Small Strokes


We program one week in advance, but our priority is flexibility and openness to change the program at any moment, depending on how play shapes what we do.

What we plan for:

the source

Where did the idea for an activity come from? A child's suggestion? A parent's feedback? A social media post? As a part of the Planning Cycle, we like to make sure that we are clear about where our ideas come from.


In the middle childhood context, intentionality includes actively promoting children’s learning through challenging experiences and interactions that foster high-level critical thinking skills. Intentionality includes engaging with children in meaningful ways that support and extend their thinking and learning (from the Guide to the National Quality Framework).

children involved

Often the children that we plan an experience for and the children who engage can be two very different groups. When we critically reflect on this, we may be able to see more clearly how to tailor a program to all children in our care.

'our ways'

This framework shows how to overlay the School-Age Framework, our Service Philosophy, and the 8 Ways of Aboriginal Learning into one cohesive approach to play. Looking forward, we will soon overlay the 7 Quality Areas.

Click here to see how this looks in diagramatic form.

critical reflection

All of our educators are professionals who see play as very serious business! We use play theory, educational theory, and the combination of multiple perspectives to reflect on our program every single day.

where to next?

Every one of our educators is creative, professional and informed. When they reflect on the play they have witnessed for the day, they make suggestions about how that activity could be further extended for even more learning and play. The coordinator uses all of this information to move onto a brand-new program, tailored to the specific play needs of their community.