Early childhood education has far-reaching benefits, not just for children, but for society as a whole. By investing in the early years, we create a foundation that supports the well-being of families, strengthens communities, and drives economic growth.
Here’s why:
It creates a happier and healthier workforce. Early education supports parents, reducing absenteeism and turnover by improving overall wellbeing and mental health. This leads to a more stable and productive workforce.
It establishes a future-ready workforce. Children who receive early education develop crucial social and emotional skills, preparing them to handle future complexities and challenges.
There are huge economic benefits. Early childhood education contributes significantly to the economy. It generates $313M in immediate tax revenue and an additional $495M in future tax revenue. This is because parents of children in early education can work more, and these children grow up to earn higher qualifications and wages.
It actually has the potential to reduce public spending. How? There’s a $1,194M reduction in health, welfare, and crime costs. Early education leads to lower rates of obesity and smoking, more people entering the workforce, and fewer involved in the justice system.
It can increase household Incomes. While costs are incurred in childcare fees, overall families benefit significantly, with household incomes increasing by $1,463M. Many parents can work more hours or re-enter the workforce thanks to early childhood education.
It enhances lifetime earnings. Early education boosts lifetime earnings by $997M due to higher academic achievement and qualifications.
It leads to healthier lives! Each year, 8,500 children are less likely to face obesity-related health issues, 2,300 are less likely to become smokers, and 763 are less likely to be incarcerated as adults.
It improves productivity. There’s a $319M increase in productivity from a more educated workforce. Additionally, 4,000 fewer children drop out of school each year because early education provides them with the foundational skills they need to succeed, and often leads to a lifetime love of learning.
These benefits underscore the critical importance of early childhood education for everyone. Investing in our youngest learners is an investment in our future.
At Little Scholars, we are committed to supporting not just the incredible children we have the privilege of educating, but their families.
Through initiatives like our Family Time program, which includes haircuts, quarterly date nights, take-home meals for the children and parents. We also arrange specialist appointments on-site which include optometrist, podiatrist, speech pathologist visits, dentist, and child health nurse appointments.
We believe that by nurturing these relationships and providing high-quality early education, we can help create a brighter future for all.
Book a tour today to see firsthand how Little Scholars can support your family. Visit www.mylittlescholars.com.au to learn more.
Families who live in South East Queensland, a truly beautiful part of the world, are fortunate to enjoy pleasant weather most of the time. But, like anywhere, we get our (small) share of rainy or cooler days. And while one or two days of weather-related downtime can be welcome, our corner of the Earth can sometimes see days on end of rain, something we’re not quite used to, which mean our little ones may be bouncing off the walls if we don’t find some weather-appropriate things to do for them.
Since Little Scholars is in the business of small humans, we’ve gathered some activity ideas for parents we know children will love in any weather!
Images and information courtesy of the organisations listed in this article. You can find their websites by clicking on each title.
With its plethora of beaches and hiking trails, most people associate the Gold Coast with sunshine and heat, a near-perfect holiday destination, but what can families do if it’s cool, cloudy or raining? The answer is, there’s still plenty to do!
We’ve selected some of the most fun, unique indoor activities families with young children can do on the Gold Coast, the Redlands and in the state capitol, Brisbane.
This creative hub offers plenty of rainy day entertainment options. Wander through five levels of thought provoking and inspiring displays, exhibits and artworks at the incredible HOTA Gallery. There’s a Children’s Gallery on Level 1 where little ones can do craft activities and interact with creative displays.
The Gold Coast Motor Museum in Upper Coomera is a fantastic option for rainy days, featuring over 80 cars and memorabilia. Opened in October 2020 by brothers Carl and Grant Amor, the museum is a tribute to their parents’ love for cars. Located in the scenic Gold Coast hinterland, adjacent to Stanley’s Barn Restaurant & Bar, it’s a perfect destination for family fun and nostalgia.
Only closed Mondays and Tuesdays, children under 13 enter for free, and they’ll love exploring the eclectic range of vehicles spanning the years 1900 to 1988.
