through the park.

Check out our guide to all the best playgrounds across South East Queensland! Read:

Best playgrounds in South East Queensland

For anyone who’s ever tried to learn a new language, you can probably attest to the fact it’s challenging. You think in one language and translate into another. There are new tenses, jargon, sentence structures, plurals versus singular words, never mind having the muscular movement necessary to form words with your mouth, the confidence to speak – we could go on and on. Now imagine what it could be like for a baby or small toddler?

There are benefits of course for children learning their mother tongue, or even a second language compared to adults learning language. According to German researchers, the melody of newborn babies’ cries is shaped by the sounds of their native language, which they hear in utero. Babies even babble in their first language. Wait, what? Meaning, from a very young age, they start copying the sounds and rhythms of the language they hear around them. This means they begin to use the same ups and downs in their voice (intonation) and the same timing as the language spoken at home. Plus, when babies babble, they often use the most common sounds (like consonants and vowels) from their family’s language. As babies continue to develop, their babbling starts to sound more like conversation, referred to as jargon, with a rhythm and tone resembling adult speech.

Fascinating, isn’t it?

So, how can you help your baby learn to speak? First, remember babies all develop at different ages and stages, so while some of their peers may be speaking, others may be more focused on movement, fine motor skills or something completely different.

How do babies learn to talk?

Babies learn to communicate by listening to the people around them, especially their parents. They will:

  • listen to people talk
  • watch facial expressions

Chatting with your baby is important, and it’s even better when it’s just the two of you. When it’s just parent and baby, without other adults or children around, baby talk can really work its magic. And when your little one tries to chat back, give them your full attention – it shows them you’re interested in what they have to say, and they’ll be encouraged to keep going.

It’s important to note that too much screen time isn’t great for babies’ language development. Australian and international guidelines suggest that children under two should ideally have no screen time, except maybe for a bit of video chatting. After all, your baby will find you way more interesting than any screen!

It’s great to use that sing-song baby talk voice, as babies love it. But don’t forget to mix in some regular, adult conversation too. Hearing how words are used in everyday talk is a big part of how your baby learns language.

Speech development milestones

Learning through play

You might know by now that it’s Little Scholars philosophy that children learn best through play. So with that in mind, we had some ideas about how you can play with your baby and help him or her learn to speak at the same time.

  • Talk about everyday stuff – As you go about your day, chat with your baby about anything and everything – like explaining why Daddy’s vacuuming or what you’re cooking for dinner. It might seem simple, but it’s a big deal for their language learning!
  • Eye to eye – speak to them at their eye level so they can see your mouth move, which will help them sound words by copying you
  • Echo and expand – When your baby tries to say words, repeat them back. If they say “mama”, you say “mama” too! And if they say something like “train”, add a little more, like “Yes, a big red train!”
  • Engage with their babble – Show your baby you’re interested in what they have to say. Make eye contact, smile a lot, and be all ears when they babble away.
  • Talk about their interests – If your baby shows interest in something, like a toy train, join in with related words or sounds – “Toot, toot” for the train!
  • Walk and talk – Walk them around the house, yard or neighbourhood and point out different things they’re seeing. It’s also a great sensory experience.
  • Story and song time – Reading stories and singing songs or nursery rhymes together is not just fun, it’s also great for language development. The 3A Abecedarian Approach, the reading approach we use in our campuses, helps children learn to speak through conversational reading. City of Gold Coast libraries and Brisbane Libraries also have story time and baby rhyme time group activities, which is great for socialising as well.
  • Cheer them on – When your baby tries to talk or points at something, like a dog, and tries to name it, give them a big cheer – “Great job spotting the dog, Charlie!”
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Supporting language development at Little Scholars

Sasha is a lead educator in one of the toddler studios at Little Scholars Burleigh. She says the Abecedarian Approach is one of her favourite tactics for supporting language development, especially when she’s reading with just one or two children.

“It’s a great way to have back and fourth conversation, for example ‘I can see a horse, can you show me where the horse is?’ or ‘I can see you’re pointing to a monkey, can you find anymore monkeys?’ another one could be ‘I can see you’re point to a dog, what noise does a dog make?’

“It’s not only conversational reading,” Sasha continues. “But also just communicating throughout experiences, if a child is stacking a block on top of another block communicating that action that the child is doing.”

Nikki, the lead educator in the nursery also at our Burleigh campus, says utilising one-on-one periods during routines and rituals, such as nappy changes, washing hands and faces, sunscreen times, are a great time to be talking to the children about what they have been and are doing, ‘we are putting our sunscreen and hats on so we are sun-safe to go outside,’ for example. They also name body parts during the process.

“We always warn the children if we are about to touch their bodies in order to help them, like for nappy changes or sunscreen application, and dictate what is happening to them, so we are verbalising every step,” Nikki says.

