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Learning Outcomes

Outcome 1: Children have a strong sense of identity

  • Children feel safe, secure, and supported
  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
  • Children develop knowledgeable and confident self-identities
  • Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing
  • Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  • Children transfer and adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and gain meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking

If your child’s Educator feels there is an area of concern, they will inform you and advise where help may be sought, e.g. speech therapist. It is always your decision to follow this up. Educators are always willing to discuss any aspect of development with parents.

Learning Framework


At Little Peanuts Early Learning Centre, we pride ourselves in providing high quality care for all children. Educators implement a holistic & inclusive approach to positively support children’s growth of identity, self-esteem, and critical thinking. The resulting curriculum creates endless opportunities for children to grow.
We believe children learn through play and in an appropriately arranged space that provides opportunities to extend on their interests, needs and overall development.

CP 2

Educators are committed to and strive to support and nurture each child in a welcoming and caring atmosphere. Little Peanuts provides a learning environment that will support and foster the health and wellbeing of each child who attends the service.

CP 3

Our goal is for each child to feel like they belong in this environment, are able to be in the moment and become who they are by exploring their identity, and developing their interests and ideas. Little Peanuts has a Sustainability Action Plan and a Reconciliation Plan embedded in the service’s curriculum to support optimum outcomes for each child.

CP 4

Our team is made up of appropriately experienced and qualified individuals who collaborate with each other to support children’s learning and wellbeing. Our educators work with reference to The National Quality Framework, the Code of Ethics, the centres Code of Conduct, this Philosophy, The Early Years Learning Framework and The Queensland Kindergarten Learning Guidelines.

CP 5

Educators are respectful of children and communicate with them to build confidence, and nurture children’s ability to form strong and positive relationships with adults and peers at the centre. We work to understand each child, how they communicate best and support each child, to develop those skills for lifelong learning.

CP 6

We encourage family involvement as it is integral to a high-quality program. We recognise parents as their child’s first and most important teachers and seek to work with families to support children to achieve optimum outcomes. We do this through a curriculum that is developed with involvement from Children, Families, Educators, and the wider community. Our aim is to work in collaboration and share strong partnerships with families to ensure we maintain the quality of care we provide.

CP 7

All educators are provided with ongoing professional development opportunities and are actively involved in reflective practice and the development of the Services Quality Improvement Plan. We document all aspects of care and education to ensure we meet the requirements of legislation and best practice standards we continually strive for. We actively promote organisation and leadership strategies to support our continuous improvement approach.

National Quality Framework

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Philosophy CTA.....