Looking to entertain your children and use up some of that endless energy? EMF Junior caters for children ages two to 13, with massive ball bits, slides, tunnels, climbing apparatuses, giant blocks and more. There is a separate zoned toddler area that caters to their specific abilities and needs.
Parents can also book their children in for the creche at Nerang and supervised drop and shop sessions at Pacific Fair, which comes in particularly handy for parents who need a bit of time to themselves!
A classic rainy day activity! But the 13 locations of Gold Coast City Libraries are not your grandmother’s library! They offer a ton of benefits besides an incredible array of books!
Join your library for fun times as the friendly librarians help build pre-literacy, communication, language and social skills for your babies, toddlers and preschoolers.
Baby Rhyme Time – Giggle, coo and cuddle with favourite rhymes and songs. Ideal for children from birth to two years.
Toddler Time – Sing, move and groove, learn new words and make new friends. Ideal for toddlers aged two to four years.
Storytime – Listen, laugh and roar with favourite stories old and new. Ideal for children from three to five years.
These are offered seven days a week across all locations. For your closest library’s schedule, or to find nearest availability for these programs when they suit your schedule, click this link.
Grab the family and head over to Paradise Resort Gold Coast for an experience rare to the southern hemisphere – ice skating!
Planet Chill is suitable for anyone over three years, and to make it a little easier for beginners to stay on their feet, Planet Chill has fibreglass penguins to help make your ‘icecapades’ more bump-free.
Your family will be gliding to popular music, a disco ball and under-ice lighting to light up your session.
IMAGINATOR is a multisensory, walk-through experience that houses a series of immersive art installations that celebrate imagination, technology and play.
There are 15 immersive, one-of-a-kind experiences under one roof that have been created by a talented team of architects, audio-visual artists, futurists, renderers and sound designers. The rooms feature multi-sensory installations like AI projections, sensor-triggered LED waves, giant silk parachute canopies, cosmic gardens, an anti-gravity sunset, an electronic hall of mirrors, a digital wishing well and a whole heap more.
Suitable for all ages, and is generally safe for people with sensory sensitivities, epilepsy or neurodiverse persons.
Marvel at hundreds of rare and unusual artifacts and get hands-on with unbelievable interactives at Ripley’s Believe It or Not! Surfers Paradise. Play your way through! Shatter your senses in the Vortex Tunnel, where illusions and a colourful light show transport visitors into a mind-bending dimension, or let curiosity be your guide in the Funplex, filled with hands-on interactives.
Families can add on fun by purchasing an experience at the Ripley’s Mirror Maze Surfers Paradise
Charming Redland Bay has a real country feel despite being a growing bayside residential community. For its residents, the conservation areas and places for sport lead the activities, but that doesn’t mean rainy days mean families need to stay home.
The IndigiScapes Centre is Redland City Council’s environment education centre. Situated on 14.5 hectares of serene natural bushland, IndigiScapes offers native botanical gardens, a native nursery, bush trails, a nature playground. But while a lot of its appeal is focused on the outdoors, it does have an indoor environment that visitors can access in less desirable weather.
The Discovery Centre is full of information, displays and hands-on learning opportunities for visitors of all ages! With interactive environmental education areas, microscopes, lookout window, and touch screen activities, everyone will love learning more about the natural world.
After exploring the Discovery Centre, you may have worked up a hearty appetite, so check out the IndigiCafe and enjoy local cuisine with a bushtucker twist while overlooking beautiful Coolnwynpin Creek tributary on Redlands Coast. You’ll love the food so much, you’ll want to take some of the bush flavours and spices home with you.
Check out the Redland Museum! Step inside the Museum and discover a treasure trove of historic artefacts and fascinating stories about the people, places and events that helped to shape the Redlands Coast.
The museum even has a toy hall of fame, where children can see unusual toys from the past, play with the interactive model railway, wind the handle and make calls on 100 year old telephones and see a collection of 100 dolls in handmade costumes.