“We also talk through the steps at rest times as we place the children in their cots or walk into the cot room, saying ‘we are going to rest our bodies and have some sleep now, I will see you when we wake up and we will do ___’. Basically, we are constantly narrating to the children their every move,” Nikki says.

At our Deception campus, Hayley, lead educator of the toddler studio, does the same thing, but adds a little twist.

“I do a lot of singing, and turning things into songs!” says Hayley. We think that’s a great idea, research shows that singing can help with language development, memory, and even emotional regulation. Singing also has many physical benefits, like improving breathing and posture, and help with early literacy.

“I also think it’s important to be at the child’s level. Talking clearly, and using simple sentences, as well as showing interest when they are speaking to you,” Hayley adds.

Social media accounts to follow

Social media can be a great source for parents, so when it comes to baby speech, we’ve got a few we recommend.

Firstly, for all things child-development and early learning, @littlescholarsearlylearning

Then specific for children’s speech development tips, tricks and support, we like these Instagram accounts:

Remember, if you’re worried about your child’s speech development, talk to your GP who can advise or help you with next steps to support your child.

Speech development chart information from Speech Pathology Australia

We adore the endless stream of questions that little ones bring to us every day!  From an early education standpoint, we want children to learn at every opportunity. Children are inquisitive beings, and they have lots to learn! At Little Scholars, we cherish this innate curiosity in children and strive to foster a lifelong passion for learning.

As parents and educators, we understand that some questions from our little ones can catch us off guard, leaving us searching for the right words to provide age-appropriate answers. We’re here to lend a helping hand, so let’s tackle a few of these tough questions together!

Conception

How are babies made/how did a baby get in a mummy’s belly?

Children at this age are curious about the beginning of life. You can answer simply, “A tiny seed, called sperm, from the daddy joins with a special egg from the mummy, and that’s how a baby starts to grow inside the mummy’s belly.” They may understand it like a fruit grows from a seed. For young children, this should satisfy the question. You may want to explain it’s not the same kind of egg we eat for breakfast!

Death

What does dying mean?

The concept of death can be challenging for young children to grasp. We think it’s important to be honest here. You can say, “Dying means that a person’s body stops working, and they don’t feel pain anymore. They don’t breathe, eat, feel hungry or cold. It’s a natural part of life’s cycle, like when leaves fall from a tree in the autumn.” This is a topic that may be followed up with further questions, such as ‘will I die or will you die?’ and be honest. “Yes, we all die. But I hope to be around for a really long time. I have no serious illnesses that could change that.”

What happens to us when we die?

For toddlers and preschoolers, you can offer a comforting response like, “When someone dies, they become like a beautiful memory in our hearts. We remember all the happy times we shared with them, and they will always be a part of us.” If your family has cultural or religious beliefs around death, this may be the place to share, “in our family and our culture/religion, we believe when the body dies ______.” Your child may work through this further through their play, but just be there for them and prepared to revisit this topic.

Same-sex relationships

How come Louis has two dads?

Children may notice different family structures. You can say, “Families come in all shapes and sizes. Louis is very lucky to have two dads who love and care for him just like your mummy and daddy love you.”

Separation

Why does Ashley’s mum live in a different house from her dad?

When answering a small child’s question about why a couple has divorced, we think a simple, honest, and age-appropriate response that takes their emotional well-being into consideration works best. Here’s one way to address the question: “Sometimes, mummies and daddies decide to live separately because they have found they feel happier when they have some space. It’s like when friends need some time apart.

If it’s your separation, your child will need a lot of reassurance from you. “Even though mummy and daddy won’t be living in the same house, we both still love you very much, and we will always be there for you. You will have special time with both of them, and we will continue to love and care for you in different homes.”

Young children may have a limited understanding of complex situations like divorce, so keeping the explanation simple and reassuring them of their parents’ love is crucial. Encourage them to share their feelings and questions, and assure them that it’s okay to talk about their emotions. Creating a supportive and open environment helps children navigate through changes and emotions in a healthy way.

News events

What happened in the news that’s making everyone so sad?

Addressing sad news can be tricky. Open the discussion by asking your child what they know about what’s happened in the news. This is a good opportunity to correct false information and provide context. Remember to use age-appropriate language. Check your child’s understanding throughout the conversation and allow them to ask questions. You can say, “Sometimes, sad things happen in the world, and it can make people feel upset. It’s okay to feel sad or worried, and we can always talk about our feelings with someone we trust. You can always talk to me about anything.”

Science-related

Why is the sky blue?

The secret behind the blue sky lies in something called “Rayleigh scattering”. It’s a fancy scientific term, but it’s a super interesting phenomenon that helps us understand why the sky is blue. When sunlight enters the Earth’s atmosphere, it interacts with tiny particles like dust, water vapour, and pollen. This mixing causes the sunlight to scatter, or spread out, in all directions. When light waves hit these particles, they bounce off and scatter in different directions, just like water droplets scatter after you throw a rock into a pond.

