Our philosophy

Cradle to Crayons Education & Care provides a safe learning environment for young children to play, grow and develop. Since our Bundaberg long day care centre opened, we have grown from 2 staff members with 6 children in our care to 18 educators and more than 100 children enrolled. 

Owner Dianne Luthe and our qualified early childhood educators use play-based learning activities and intentional teaching for children aged from 6 weeks to 6 years old.

Our centre offers specifically designed indoor and outdoor learning environments, with a 14,500m adjoining nature block for unstructured play. By engaging young children to play and learn in the natural environment, we can help promote an active lifestyle and nurture problem solving, motor development and social skills. 

Our Bundaberg educators receive ongoing training to ensure they are providing the latest and best care for your child. Read on about our programs and policies, or call to book a tour of our centre today.

Our mission is to provide a welcoming and engaging, learning and care environment where the needs, rights and expectations of every child, family and wider Bundaberg community are met. We believe that by providing children and families with a place that they can belong, be and become the very best they can be, we are investing in a future where tolerance, respect and diversity are embraced and valued. We value and respect every child and recognise their right to inclusion, support, education and care within an early childhood setting.

We value and support the role of the family as the child’s first teacher and believe that the cornerstone to effective practice and high quality care and education are the relationships that we form with each other. Educators work towards a deeper understanding of the people, cultures and communities that influence the children’s lives. We respond and encourage others to respond sensitively, respectfully and positively to the diversity of ways of knowing, seeing and doing at the service, and the complexity of each child’s cultural identity.

We recognise that Aboriginal and Torres Strait Islander history language and culture are integral to our national identity. Our pedagogy and practice weave the local history, stories and knowledge into the fabric of our educational programs and throughout the service. We believe that by teaching about Aboriginal and Torres Strait Islander cultures and perspectives and in particular that of the Taribelang and Gooreng Gooreng Tribes we are leading to improved outcomes for Indigenous peoples across our community. We are striving for genuine and sustainable reconciliation between the Aboriginal and Torres Strait Islander peoples, Cradle to Crayons and the wider community.

We understand the value of play and the possibilities that can arise when we utilise the environment as the third teacher (Reggio). We strive to create beautiful physical environments where nature, colour and design are celebrated, where there are opportunities to explore, investigate and wonder and where the artistic creations of our children are embraced.

We value the children as being competent, capable and individual learners who should be given every opportunity to succeed and shine. We believe that learning as dynamic, complex and holistic and as such, opportunities, experiences and resources should be flexible, varied and open-ended to allow the exploration and discovery of new ideas. We believe in the rights of all children to experience their own sense of agency and make choices and have a voice in the decisions that affect them daily.

We have made it our mission to work innovatively and collaboratively to make nature play a normal part of childhood again and a normal part of our day here ate Cradle to Crayons. We believe that nature play is fundamental to a full and healthy childhood. We believe that children improve their health, wellbeing and levels of physical activity when they spend time outdoors and in nature. We believe that children who have had experience dealing with risky situations are more likely to develop responsible attitudes towards risk later in life.

By providing the children with opportunities for long term learning we can see them motivated to investigate, hypothesis and engage with their peers and educators on a journey of discovery. Vygotski’s notion of the Zone and Proximal Development inspires educators to scaffold children’s learning and this supports our image of the child on an evolving journey rather than just one milestone to achieve. This scaffolding allows the educators to understand where the child’s learning is leading to and then enables the intentional teaching to be meaningfully considered and collaborated.

By implementing strategies from the Abecedarian Approach Australia, we aim to support families and to improve children’s early development and their school achievement. The Abecedarian Approach places a priority on children’s language acquisition, because language is a proven core of early learning and school readiness. Language allows children to organise their thoughts and explain their ideas; it gives them the means to express their feelings; and it gives them the tools they need to interact with peers and adults.

As early childhood educators we understand the role movement plays in early childhood development while giving children all they need to move their bodies, build their brains and develop the foundations they need for a lifetime of learning. Through The Moving Smart Program, educators make links with fundamental movement and brain development in order to promote optimal physical and neurologic development.

To enable children to become initiators of their own learning, the educators at Cradle to Crayons will create a supportive and inspirational environment. In achieving this, we employ Educators who possess a passion for working in early childhood care and education. Our team reflects a diversity of education, training and life experience. We draw upon each individual person’s knowledge, experience and talents, encouraging a lively culture of professional enquiry, continual improvement within the National Quality Framework and supporting their participation in regular professional development.

We believe that early childhood is a time of wonder and should be a celebration of the learning journey. When children and learning is valued and nurtured appropriately it fosters individuals that can positively contribute to their community and the greater society.