They can also climb aboard and ‘drive’ the Redlander railmotor and even see how children learned at school in the past.
Open seven days a week from 10am to 3.30pm, the museum is great for families. Admission prices are $10 adults, $6 concession, children are FREE.
This award-winning gallery offers ‘Family Sundays at the Gallery’ once per month at RAG, Cleveland. These sessions offer families a chance to create together exploring a variety of techniques themed to compliment the gallery’s latest exhibitions. It is a great chance to connect with each other while enjoying some hands on creative fun. The gallery also offers a Parents and Prams session one Wednesday a month as an opportunity to explore the latest exhibitions, socialise and get arty.
Called a ‘hidden gem’ on Tripadvisor, we’re bringing this charming museum out of hiding to share with our families. The museum represents the 65,000 years or so of Aboriginal history, the British invasion and colonisation and a complex shared history of less than 200 years.
If your little artist wants to try something new, why not visit Colour My Pot, a pottery painting and clay studio that provides a fun and creative environment where people of all ages can come together and make memories and some beautiful art.
Colour My Pot also caters to children for birthday parties and school holiday activities.
If families are looking for something completely different to do, or have a locomotive-obsessed little ones, check out the Queensland Pioneer Steam Railway in Ipswich!
Experience a ride on vintage steam trains from the early 1900s and learn about Queensland’s railway history as you travel along historic tracks. Enjoy beautiful countryside views and grab a bite to eat or drink onboard. Check their website for dates and times.
Queens Park Environmental Education Centre offers locals, visitors (and especially families) the chance to learn more about Ipswich’s unique natural environment, waterways, and sustainability themes at no cost. Located in the heart of the city’s beloved Queens Park, children can get hands-on with this delightful, interactive, playful learning environment.
The Centre has many environmental education exhibits that showcase Ipswich’s unique natural environment, waterways, and sustainability themes. The interactive displays connect visitors with nature in the home and around the city. Families will love visiting the giant fig ‘growing’ inside the centre and explore the variety of ecosystems and wonderful wildlife that can be found in the Ipswich area.
Did you know Ipswich has Australia’s only public library dedicated to children? It features a specially designed catalogue with over 35,000 books just for children, and unique multi-reality interactive experiences.
The Ipswich Children’s Library is designed to be an interactive and engaging space for children. It features various zones with elements that encourage exploration and active participation. Highlights include a series of colourful tubes where children can send fabric pieces flying through the air, large interactive screens, and colouring tables where children can scan and watch their decorated fish swim on a screen. The library also offers cosy reading nooks, a gaming touch screen with STEAM-based puzzles, and a unique Reading Tree with a cushioned tunnel for reading. The space is filled with natural light, thanks to its floor-to-ceiling windows overlooking the Nicholas Street Precinct and landscaped gardens.
The library is open seven days a week and hosts regular, child-focussed programs and events and special tech adventures just for little ones!
Head over to Carindale to exert some of your little ones’ boundless energy where you’ll find this active adventure-play centre specially designed for pre-school children, offering fun, active-play experiences that help develop a positive relationship with physical activity.
Hologram Zoo is a family-friendly entertainment centre that operates like a traditional zoo, but with a twist – all the animals are holographic projections created using laser light technology. Suitable for children aged three and above, there are different country based shows like Africa, North Pole, Asia, and Australia. The zoo even allows guests to travel back in time and visit the dinosaurs.
Area 51 Brisbane is Australia’s largest indoor playground, occupying an incredible total space of 10,000 square metres of endless fun for all ages.
For babies to small toddlers there’s Astrotots Wonderland and Cosmo’s Inflatable Wonderland. For children aged three to four, they can explore Mini Rovers, which includes Trampoline Park, Cosmo’s Inflatable Wonderland and Gizmo’s Galaxy. Children ages five and up can explore Universe, which includes High Ropes, Bouldering, Trampoline Park, Gizmo’s Galaxy, Mega Slides, Parkour X or Ninja Park.
Adults are very welcome to supervise for free or play for the price of a ticket.