Now you might ask, “Why is the sky blue and not another colour?” That’s because blue light has a shorter wavelength than other colours of light, like red or yellow. Shorter wavelengths scatter more easily when they interact with the tiny particles in the atmosphere. So, when we look up at the sky, we see more blue light than other colours.

But guess what? The sky isn’t always blue! Sunrises and sunsets are not only beautiful but also full of science. The colours we see during these times depend on the angle of the sun and the distance its light travels through the atmosphere. The lower the sun is in the sky, the more atmosphere the light has to pass through. This causes shorter wavelengths, like blue and green, to scatter more, leaving the longer wavelengths, like red and orange, to dominate the sky. That’s why we see those breathtaking colours during sunrises and sunsets!

Clouds, pollution, and weather can also change the sky’s colour, making it look grey, white, hazy, or yellow.

Where do birds go at night?

Children might wonder where birds go when it gets dark. You can say, “Birds have special nests or cozy spots where they rest at night, just like we have our beds to sleep in.

How do plants grow?

Children might be fascinated by the growth of plants and flowers. You can say, “The plants have roots at the bottom that absorb water and minerals in the ground, and then the stem starts growing. With the help of the sunlight, the stem grows in branches. Green leaves start growing out of the branches. The five things plants need to grow are sunlight, water, minerals, and food..

Why do we have seasons?

Seasons happen because the Earth goes around the sun. The Earth travels around the sun, called an orbit, once a year or every 365 days. As the Earth orbits the sun, the amount of sunlight each location on the planet gets every day changes slightly. This change causes the seasons. When it’s closer to the sun, it’s warmer, and when it’s farther away, it’s cooler.

Where does rain come from?

Children may be curious about rain and weather. Sunlight heats up water on Earth’s surface. The heat causes the water to evaporate/dry up into the sky, or to turn into water vapor. This water vapor rises into the air and makes up clouds. As the water vapor cools, it turns back into water, in the form of droplets or rain drops.

How do airplanes fly?

Little ones might be fascinated by airplanes in the sky. “Airplanes have special wings that help lift them into the air. When they move forward, the air goes over and under the wings, which creates lift and allows the airplane to fly.”

If they have follow-up questions, we liked the answers from Britannica Kids.

Growing up

Why do I have to go to bed early?

Children may question bedtime rules. You can say, “Going to bed early helps our bodies and minds rest and get ready for a new day of fun and learning.”

Why do I have to eat vegetables? 

Answer with something like, “Vegetables have special nutrients that help our bodies grow strong and healthy. They are like superhero foods for our bodies! We need a variety of food that have different types of nutrients so our bodies can get everything they need to be the best they can be.

How come your body doesn’t look like mine?

We bet you thought the puberty question would come later! But nope, your child has noticed there’s a slight difference between their bodies and their parents’ bodies. We know this can feel awkward to answer, but your child doesn’t understand why it could be hard for their parents to explain, so use proper words and keep it simple.

  • Why do you have hair down there? Getting hair under your arms and on your private parts is a normal part of growing up for boys and girls.
  • What are those bumps on mummy’s chest? They’re called breasts and they come in all different sizes. They can make milk when mummies have babies in their bellies and can feed babies while they’re little.

It’s okay not to have all the answers, and it’s perfectly fine to keep explanations simple and age-appropriate. If you don’t have the answers, you can look it up together. By embracing your child’s questions and engaging in open conversations, you’re nurturing their curiosity and building a strong foundation for their learning journey. Be sure to let your lead educator know you’re having these conversations at home. Your child is likely not the only one wondering some of these questions, and your educators can find ways to help them understand life’s curiosities!

If you’re a parent of more than one child, or spend time with children of varying ages, you may already see the benefits of those children interacting with each other. In early learning, while we arrange for children of similar ages or development together most of the time, we do make time and space for children to spend time with older and younger children. Why? There’s a lot of research supporting children of various ages and abilities spending time together. We’ll look at a few of these studies and hear from some of our Little Scholars educators who can attest to the advantages of mixing things up!

As an early education provider, we tend to group children together who share similar abilities, who are at similar stages of development or of similar ages. The benefits of this include:

Keeping children together of similar also means they’re stimulated appropriately at each age. Educators can tailor the curriculum to meet the specific developmental needs and milestones common to that age group, making learning more targeted.

As well, being with peers at the same developmental stage allows for more accurate assessment of a child’s progress and needs, aiding in early identification of any learning or developmental challenges, and children of the same age often share similar interests and play preferences, making it easier to form friendships and social bonds.

