Step Ahead Kids Early Learning Centre provides a quality childcare service. Our programs are multicultural and integrate additional needs in a warm, secure environment through our team of qualified and experienced educators.  Our preschool program includes discovery, investigation, and exploration, where enthusiastic and active children can expand their skills and knowledge. Through intentional teaching practices, individual and holistic designed program, and enriched age-appropriate activities, teachers and educators ensure preschoolers have enjoyable, appropriate, and meaningful learning experiences that lead to success in school and in life.

Literacy and numeracy

The Early Years Learning Framework (EYLF) strongly reminds us, the foundations of literacy and numeracy are laid well before formal schooling starts: Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood (DEEWR, 2009, p. 38). We therefore have a responsibility to incorporate literacy and numeracy into our programs, but to do so in a way that is in keeping with the principles and practices of the EYLF and of sound early childhood practice.  At Step Ahead Kids much literacy and numeracy learning is incidental—meaning it happens as a result of being in environments rich in language and mathematics without the need for direct instruction. When children see language and number concepts used around them in meaningful ways and as part of their everyday experience they begin to internalise them. They begin to recognise words, letters and numbers and use language and ideas that they have seen educators or other children use. An environment that is rich in literacy and numeracy possibilities is therefore an important starting point.

Resiliance and Confidence

Resilience is the ability to steer through serious life challenges and find ways to bounce back and to thrive. We are born with the capacity for resilience. But resilience is not something we have or don’t have. We work on it throughout our lives and we need to start as early as possible. Educators do this in many ways such as: building bonds with Educators and caring adult, by providing opportunities to learn skills, provide opportunities to participate in meaningful activities, give attention and affection, playing together, listen to children with interest, show empathy to children, and assist children to identify and express their feelings.


Sustainability is not just about conservation but also about related issues of fairness and equity and the importance of thinking about our impact on the lives of future generations.  Today’s young children represent the first of those future generations and this makes it important for us, as educators, to help them realise the significance of caring for and protecting their environment.

This responsibility is reflected in the NQS, which asks that each service take ‘an active role in caring for its environment and contributes to a sustainable future’ (NQS Standard 3.3). More specifically, settings are asked to embed sustainable practices into their operations (Element 3.2.3) and to support children to ‘become environmentally responsible and show respect for the environment’ (Element 3.3.2).

Music and Movement

Dancing, musical games and movement activities develop children’s coordination, control and body awareness. Musical experiences also provide opportunities for children to explore the elements of music such as beat, rhythm and tempo.  Our Teachers and Educators believe that listening to songs and music helps to develop children’s listening skills, language, vocabulary and memory.

Fundamental Movement Skills

Between the ages of three and five years’ children are starting to develop their gross motor skills and enjoy a wide variety of activities.

Gross motor skills are a specific set of skills that involve different body parts such as feet, legs, trunk, head, arms and hands.

These skills are important because they are the "building blocks" or foundation movements for more complex and specialised skills required by children throughout their lives to competently and confidently play different games, sports and recreational activities offered at school and in the community.

Early Intervention

Every child, regardless of their needs, has the right to participate fully in their community and to have the same choices, opportunities and experiences as other children. Additional supports may be provided to children with disability and additional needs and their families to help them participate in an inclusive society that enables them to fulfill their potential. 

Research shows that providing support early is linked with improved outcomes for children with disability and additional needs, particularly when support is provided in the child's natural environments (ADHC NSW). We work with KU, ISDN, local speech therapists to support our families.

Multiculturalism and Inclusiveness
One of the contemporary issues facing educators and families today is raising children to become culturally competent and sensitive from a young age.  When interacting with people whose culture and background are different from their own, children need to learn how to respect and accept these differences, they risk growing up into adults who contribute to problems brought about by discrimination.  Only by teaching children cultural competence can we hope to have a society based on mutual respect and acceptance.

Learn through play

Educators draw on their values, professional knowledge and skills as they pay close attention to the interrelated pedagogical practices outlined in the Early Years Learning Framework:

  • holistic approaches
  • responsiveness to children
  • learning through play
  • learning environments
  • intentional teaching
  • cultural competence
  • continuity of learning and transitions
  • assessment for learning.

Planning and teaching for learning through play has long been considered a key feature of early childhood education—a feature which distinguishes it from other sectors of education and is deeply grounded in our history. The EYLF has a specific emphasis on play-based learning and teaching. It acknowledges that children have a right to play under the principles of the United Nations Convention on the Rights of the Child (UNICEF, 1989).