Area 51 also has four different eateries, including iDumplings, Night Market, Mollis and the Area 51 Cafe.
At Little Scholars, with locations across South East Queensland, we understand that rainy days are opportunities for unique and engaging learning experiences. Our early learning service is dedicated to providing the highest quality early education and care, making every day, rainy or sunny, a chance for exploration, learning and fun.
Our beautiful campuses, best of the best resources and sector-leading curriculum, including play-based programs underpinned by the Early Years Learning Framework, ensure that your child won’t miss a beat in their development, even when it’s pouring outside.
Our team of dedicated educators tailors activities to the individual needs and interests of each child, making every day an adventure in learning. We cherish the deep, nurturing relationships our educators build with each child and celebrate the friendships they form with their peers.
Why not see for yourself how we transform rainy days into super fun learning experiences? Book a tour today and join our Little Scholars family!
While it feels increasingly common, when the news cycle often brings unsettling stories into our homes, it can be tough for parents to find the right approach to discuss such events with their young ones, or even know if they should. Here we share some thoughtful strategies to help you navigate these challenging conversations, ensuring you, and your little ones, feel secure and supported.
How to navigate this news with the family can depend heavily on the age and maturity of the members.
During a time in which the news may make us feel defeated and deflated, or fearful and stressed, we hope we can support parents in addressing global events sensitively and thoughtfully, especially important given that young children are always looking and listening.
Young children’s exposure to news should be limited, according to experts. This can be done by turning off the TV during news broadcasts and restricting children’s access to your social media channels to shield them from disturbing images. It’s also advisable to limit discussions about frightening events around young children, saving such conversations for after they’ve gone to bed. While some exposures may be unavoidable, these steps help protect your little ones from unnecessary distress.
For small children, they may not be able to verbalise their feelings, so in times of stress, or if you think your child may know what’s going on in the news, be attuned to any changes in mood or behaviour. These changes in your child could include:
Some adults may remember American children’s TV star from the 1970s and 80s Fred Rogers, who once shared advice that still could be applied today. He said, “When I was a boy and I would see scary things in the news, my mother would say to me, ‘look for the helpers. You will always find people who are helping.’” If children hear about a car accident, talk about the brave bystanders and paramedics who quickly arrive on the scene. If they hear about war abroad, you could about all the ways people come together to help those in need – providing aid, opening their homes, and raising money. This could and should segue into a conversation about how as a family you could help people who’ve experienced adversity or traumatic situations, like a house fire or homelessness.
Appropriate age-language is important here, because young brains just aren’t developed enough to understand some of the harsh realities of the human experience. Even something simple like using the verb ‘hurt’ rather than killed, murdered, stabbed, etc all of which are verbs that could scar young children.
Sarah Bergman, a psychotherapist with Counselling on the Coast, says parents should also be aware of their own conversations, actions and moods, because children can be very attuned to their parents. She agrees that if parents are noticing changes in their children, they should provide a little extra care and attention, but says they should mindful of giving over-the-top anxious attention as this can further little ones’ worries.
“It may just be that parents provide more presence to their little ones at this time, allowing opportunities for anything that needs to emerge and it may just be a little bit longer snuggle at bedtime, where they integrate a felt sense of warmth and safety, that all is ok in their little worlds with mum and dad as their protector,” Sarah suggests.
Finally, if you’re concerned about your child, this is a conversation to have with early childhood educators and your Little Scholars campus manager. We’re on your family’s team, so please tell them about any behavioural changes you’ve noticed, what you’ve done at home and what your wishes are for while they’re in childcare.
Our educators have been trained in trauma response and can even offer insight into your child or suggestions on how to further navigate the difficult feelings they may be experiencing.
Disasters, the media and your child
We hear a lot about how important the first five years are for children’s brain development, and it’s a time when children’s curiosity is at a lifetime high, so it’s the perfect time to embrace their curious minds by extending these interests and keeping those little minds active and absorbed, and a new study out of Queensland explores this in further detail.
