Educational Program

Emergent Curriculum

Little Heroes embraces the emergent curriculum and places it in practice when exploring what is relevant, interesting and personally meaningful to the children. An emergent curriculum is constantly evolving in response to children’s changing needs and interests, parental and community interests and concerns, and educators and teachers priorities. Each of these key elements shapes the direction for future learning. Educators and Teachers incorporate flexibility in the curriculum to ensure that the requirements of the Early Years Learning Framework and the Kindergarten Program are met.

There is a cycle of planning put in place at Little Heroes that educators follow, which guides educators to document children’s learning through daily snippets and two weekly learning threads. These learning threads are sent to families at the end of the week and provide families with an understanding of what children are investigating and exploring throughout the course of the week. Individual assessments on each child are documented and shared with families twice a year and the kindergarten children receive a transition statement to share with their future primary school. We believe it is our role as educators to help children grow and develop to the best of their potential. For this to occur, children need our guidance, support, and trust as they are gently encouraged to try new challenges and practice new skills.

Early Years Learning Framework

“Education is the most powerful weapon we have to change the world” – Nelson Mandela

Little Heroes follows The Early Years Learning Framework Belonging, Being and Becoming as it defines the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school.

Belonging ‘knows where and with whom we belong’.
At Little Heroes we believe that children, families and staff need to feel they belong. We create this environment that is consistent, flexible, inviting, stimulating and challenging. Staff ensure that they are respectful of all children and their families. We acknowledge different family cultures and cultural backgrounds.

Being is ‘who I am and here and now’.
We strive to support children in being who they are by providing opportunities where they can select and make choices. By providing these experiences children will develop healthy self-esteem, self-concepts, competence and confidence. Children will build relationships where they can teach, discuss and learn from others. We celebrate children as individuals who have individual learning requirements and knowledge bases. We strive to provide positive role models who will support, guide and encourage all children in their own self-discovery of learning.
It is through celebrating our individuality and our interests as a community, that our program will enhance the children’s skills, ideas and thoughts

Becoming is ‘about growing and evolving’.
To do this we provide support networks for children and their families. As teachers, we value parents as key educators in their children’s lives who work with us to support their children. Through these partnerships we can support children in developing to their full potential in the highest quality centre we can provide. We support not only children and families but each other as staff.
From the safety and security of our centre children and families will grow strong and always want to remain a part of our community.

Kindergarten Program

Little Heroes offers a kindergarten program which is delivered by a qualified Teacher for at least 15 hours a week, 42 weeks a year, for the year prior to Prep. Going to Kindergarten will help your child learn early literacy and numeracy concepts, and develop communication skills to help their reading and writing. Families may be eligible to claim a Kindy fee subsidy for 40 weeks of the year if their child attends the program for more than 15 hours a week.

The staff at Little Heroes recognises that each child is an individual with interests and abilities that are fostered through working alongside peers and staff. They are respected, valued and embraced for their individual qualities. Each child is competent and able to teach and learn from others. We encourage children to have pride in their work through the self-select program, where children are encouraged to make choices through play that are appropriate to their age and developmental stage. This allows each child to develop at their own pace, with appropriate stimulation and challenges. This is achieved through children leading their own investigation, extending upon their interests and prior knowledge.

Mission and Vision statement

Mission statement

We, at Little Heroes Child Care Centre, believe that our mission is to enable the children to be the best that they can possibly be each day.


Vision Statement

Our vision is to provide the best education and care anywhere.

From the Little Heroes philosophy and mission statement as well as the Code of Ethics and the Early Years Framework there are Principles and Practices which form the basis of all educator’s personal pedagogies and practices. Whilst using the principles to underpin each educator’s individual theoretical practice, educator’s will also incorporate a range of early childhood pedagogical practices that promote children’s learning which reflect contemporary theories and research. Practices used to promote children’s learning are considered when designing and implementing developmental curriculum.


The practices considered are:

  • Adopting holistic approaches
  • Being responsive to children
  • Planning and implementing learning through play
  • Intentional Teaching
  • Creating Physical and social learning environments that have a positive impact on children’s learning
  • Valuing the cultural and social contexts of children and their families
  • Providing for continuity in experiences and enabling children to have successful transition
  • Assessing and monitoring children’s learning to support children in achieving learning outcomes.

Little Heroes Long term goals:

For Children to…
  • be encouraged to participate in a variety of experiences which will enhance the development of critical thinking skills
  • develop an understanding and positive attitude towards gender, their own and others cultural and linguistic backgrounds and differences in ability
  • use peaceful strategies and appropriate skills in approaching and resolving problems and conflict
  • gain the skills to develop positive relationships outside their family context
  • gain an understanding of empathy, concern and respect for the rights of others
  • develop confidence in the use of their bodies and to develop physical competence
  • be encouraged to explore different ways to be creative and expressive through a variety of mediums
  • feel confident in their use of verbal and nonverbal communication skills
  • have the opportunity to develop an understanding and awareness of their natural and self-made environments
  • Experience independence in actively making choices and decisions in the daily program.
  • Provide a learning environment where children’s needs are nurtured and developed through a range of experiences.
  • Provide the highest possible quality of care for children 6 weeks to 5 years.
  • Have opportunities to establish new relationships with their peers and other adults.
For Families to…
  • Provide input into the program, learning environment and care of their child at the service in any way they feel comfortable.
  • feel comfortable and confident in the care their child is receiving and in the service environment
  • work together in partnership with educators to enable their child to reach their full potential
  • develop a trusting, open relationship with educators at the centre
  • ensure that family discussions relating to Little Heroes Child Care Centre are in a positive manner to elevate child anxieties
  • feel that their values and beliefs are respected
  • Be aware that the centre promotes an open door policy where family are welcome to come in to the centre at any stage to interact and observe their own child during their session time.
  • Establish effective communication and an exchange of information with staff regarding their child on a daily basis