Our Learning Environments

Our Service

Our service is a purpose built, family operated, boutique education and care service. In 2023 the service will be extended to provide care for up to 36 children from birth to five years of age. 

Our indoor learning environment

Indoors, we encourage children to engage with natural materials, loose parts and open-ended materials. We offer a dramatic play space such as a home corner, small world play or area where children can use their imaginations. Creativity is an important element of self-expression, therefore, we offer paint, clay, playdoh, 'goop' and other media. 

Children are able to develop cognitive and problem-solving skills using various resources from both natural and processed materials to build or engineer constructs using various materials. Music, cooking and sensory play are also an important part of our overall educational curriculum. Learning opportunities are also found in routine events such as mealtimes, personal hygiene and sun protection routines.

Our outdoor learning environment

Outdoors is representative of our nature play philosophy which encourages children to immerse themselves in the natural world and take considered risks in play to build confidence. The environment includes natural elements such as, grass, sand, stones in creek beds, logs to balance on, a deciduous tree which provide interest all year round (especially as it loses leaves in Autumn), native trees such as bottle brush to attract the bees, a timber cubby house, climbing equipment to test our physical abilities, a Yarning Circle which is a special space to 'yarn/ tell stories' and enjoy fires and outdoor cooking. We also value water play, loose parts and recycled materials, imaginative play resources, sandpit resources and bike and trikes of all sizes for coordination and movement.

  "Supporting children to be the best they can be.”

For Children

At Bagdad Education and Care we believe that children are born as unique beings, full of potential with their own innate gifts, beauty and sense of self and should be respected as individuals. We see our role as facilitators of their individual learning journeys and believe all children are competent and capable beings with strength, creativity, independence and a voracious curiosity to explore and learn about their environment, the wonders of nature and the community they live in.

We believe children need love and acceptance from the people who support them and therefore we endeavour to provide both children and their families with a sense of security through honest and thoughtful personal interaction and by providing an environment where children can experience fun, freedom, equality, respect, diversity and meaningful relationships with educators and their peers in a safe space.

We also believe that children learn best from stimulating and challenging environments, that provide engaging educational opportunities and encourages exploration, the investigative process, self-expression and growth; physically, intellectually, socially and emotionally, as well as, the opportunity for the child to determine directions and outcomes.

For Families

At our service, we aim to collaborate with families, as the primary educators of their children, to work toward a common purpose; the building of a culture which respects childhood as a time to explore, create and be joyful and give their children a sense of belonging, being and becoming as we work to cultivate meaningful connections between home, the service and community (including the local school) to enable seamless transitions between all environments. By building respectful and reciprocal relationships with children, their families and the community and encouraging participation in all areas of the service’s program and practice we believe children will ultimately benefit through the exchange of experience, ideas and knowledge enabling educators to create purposeful and intentional programs for each child.

For Educators

As an education and care provider we aim to create a community of learning by caring for and educating our community’s children and supporting their families. Similarly we aim to support, empower and mentor our educators to embrace the journey of learning by encouraging them to engage in ongoing professional development to be the best educators they can be in order to ultimately achieve our primary goal of providing the best possible quality care for children.

We love to get beyond the fences and explore our local community which supports community connections and provides children with a sense of place.

Walks on Country

Sometimes we like to explore the local Bagdad Community Club area which includes walking through:

• The golf course to explore the rivulets, 
• The Bagdad Community Club playground to extend our physical development and build confidence.
• The tennis court to 'shoot hoops', navigate obstacle courses on bikes or kick balls.
• The local cricket oval to fly kites, paper planes or play games.
• The community to participate in Clean Up Australia Day (annually in March) and tidy up our local area to develop environmental responsibility and children's sense of citizenship.

Our Adventure Bus

Our home away from home is Chauncy Vale Wildlife Sanctuary. We visit this special place to explore the bush and all it contains, such as the flora and fauna as we discuss sustainability and first nation's culture. Research shows that children gain a deep sense of place, wellbeing and calm when immersed in nature. During Winter, we also have access to the Hut at Chauncy Vale where we sit and reflect in front of the fire as we 'yarn', tell and read stories and draw and play games.