Griffith University researchers recently concluded a three-year study investigating the progression of curiosity into enduring interests and its role in fostering a continuous learning culture. The study involved 57 children aged four to five from south east Queensland, participating in two-week enrichment programs covering 15 diverse topics. This research sheds light on the developmental journey of young children as they cultivate interest in various subjects.
This research looked into how young children start to take an interest in different subjects and how this interest affects their learning. The study aimed to find out the best ways to spark interest in children, how interest fits into their learning, and what effects it has.
To tackle this, the study, led by Ellie Christoffina van Aswegen, introduced special programs filled with topics aimed at getting children excited about learning. These programs included a variety of subjects not typically taught to young children but are essential for a well-rounded education. This approach is based on the idea that children should be exposed to a wide range of knowledge to help them understand new information better and build on what they already know.
The chosen subjects ranged from plants and animals to famous artworks and space exploration, divided into three sets. The first set included topics like reptiles and continents; the second set covered the human body and insects; and the third set introduced children to religions and dinosaurs, among others. These topics were selected to broaden the children’s knowledge and provide a solid foundation for further learning.
The enrichment programs were delivered with a mixed approach of direct instruction, explicit instruction, play-based learning, group reading, and take-home activity booklets.
The underlying principle of the study was that a broad knowledge base is crucial for children’s learning because it helps them connect new information with what they already know, making it easier for them to understand and learn new things.
The study reviews the nuanced distinction between curiosity and interest in children, drawing on insights from Renninger and Hidi. It suggests that curiosity is the spark ignited by a specific question, a momentary engagement, as Dewey describes, that captures a child’s attention briefly. In contrast, interest is portrayed as a deeper, more sustained engagement with a subject, driven by a desire to gather extensive information and maintain engagement over time.
The research looks into the dynamics of how curiosity evolves into interest. Initially, a child’s curiosity prompts a flurry of questions about a topic. This questioning phase deepens their interest as they uncover new knowledge, fueling a continuous cycle of inquiry and discovery. Interest is described as encompassing three interconnected facets: actions, thoughts, and emotions. Together, these elements foster a rich learning environment in early childhood, where knowledge acquisition is intertwined with emotional engagement.
Researchers highlight the critical role of emotional connections and perceived competence in sustaining interest. When children develop a strong emotional attachment to a topic, their eagerness to explore and learn intensifies. Similarly, feeling adept in a certain area enhances their interest, propelling them to pursue further learning.
One example mentioned in the study was building on children’s interests of flowers. Educators led a two-minute activity during which the children pretended to be flowers. Two children showed some disengagement towards the end of the activity. Comments made by the researcher and thoughts on possible reasons for disengagement were included in notes. Each component of the session was similarly identified and analysed providing a snapshot of engagement during the session.
Before and after participating in a two-week program focused on flowers, children’s knowledge about flowers and their parts, such as stems, leaves, and roots, was evaluated. Initially, although all children were familiar with the concept of a flower, many lacked knowledge of its basic parts. However, by the end of the program, there was a significant increase in the number of children who could accurately illustrate these parts on a flower diagram. For instance, the ability to draw a stem improved from three to 17 children.
Similarly, the program enhanced children’s recognition of different types of flowers. Prior to the program, only a few children could name any flowers. Following the program, a substantial improvement was noted in their ability to identify common flowers like roses and dandelions. For example, the number of children identifying a rose increased from two to 16.
Observations of the children’s play and interactions during the program indicated a deep engagement with the topic of flowers. Activities ranged from drawing and painting flowers to hands-on exploration and pretend gardening activities. This engagement suggested a high level of cognitive involvement with the flower program.
The researchers observed data on the behavioural and emotive component of interest through video, notes, and feedback provided by both the early childhood teacher and the classroom educators.
Feedback from parents provided through a post-program questionnaire offered additional insights into the children’s growing interest in flowers. Parents reported behaviors indicating an increased awareness and curiosity about flowers in their environment, such as noticing or wanting to pick flowers. This parental feedback supported the observations made during the program, confirming a heightened interest and engagement with the subject of flowers among the children.