With a narrower age range, the skill gap between the most and least advanced children in the class is reduced, making group activities more cohesive, and children may feel more at ease and less intimidated when surrounded by peers who are at the same developmental stage, boosting their confidence in social and learning situations.

It also allows educators to be able to use age-appropriate language and teaching methods that resonate with the entire room, making instructions and lessons more effective.

The studios at Little Scholars

It’s of course true that within ages of studios, for example the nursery, the milestone range can be large – a six month old infant isn’t at the same place a 12-month-old is, and even a 15 month old, but they’re similar enough in their needs that it makes sense to group them together. Our educators plan experiences that focus on movement skills, language development, fine motor development, and strengthening of developmental milestones based on the interests of the babies and research.

For toddlers, who are roughly 18 months to three years old, most are walking by this stage, some of them are learning to speak, sharing with other children and becoming potty trained. For toddlers, the curriculum includes a lot of opportunities for little ones to move their bodies and expel some of that endless energy, but a big focus is on communication and language development, which is why we help your child get to know sounds, words and language, including early literacy and numeracy and social and emotional development.

Then of course, there are our three to five-year-olds, who are further developing their language and literacy skills, fine and gross motor development and more. They are learning to work together in groups as well as individually, all in the build-up to formal schooling.

This is all to say there’s important reasons why our little scholars generally are grouped within similar ages and abilities in their studios. But this does not mean we don’t want them interacting with other children! The opposite, in fact.

The theorists who supported mixed-age grouping in early childhood

 

The idea to mix aged groups in early learning is of course not a new concept. Here’s two of many theorists of early childhood who supported the idea of bringing children together of mixed age and abilities.

Maria Montessori, the founder of the Montessori method, was a strong advocate for mixed-age classrooms. She believed that older children could serve as role models for younger ones, fostering a sense of community and collaborative learning.

“One of the most important aspects of our education system is the use of the mixed age group which allows all the children to find what is suitable for them, irrespective of their age, and which allows the younger children a graded series of models for imitation, and the older ones the opportunity to reinforce their own knowledge by teaching what they know.”

Now, Montessori classrooms often have children of varying ages working together, which she believed promoted social and emotional development.

Lev Vygotsky, a Russian psychologist, also supported the idea of mixed-age play through his theory of the Zone of Proximal Development (ZPD). According to Vygotsky, children can learn more when they interact with peers who are slightly more advanced than they are. This aligns well with the concept of mixed-age play, where older children can guide younger ones, helping them to reach higher levels of understanding and skill.

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Theo (5) and little sister Mila (3) often get to spend time with each other at our Nerang campus, despite their age difference!

The benefits of mixing ages in early education

The benefits to having children visit with different age groups are plentiful.

Older children provide leadership and support to younger ones, enhancing skills and confidence for both.

At all of our campuses, there are several sets of siblings. By allowing siblings to interact, it can help younger ones adjust to the care environment.

Even if children don’t have siblings at their campus, mixing with younger children gives them the chance to take on ‘big sibling’ roles.

The benefits also include:

  • Improved social skills – mixing age groups promotes turn-taking, sharing, and reduces conflicts as children have different needs and interests
  • Complex play – older children elevate the play ideas of younger ones, making play more engaging and creative
    Language development – Younger children are exposed to advanced language, while older ones learn to adapt their communication
  • Confidence boost – Spending time with other children of varying ages helps shy or less confident children build social skills by interacting with younger peers

Fosters tolerance and diversity, benefiting children with developmental delays as well.

“I believe that children should have the ability to socialise with children of various age groups,” says Claire, the educational leader at Little Scholars Nerang. “Allowing opportunities for siblings to group together while at the service can assist children to feel a sense of belonging and ease separation anxiety throughout the day.”

For younger children, they can learn from a peer more knowledgeable than themselves, it teaches them problem solving skills and more, says Claire. For the older children, it teaches them nurturing, patience and understanding.

Claire shared a story of one mixed age grouping of two children who weren’t related.

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Jacob and Finn are six years apart, share a birthday and have a unique bond at Little Scholars Nerang

“Jacob and Finn are six years apart. Finn began his Little Scholars journey at four months old and took an immediate liking to Jacob aged six at the time. Throughout their friendship, Jacob has assisted Finn to learn how to talk, build and walk. Finn shows great excitement to see Jacob each day by looking for him and can now ask where he is. Finn and Jacob spend time reading and playing together. Jacob uses the abecedarian approach of see, show, say when reading to Finn to build his cognitive skills more specifically language. Each morning and afternoon they spend time together and Finn continues to develop his skill set.

The research

Mixed age grouping for children struggling socially

In 1990, a study in the United States looked at how being in a group with children of different ages could help preschoolers who were having a hard time making friends. The study had 24 children who were either acting out or keeping to themselves. These little ones were put into one of three groups:

  • A group where they played with a younger child who was good at making friends.
  • A group where they played with a child their own age.
  • A group where they didn’t get any special playtime.

