Educators


We are a fully accredited, exceeding, community-based, not-for-profit centre.
All income from parent fees is used for the expenses involved in providing high quality care for your children.

Our professional and experienced team of Educators includes many who have been here long-term and have a wealth of experience and knowledge about the needs of young children and families. Treasure Island supports new students to the industry, providing high quality training alongside there studies. Our team of Educators are continually learning and growing and provide educational programming based on your child’s interests and learning styles.

  • Warm, caring, friendly and dedicated Early Childhood Educators
  • Above regulation ratios of qualified staff
  • A clean, safe and secure environment
  • Stimulating and varied early learning programs based on the ‘Early Years Learning Framework’
  • Fully air-conditioned centre
  • Large, natural and exciting outdoor play areas
  • Fresh, nutritious meals prepared daily by our cook here at the centre
  • Positive inclusion of children with additional needs
Educator to Child Ratio
  • 0-2yrs = 1:4
  • 2-3yrs = 1:5
  • 3-6yrs = 1:10
  • Each room has a lunch cover staff so ratios are maintained

 

Curriculum


National Quality Standard

For the first time, Australia has a National Quality Standard linked to national learning frameworks that recognise the importance of the first five years as foundations for learning. These are ‘The Early Years Learning Framework’ for long day care, and ‘My Time, Our Place’ for school aged care.

National Benchmark

The National Quality Standards sets a new national benchmark for the quality of education and care services. It allows for families to make informed decisions about child care centres. Treasure Island has been rated as an Exceeding Service.

Early Years Learning Framework

The Early Years Learning Framework (Belonging, Being and Becoming) was endorsed by the Council of Australian Governments (COAG) on the 2nd July 2009. It is the first early learning framework to be nationally endorsed for the use by educators in a range of early childhood settings. The EYLF outlines key principles and significant practices that underpin and guide the work of all early childhood educators. There are three (3) interwoven concepts in the frame work Belonging, Being and Becoming

Belonging

Knowing where and with whom you belong. Belonging is central to being and becoming, in that it shapes who children are and who they become.

Being

Recognises the significance of the here and the now in children’s lives. The early childhood years are not solely preparation for the future, but also about the present.

Becoming

Children’s identities, knowledge, understandings, capacities, skills, and relationships, change during childhood. Becoming reflects this process of rapid change that occurs as young children learn and grow.


  • The Relationship Between Educators and Families

    The relationship between Educators and families is important for children of any age, but they are particularly important when children are very young. Through a mutually trusting and respectful relationship, information is shared so both families and Educators build a more complete, detailed and current picture of the child, as a unique person and an amazing learner. The information you provide allows Educators to link your child’s experiences at home with the time they spend in the early childhood setting.


  • The Educators

    The Educators are responsible for creating an atmosphere and environment which is responsive to the physical, emotional, intellectual, social and special needs of each individual child, and to the group as a whole. This approach reflects the philosophy and framework of the service. The curriculum is child-centred, and takes a ‘hands on’ approach. Educators act as facilitators who create an environment and experiences which is stimulating, safe, nurturing and fun.