The researchers concluded that social interaction was key to developing interest. Social interaction, between teacher and child, their peers and at home, formed the basis of developing interest in the various topics of the enrichment program.
Each component of the program was delivered through images, interesting facts, stories, music, and drama. Researchers found engagement increased as the teacher showed more enthusiasm and modelled curiosity. The study noted that it became clear that the teacher didn’t know all the answers to children’s questions as their interest took them in a variety of directions, and the teacher became a learning partner motivated to research the topic further. The children also motivated each other to learn more, creating art, playing games, bouncing ideas off each other, solving problems and exploring nature together. Familial involvement was identified as another factor impacting curiosity and interest development in a positive way, such as parents working with children to collect or observe flowers or plants in nature to support their learning and working on take-home activity books together. The children brought in their completed take-home activity booklets, to share with the class as well as any ‘treasures’ they had found such as a feather, a flower, a leaf, etc. which stimulated conversation.
The study also examined how children emotionally connected with different subjects, aiming to spark feelings of wonder and awe. This approach occasionally led to feelings of empathy and compassion, or simply brought about joy and delight. Certain subjects allowed children to marvel at the wonders of nature, feel empathy towards animals, or experience the simple pleasure of discovering delightful things.
The study did not shy away from challenging emotions, such as the sadness children felt watching a whale get untangled from fishing nets. Children were provided a supportive environment to discuss their feelings, helping them expand their emotional vocabulary. This is important because understanding different emotions can assist children in managing their feelings better, as they learn various strategies for emotional regulation. Additionally, engaging in music, art, drama (role-play), and free play allowed children to further process their emotions, aiding their emotional growth.
The research also revealed a strong connection between emotional and cognitive engagement. Children became more inquisitive and sought additional information on topics that touched them emotionally.
At Little Scholars, our educational program, The Collective, is based on the premise that children are most successful at learning when curriculum experiences account for children’s interests, strengths, and individual needs. The Collective encompass all aspects of Little Scholars, including a collaborative approach with our children, families, educators, and community.
Our weekly programs, which can be seen in our studios, are responsive to the evolving interests and needs of the children and allow for flexibility and extended periods of play and research to test theories.
Renninger, K.A., & Hidi, S. (2017). The Power of Interest for Motivation and Engagement (1st ed.). Routledge. https://doi.org/10.4324/9781315771045
Harackiewicz, Judith M., Jessi L. Smith, and Stacy J. Priniski. (2016) Interest matters: The importance of promoting interest in education. https://journals.sagepub.com/doi/10.1177/2372732216655542
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.
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.”
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.”
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.”
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.”
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.
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?
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
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.
We’re sure approximately 96.3 per cent of parents deal with a child who, let’s say, is choosey about what they want to eat. So choosey, in fact, they may choose to eat almost nothing you put in front of them. The amount of stress that puts on parents can be surprisingly strong. After all, as adults, we eat what we want, we understand benefits and consequences of what we put in our bodies, we understand when we’re famished and when we’re just not that hungry. But for some reason, when it comes to the little humans we’ve created, their diet can become a massive focus of parenting-what-did-we-do-wrong. You want so badly to make all the right decisions in parenting, to ensure your child is well-fed from a variety of nutritious sources so they can grow to be the healthiest, best version of themselves.
So how do we handle this picky phase – (though the term phase suggests it’s a short period of time when in fact it can be years or even a lifetime of challenging food preferences)?
We brought the village together and came up with some suggestions to ease the stress mealtime puts on everyone.
19. If you have the creativity and the time, present the food into characters, scenes or animals your child likes. Search for ideas on Pinterest or Instagram!
20. Don’t answer the question ‘what’s for dinner’. Come up with a silly answer such as “bugs and onions”, or something obvious ‘food’, but don’t give them time to dread dinner.