The results showed that the children who played with younger, socially skilled children improved the most. They were more likely to make friends and were less likely to act out or keep to themselves.

So, this study tells us that mixing children of different ages can really help those who are struggling to make friends. It can boost their social skills and help them get along better with others.

Complex play in mixed age groups

Another American study found that children in mixed-age classrooms were more likely to engage in complex play modes than children in same-age classrooms.

Over a course of 18 months, there were 47 children who participated. The researchers, from George Mason University, used a variety of methods to collect data, including direct observation, parent questionnaires, and teacher reports.

One of the key findings of the study was that children in mixed-age classrooms interacted more with their same-age peers over time. The researchers suggest that this is because children learn from each other. For example, older children may teach younger children new skills, and younger children may help older children to develop their social skills.

The study also found that older children in mixed-age classrooms became more like younger children, and younger children became more like older children. This is known as bidirectional socialisation. The researchers suggest that bidirectional socialisation may benefit both older and younger children. For example, older children may learn to be more patient and nurturing, and younger children may learn to be more independent and self-reliant.

Overall, the study provides evidence that mixed-age classrooms can have a positive impact on children’s social and behavioral development.

Vocabulary growth in mixed-age groups

A Danish study found that children in mixed-age classrooms had greater gains in vocabulary growth than children in same-age classrooms.

The researchers followed the same group of children over time. The study began when the children were two years and nine months old and ended when they were six years and 11 months old.

The researchers didn’t specify how many trials they conducted, but they did report that the study included 2,743 children. The minimum age difference between children in the same classroom was six months, and the maximum age difference was 24 months. The researchers found classrooms with a maximum age range of 24 months were associated with the greatest gains in vocabulary growth.

To measure children’s vocabulary development, the researchers used a standardised vocabulary test. They gave this test to the children at the beginning of the study and again at the end of the study.

The researchers did not directly observe how the children interacted with each other. However, they did collect data on children’s social interactions through teacher reports and parent questionnaires.

Overall, the study provides evidence that mixed-age classrooms can support children’s language development. However, more research is needed to understand the specific mechanisms through which mixed-age grouping benefits children.

How teachers support mixed age groups

Another study, this time from Sweden in 2022, focused on how preschool teachers implement curricula in different age group settings. The study involved 3,340 children between the ages of two years and nine months and six years and eleven months, from multiple preschools and was based on interviews with teachers.

The study aimed to answer two main questions:

  • How do preschool teachers express that the curriculum is implemented in age-homogeneous groups vs. mixed-age groups?
  • What are the teaching strategies in the different age formations?

In age-homogeneous groups, teachers felt they could focus on specific age-related goals, whereas in mixed-age groups, the curriculum was more flexible, allowing children to learn at their own pace. The study concluded that both age-homogeneous and mixed-age groups have their own sets of advantages and challenges when it comes to implementing the curriculum.

Researchers focused on the impact of mixed-age groups on children’s development, particularly in vocabulary. The study found that mixed-age groups could be positively linked to individual children’s development, especially in vocabulary.

Advantages of mixed-age groups:

  • Children can contribute different knowledge and experiences, helping each other
  • No need for children to compare themselves; there’s always someone who knows more or less
  • Allows for learning at their own level and pace
  • Teachers can focus on spontaneous teaching based on children’s play and interests.

Disadvantages or challenges:

  • Requires special teacher attention to ensure every child has learned what they need to transition from preschool to school
  • Teachers have the responsibility to motivate children to become interested in the learning process.

The study suggests that mixed-age groups can be beneficial for children’s development, but they require a specific type of teaching approach.

As you have now read, the benefits of mixed-age play in early learning are plentiful and supported by a wealth of research and educational theories. While it’s common to group children by age or developmental stage, there’s undeniable value in allowing children of different ages to interact. Studies have shown that this kind of grouping can enhance social skills, encourage more complex play, and even boost vocabulary development. Our educators at Little Scholars witness these benefits daily and incorporate mixed-age interactions into our curriculum.

However, it’s not just about mixing ages for the sake of it; it’s about creating a dynamic learning environment that caters to the individual needs of each child. Whether it’s older children mentoring the younger ones or everyone learning to communicate at different levels, the advantages are clear. But it’s not without its challenges; it requires a nuanced approach from educators to ensure that each child’s developmental needs are met. So, while there’s no one-size-fits-all approach to early education, the evidence points towards the value of a mixed-age setting in helping our little scholars grow into well-rounded individuals.

Resources:

The Case for Mixed-Age Grouping in Early Education (1990) by Lilian G. Katz, Demetra Evangelou, and Jeanette Allison Hartman

The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment (2002) by Sarah Caverly and Adam Winsler.

