our history

Lady Nelson Childcare Centre is a privately owned and operated Centre.

We are very proud of our Centre, children, parents and staff. Our playground areas offer safety, shelter and a natural environment. We have two child care rooms, all with part vinyl, part carpet with toilet and/or nappy change facilities provided.

Lady Nelson Childcare Centre is registered with Department of Human Services and Department of Health & Family Services for 40 children at any one time. The Centre is open from 6.30am until 6:00pm Monday to Friday. We are open all year around with the exceptions of Public Holidays and weekends.
The centre is owned by a small family that endorses child friendly and developmentally appropriate child care. The centre’s day to day operations are managed by a team consisting of a Licensee, Director, Second In Charge. Any one of the management team can meet you at your convenience.


Lady Nelson Childcare


“The early childhood years (from birth to age 8) are formidable years in the growth and development of cognition, language, social, emotional and physical competence” (Robinson & Jones Dias, 2006, p.4). Children’s developmental growth takes place within different social and cultural contexts that they come in contact with.
Lady Nelson Child Care Centre seeks to recognise the above contexts by adopting Vygotsky’s theory of Socio-Culture, which states that “learning is different for each child and needs to be understood within particular cultural and social contexts” (Arthur, et.al, 2007).

Vygotsky also viewed “play” as an important social experience, as children learn many concepts and reasoning as they pretend play and organise themselves accordingly.
Play has a central role in learning, where children have the opportunity to expand their world. Learning in all domains — physical, social-emotional and cognitive — is the by-product of play that results when children are challenged, trusted, encouraged, supported, responded to and respected.

According to Early Years Learning Framework, p.15, Play provides opportunities for children to learn, as they discover, create, improvise and imagine. Children’s immersion in their play illustrates how play enables them to simply enjoy being.

Our total commitment in making a positive difference in the lives of children and their families, and in building a strong educator/caregiver, families and community partnership. The Early Years Learning Framework states the five key Principles as:

  • Secure, Respectful and reciprocal relationships
  • Partnerships.
  • High expectations and equity
  • Respect for diversity
  • Ongoing learning and reflective practice.

We endeavour to provide high quality care that reflects the five principles of the Early Years Learning Framework and; that has a safe and warm atmosphere, in a home-like environment, with programs that reflect a child’s interest, cultural and social context.

  • Offer children a homelike environment which promotes softness and warmth, variety and challenge in a safe physical setting.
  • Encourage children to develop a positive attitude towards learning, responsibility, self-discipline and positive self-esteem.
  • Ensure staffs treat children equally despite their gender, religions and culture.
  • Design a program which reflects the centre’s philosophy and goals in a balanced and developmentally appropriate way that includes childrens and families input.
  • Design activities which will allow children to develop their capabilities and interests at their own pace and according to their individual needs.
  • Facilitate personal and social development by group experiences with peers, friendly interactions with adults and activities which promote their sense of independence and wellbeing.
  • Facilitate physical development by providing activities which foster fine and gross motor skills.
  • Facilitate creative development and aesthetic awareness by giving children the opportunity to appreciate the creative products of others and express their feelings through art, drama, music and movement experiences.
  • Facilitate intellectual development


By providing activities and experiences which allow children to experiment, think, reason and question the world around them and develop their problem solving skills.

  • Facilitate language development by valuing communication and conversation about daily events, experiences and people of interest to the children and modelling appropriate language forms, and by using home languages of the children.
  • To provide child-staff ratios which promote increased interaction and co-operation amongst staff and children and facilitate continuity of care.
  • Ensure staff has regular training opportunities to improve skills in working with children and families and be aware of the latest developments in programs and practices.
  • Acknowledge that parents have the most important and enduring relationship with their children and provide a range of services which support and enrich this relationship.
  • Provide information about Centre management to parents and value any input they choose to provide.
  • Prepare meals which meet children’s daily nutritional requirements and are culturally diverse and are religiously appropriate.
  • Adhere to hygiene principles which reduce the spread of infectious diseases and encourage children to follow these principles.
  • To value PLAY as an important learning vehicle, hence we provide many opportunities and experience through-out the day, in which children make their own choices and decisions, initiate interactions, assume responsibilities, merge their own interests with that of the group, care about the needs of others, cope with adversity, and are challenged by tasks that prompt them to stretch.
  • To value children as strong, competent and resourceful, and developing within a social context.
  • To provide an environment that encourages children to develop their capabilities and interests at their own pace and according to their individual needs. We offer a program which recognises the uniqueness of each and every child and provides positive encouragement for the child’s continued growth.

The program contributes to the Early Years Learning Framework outcomes for each child, that is:

  • Outcome 1: IDENTITY – Children have a strong sense of identify.
  • Outcome 2: COMMUNITY – Children are connected with and contribute to their world
  • Outcome 3 : WELLBEING – Children have a strong sense of wellbeing.
  • Outcome 4: LEARNING – Children are confident and involved learners
  • Outcome 5: COMMUNICATION – Children are effective communicators.




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