At other times (and depending on the program and children's interests) we have explored: 

• MONA
• Tasmanian Museum and Art Gallery (TMAG), 
• Goulds Lagoon, 
• Tagara Lia (Child and Family Centre, Bridgewater), 
• Botanical Gardens, 
• Bagdad and Kempton Fire Brigades
• Brighton Dentist
• Local parks, playgrounds and farms.
• And many more...

Incursions

We often invite community organisations or professionals in to support out educational programs. Most recently we have enjoyed presentations from:

• Nita Education for cultural education.
• Delta Dog for dog safety.
• Tasmanian Snake Rescue/ Reptile Rescue for snake safety
• SES to understand community volunteers and personal safety.
• Water Safety presented by one of our parents, a swimming instructor.
• A Chiropractor to enrich our program on the human skeleton.

Our service is registered with the Australian Children’s Education and Care Authority (ACECQA -established 1st January 2012). We are an Approved Provider and licensed for up to 36 children. 

Our last quality assessment, conducted by the Department of Education, Children and Young People's Education and Care Unit took place in March 2024. Our service was rated as Exceeding the National Quality Standards. We are committed to ongoing self-evaluations and quality improvement processes necessary to ensure that our practices, policies and standard of care continue be at the highest level possible.

 We are very proud to be an integral part of the Southern Midlands community and value the relationships we have with our families.

Our service has been awarded:

• The Pride of Australia Award in 2012 - nominated by one of our families for service excellence.
• The Little Scientist's Early STEM Award for Tasmania in 2018, 2020 and 2022.

Our service is an accredited:

• Little Scientist Centre (Little Scientist's Australia) 
• SunSmart Centre (Cancer Council)
• Move Well Eat Well Centre (Tasmanian Government)

We are Members of:

• Early Childhood Australia (ECA)
• Australian Childcare Alliance (ACA)
• Racism- It Stops With Me - this organisation promotes respect of all people through inclusive practices that promote diversity and cultural safety.

We have Commitments to:

• Our service has a published Reconciliation Action Plan (RAP) to demonstrate our commitment to honouring the history and culture of the palawa of Tasmania as custodians of the land we work and play on  Narragunnawali - Who has a RAP? 
• We support Clean Up Australia Day every year to develop a sense of citizenship and environmental responsibility amongst our children.
• Sustainability - All of our programs are underpinned by environmentally friendly practices to promote a cleaner world and the conservation of resources through recycling and re-using resources where possible. This includes procuring resources and equipment through sustainable sources and during programs, such as Loose Parts Play.

We have raised funds for:

• Walk for Autism (our team are involved with the annual challenge to walk 10,000 steps for a week.)
• The Pyjama Foundation (for children in foster care)
• Footy Colours Day (to support cancer research for children's cancers).
• Bush Fire Appeals
• Guide Dogs Association
• A Mums and Bubs bag for a mum in need.
• And many more...

We have benefited from:

• Donations from Coles Junior Landcare with a vegetable garden
• Donation of a tree from National Tree Day from Granton Plants
• Grants for sunshade sails, play equipment, plumbing and flooring through minor infrastructure grants programs from the Dept of Education, Children and Young People. (DECYP)
• Many donations of toys, children's clothes, books, recycled craft resources etc from generous families.
• Donations from Xtreme Rides and community volunteers to raise funds to fit out our new infant/toddler room opening in 2023.
• The generosity of our families and community tradespeople in providing their time, cultures, hobbies, discoveries, resources and their professional goods and services to our centre over many years.

 Our service has partnered with the Department for Education, Children and Young People's (DECYP) Working Together for Three Year Old's Program. This program offers children who have never attended education and care before, free early learning for 2 days a week for the year before they start school. To take part in Working Together, children must be:

• Three years old on or before 1st of January in the year they will take part
• In their year before Kindergarten
• Not currently enrolled with an early childhood education and care service (sometimes known as childcare) 

And meet at least one of the following criteria:

• Have parents/primary carers who hold a Health Care Card
• Identify as Aboriginal and/or Torres Strait Islander
• Receive support or interventions from the Child Safety Service
• Have two or more concerns identified through the Parents’ Evaluation of Developmental Status (PEDS)

For more information For families - The Department for Education, Children and Young People Tasmania (decyp.tas.gov.au)