Does mixing age groups in early childhood education settings support children’s language development? (2017) by Nina S. Mounts, Jaipaul L. Roopnarine, and Peter B. Smith.

Teaching and learning in age-homogeneous groups versus mixed-age groups in the preschool (2022) by Lena O Magnusson and Kerstin Bäckman

As the year draws to a close, our thoughts eagerly turn to the holiday season—a time for rest, cherished moments with family, and often, travel adventures with our little ones in tow.

Travelling with young children, whether by car or plane, can sometimes be a challenge for parents. But fear not, we’ve curated a list of our top activities to keep your little scholars engaged and happy on the journey! To keep the excitement alive, we’ve taken a leaf out of seasoned parents’ books: consider keeping these activities hidden and, for an added touch of magic, wrap them up like gifts to be unveiled en route.

At Little Scholars, we emphasise the importance of parental supervision for these activities. While we champion supporting local businesses, we must note that we cannot vouch for the compliance of their products with Australian safety standards. So while some of our suggestions may include links to Amazon, a third-party retailer, we also include reputable brands known for their strict adherence to safety regulations.

Headphones

We’re putting this at the top of the list, because they can fit on children of most ages. And, many parents might consider children’s headphones a necessity after a few hours of Cocomelon or The Wiggles on repeat. For children, specially designed ones for their small heads can help block out a bit of outside noise and help them enjoy their music, or children’s audiobooks or podcasts. Parents should look for ones that limit volume to no more than 85 decibels, and there are plenty of wireless or wired options and colours.

Myer, Kmart, Amazon, JB Hi-fi

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Children ages 3-6

The world’s smallest bean bag toss

This fun and challenging game is perfect for ages 3 and up. The set includes two launch pads and targets, six mini bean bags, two pegs to keep score, and all of the fun that comes with it. Get ready for some friendly competition!

You can find versions of this at Kmart, and Target for $10-$15.

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Connect 4

Connect 4 on the go with this compact version of the classic Connect 4 game! You and your opponent get 21 checkers apiece and the chance to get 4 in a row. But you both get the chance to block the other’s attempts to connect with your own checkers.

You can find this online at Amazon, Catch.com.au,

Download

Polly Pocket

Bring your childhood nostalgia to the next generation with Polly Pocket. Though heavily marketed at a girl’s toy, we think this is a great sized travel toy for any imaginative child, and the range of options are nearly endless, though the same can be said for the price point, which can start around $20 and go up.

Found in stores such as KmartBig WToymate and online at Amazon

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Wikki Stix

Children can play with these bendable sticks anywhere — on airplane tray tables, in the car, at restaurants, and more.

The individual packs come with a puzzle or shape for the little ones to make with the Wikki Stix. You can also buy kits, like the Wikki Stix Traveler playset that comes with even more activities.

Found in a variety of packs online on Amazon

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‘Magic’ Clay or play foam

Also known by other names by various brands, such as ‘Model Magic’, essentially it’s a children’s modelling clay, a slightly different texture to playdough, but its non-crumbling texture makes it less messy than playdough, perfect for driving or flying and keeping mess to a minimum.

Found for just over $5 at SpotlightBig WLincraft

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Wooden threading toys

Wooden threading toys are a great way to practice fine motor skills, problem solving, creativity, mindfulness and more!

You can find them for less than $10 at Kmart or Officeworks.

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Travel Tangram Puzzle

The tangram is a challenging puzzle consisting of seven magnet flat shapes, called tans, which are put together to form shapes. The objective of the puzzle is to form a specific shape (given only an outline or silhouette) using all seven pieces, which may not overlap.

You can find a lot of options of these at online stores such as AmazonTemu, for about $12 and up

Download 3

Children ages 1-3

Triangular crayons

Colouring is always a great activity for children, and these triangular crayons are perfect for flights! You can put them on the tray table with confidence, knowing they won’t fall off and go rolling down the aisle.

They’re also great for helping young ones practice their writing grip!

Find them on catch.com.auOfficeworks, and triangular coloured pencils at Kmart

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Sticker books

A classic child’s activity!

Some great ones include puffy sticker activity books, but children will love any of them, and the variety is endless. You can find them in your child’s favourite characters, including Bluey, Peppa Pig and Paw Patrol.

These are easily found in TargetBig WKmart and online stores.

Another idea! Sometimes, the frustrating thing about stickers generally is that once they’re stuck the first time, they’re not likely to stick again. And children love to peel them off and try to stick them again. In the car or on a plane, reusable stickers are great so children can create new play while buckled in.

You can find them at AmazonOfficeworks

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Gel window clings

Gel window clings are a great activity for babies or young toddlers. Those who are deep in their repetitive schema phase will love to peel these off and replace them again and again. They can be found in a massive variety of styles, and a variety of places in shops and online, Big WDymocksAmazon and more!