21. In Piaget’s developmental stages, there’s a phase known as the preoperational stage, where a child’s understanding of conservation is still developing. For example, if you pour juice from a short, wide glass into a tall, narrow one, they might believe the tall glass contains more juice because it looks “bigger,” even when they see the pouring happen. This concept can be cleverly applied to serving vegetables to children. By arranging the veggies closer together, they seem “smaller” to the child, giving the impression that they’re eating less. Conversely, spreading out items like chicken nuggets can create the illusion of a larger portion, making mealtime a bit more appealing to them
22. Everyone at the table eats the same meal, but try to include one item everyone likes. No alternatives, or if you have to, make the alternative something like veggie sticks and hummus. Eating together as a family is also a great way to bond and create lasting memories.
23. The one-bite rule: say something like, “Remember the time you didn’t think you’d like cherries, but you did? Let’s try this sweet potato now, because you might like it. Once you try it you can say, “No thank you!” but you have to at least try it! Then that food is no thank you food.”
24. The ‘silver bowl snack’ to expand their palate, one tiny taste at a time. If your child doesn’t like something, say something like, “well your tastebuds must not be grown up enough for that yet, let’s see what happens next time you try it.” Since children often want to be more “grown up” they may willingly try the offending food again the next time it was offered. If the child decides to try it, make a big deal about how grown up your child is getting.
25. Keep pre-cut vegetables and fruits in a bowl or clear Tupperware container, front and centre in the fridge and — important — then place some on a platter on the kitchen counter in your child’s line of vision all afternoon.
26. Do your children like mashed potatoes? Get more veggies in there! If the mashed potatoes turn green? Well, they’re Hulk potatoes obviously. Are they orange? Then they’re Nemo or insert-your-child’s-favourite-orange-character-here.
27. “We get our children to pick a meal they want to eat for dinner for the week and we buy the ingredients then they all get a night to cook dinner for us, makes them interested in wanting to eat the meal they make for us, and they need to choose something with a minimum of two veggies.” Jess, enrolments officer.
28. Sprinkles also go a long way. Yes, actual sprinkles, or foods that they can shake on like sprinkles. Think seasonings, herbs and chia seeds. If a child doesn’t like the food presented, ask what you can add to make it more exciting. And let them do the sprinkling. Sometimes, it really is as simple as that.
29. While it’s easy to use a smartphone or TV to occupy your child’s attention and you might even see your child mindlessly eat, that’s actually not what you want. You want children to be focused on the food, but also focused on family time and conversation.
30. Relax! Try not to put pressure on them to eat. You wouldn’t want someone constantly commenting on your plate choices and habits. Mel, operations manager of Little Scholars, said her son has been picky since he was two years old. When she spoke to a nutritionist, she said “as long as he was eating 20-25 different foods throughout the week he would be OK.” While it can feel stressful, your child is likely getting the nutrients they need, whether you’re offering fresh, frozen, tinned foods, you’re trying your best, your child is flourishing, and one day, this will just be a memory!
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.
Babies learn to communicate by listening to the people around them, especially their parents. They will:
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.
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.
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 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
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.
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 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.
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 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:
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.
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.
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:
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:
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:
Disadvantages or challenges:
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.
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.
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.
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.
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,
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 Kmart, Big W, Toymate and online at Amazon
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
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.
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.
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 Amazon, Temu, for about $12 and up
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.au, Officeworks, and triangular coloured pencils at Kmart
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 Target, Big W, Kmart 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 Amazon, Officeworks
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 W, Dymocks, Amazon and more!
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 Amazon, Kmart, Temple & Webster, Target
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 Target, Amazon, Big W, Kmart, Officeworks and more!
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.
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.
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 Kmart, catch.com.au, Baby Bunting and more!
Fear not parents, we are also including some creative, budget-friendly travel activities:
At Little Scholars School of Early Learning, we’re dedicated to shaping bright futures and instilling a lifelong passion for learning. With our strategically located childcare centres in Brisbane and the Gold Coast, we provide tailored educational experiences designed to foster your child’s holistic development.
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