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Busy boards or books

These are great for toddlers, as they enhance fine motor skills in toddlers. As little ones engage with the various features of the board, they develop their hand-eye coordination, fine-tune their dexterity, and build finger strength. These skills are crucial for everyday activities such as fastening buttons and handling cutlery. And, these generally have enough to keep them busy for a while!

Find them on AmazonKmartTemple & WebsterTarget

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Children ages 0-18 months

Mess-free colouring books

These come in a variety of options, from invisible ‘ink’ markers to water brushes, these mess-free colouring books are great for little ones!

For the water brush colouring books, by using the refillable water brush you can watch bright images and activities appear right before your eyes using nothing but water! After bringing these scenes to life you can let them dry and enjoy the mess-free magic again.

Found at TargetAmazonBig WKmartOfficeworks and more!

Download 4

Sensory toys

Ok, we know this is a pretty broad spectrum, even for babies, but it’s worth sharing a few ideas.

These toys can bring a lot of interest to babies, exposing them to various textures, colours and patterns, and sounds. We’d suggest bringing out one they haven’t seen before to really draw their interest.

We love this one from Baby Bunting, which is a truly physical toy by promoting pulling and pushing, it also would be nice for aching chompers.

These Playgro animals, which can be found at a number of retailers from Big W to Target to Baby Bunting, are a hit with babies, are generally compact enough to be stored in a nappy bag or carry-on, and can often be hung from other objects, like car head rests.

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Pop-its/Fidget toys

These toys are great for any age, but they probably work as a slightly longer pass time for younger children.

These pop-its can go from simple design to ones that have games built in, such as ones that light up telling you where to touch next. They can be found in most department stores, online stores and often shopping centre kiosks.

KoganKmartBig W and more.

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Fidget spinners with suction cups

Babies love things that spin, so getting a few different fidget spinners that you can stick to windows or table trays are sure to be a winner!

Find them at Kmartcatch.com.auBaby Bunting and more!

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Free (or close to free) ideas

Fear not parents, we are also including some creative, budget-friendly travel activities:

  • Transform the humble airplane sickness bag into a puppet with a personality. All you need are some markers or coloured pencils for your child to add eyes, a mouth, and maybe even some hair.
  • Encourage your child to craft their own cup critters using the paper cups provided by the flight attendants.
  • Arm them with Post-it notes or fun-themed adhesive bandages to decorate their space (with your help, they can make sure to leave no trace behind).
  • An old spice jar and some pipe cleaners can become an engaging ‘post-the-shape’ game that’s perfect for developing fine motor skills.
  • With a handful of pipe cleaners and some uncooked pasta, your little one can thread their way to a handmade bracelet. (find pipe cleaners at Officeworks for less than $3!)
  • For a ready-made activity on the plane, consider free printable i-spy/scavenger hunt games designed for in-flight entertainment. Airport iSpy and Airplane iSpy. Here’s a road trip one as well. You can find lots of printable ones on sites like Pinterest, just keep in mind many are American, so will have American brands, road signs, etc.
  • And let’s not forget the power of snacks! Pack a variety of treats like raisins, cheese crackers, fruit pouches, blueberries, cooked pasta, mini sausages, rice cakes, bananas, granola bars, satsumas, cucumber slices, breadsticks, cheerios, and especially lollipops or dummies for help during descent.

The Little Scholars School of Early Learning recently joined forces with Southern Cross University for an innovative project, looking at how children engage and interact with social robots. NAO is a social robot that has been programmed to interact socially with people and this digital tool has the potential to serve as an educational aide in early learning settings.

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Little Scholars’ Yatala campus was buzzing with excitement as it welcomed Dr Michelle Neumann, Research Assistant Ruby-Jane Barry, and of course, NAO. The visits were part of an educational initiative that captivated the preschool and kindergarten children, as well as educators. The children couldn’t wait to see if Dr. Neumann and NAO had arrived and would dash to the parent lounge to check, educators reported.

The children had the opportunity for one-on-one interactions with NAO, participating in games like ‘Simon Says’, Q&A sessions, and activities focused on literacy.

Dr. Neumann, who leads the project, is an associate professor in early childhood education at Southern Cross University. She believes that this is a frontier that early learning is just starting to venture into.

Interestingly, Dr. Neumann’s journey into early childhood education began after becoming a mum to five children. With an honours degree in science, she decided to pivot her career towards education and early learning. She went back to university, earned her Graduate Diploma in Education, Bachelor of Primary Education, and then completed her PhD focusing on early literacy development. Her dedication has earned her a recent award for research excellence from Southern Cross University, recognising her work in early literacy, digital technologies (tablets, apps, social robots), child development, parent-child interaction.

Helping with social development

While NAO has been used to support children’s learning about STEM (Science, Technology, Engineering, Maths) and coding, social robots also have the potential to be used to support language, literacy and social learning in the classroom, according to Michelle

“As a physically embodied version of a screen, a social robot may help young children from a range of diverse backgrounds develop their language and social skills,” Michelle said.

“Michelle and Ruby were so approachable and more than willing to let our little scholars meet NAO,” says Raylene, lead educator in the senior kindergarten room. “I was fascinated with NAO’s abilities, and the potential social robots could have in a classroom setting. As a lead educator, the benefits of having an additional learning assistant was something I was happy to advocate for, so I was quick to start drumming up more families to participate in the visits.”

Raylene said she had a lot of conversations with children preparing them for NAO’s visit, even conversations that maybe one day, the children might have robot friends to help their teachers in the classrooms.

“This was super exciting for the children. I did have to remind them and to the families that it wasn’t happening straight away, but the concept was well received. Families enjoyed the debates of whether it would take jobs from educators, and I enjoyed discussing this with them. By day two, Michelle and Ruby were needing to organise additional days to attend the service due to the influx of families wanting to participate,” Raylene said.

Raylene said on the first day, it was evident that although the children were excited, there were also plenty of nerves. Most of the children participated well, with a small handful quite shy, she said. As the program continued, the children got used to seeing Michelle, Ruby and NAO in the parent lounge, those children who were a little shy to begin with looked eager to have another turn.

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“This was obvious in my own son Tannen. Tannen was one of the few who participated on day one. The whole lead up was a confident ‘I’m having a robot friend’ until he got his robot friend,” Raylene said. “After his turn he told me he didn’t like it a lot because it was scary, however as the days went on, and more friends started to participate, and NAO became a familiar face, all of a sudden he was eager to come to the door to see if they were there yet, and talk to other children on the way in to see if they were going to go and play games with NAO that day. This is the way it unfolded for several children,” Raylene said.

After a few one-on-one visits to introduce NAO to children, Michelle made a final visit to introduce more campus children to NAO and play some games.

“You could see the comfort of the children who were already familiar with NAO, and it acted like a scaffold for the children who hadn’t had the chance yet to interact with him. Comments from children like ‘Oh, that’s just NAO’ and ‘I already played this game and it’s really fun’ to encourage peers along were incredible to hear because it was listening to four- to five-year-olds comforting each other and being confident with the experiences they had just had,” Raylene said.

The future of social robots

Michelle said one day she’d love to introduce a full program which sees social robots in more early learning classrooms. But, she says, these are still relatively early days. Social robots are a work in progress, and she acknowledges they’re limited in what they can currently do. She’d love to also work with children who would benefit from additional language and literacy support. For that to work, NAO’s voice recognition needs development as it would need to have the ability to understand a spectrum of language milestones, she said.

“It would take a lot of time, guidance and professional development for educators… and a lot of support to be able to use the social robot in its current form,” she said. “But they’re working on AI generated social robots and these innovative opportunities may make using social robots more usable in the classroom.”

And, the robots are not cheap. NAO can cost up to $20,000 AUD, which she acknowledges would be financially prohibitive to many early learning settings. Michelle says her hope is that more research to can be done to better understand the role that social robots could play in supporting young children’s early learning experiences. With emerging advances in robotics, it may be possible that the production costs of these devices could one day become a more affordable educational tool.

The collaboration between Little Scholars and Southern Cross University has opened up new avenues for early learning, showcasing the potential of integrating social robots like NAO into educational settings. The overwhelmingly positive response from both children and educators alike underscores the limitless possibilities this technology could offer. As we look to the future, the hope is that advancements in AI and robotics will make these educational tools more accessible and tailored to the unique needs of early learners. This pioneering initiative serves as a testament to the boundless curiosity and adaptability of children, and the commitment of educators like Michelle and Raylene to push the boundaries of what’s possible in early education.

Jae Fraser, founder of Little Scholars, wholeheartedly supports the NAO project with Little Scholars.

“This is such an exciting project for our little scholars to engage in,” he says. “Introducing social robots to Little Scholars, isn’t just a leap in technology; it’s a giant step in nurturing young minds.

“We look forward to where this will go, and how we can use resources like this to continue the learning journey for Little Scholars.”

Additional information

The potential of social robots in early learning includes:

  • Fostering learner engagement and attention to tasks
  • Acts as a guide or teaching assistant in the early years classroom
  • Reduces educator workload
  • Makes learning fun

Potential barriers and obstacles for social robots in early learning:

  • Limited functionality of social robots, such as voice recognition, conversational turn taking, understanding context
  • Financial and technical maintenance of social robots
  • Professional development for educators
  • Ethical considerations
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