Babies are unique and have their own patterns for play, feeding and sleeping. At Buggles all our babies are given extra special attention and we have more carers per child for babies than any other age group because we understand the special level of attention and care that babies require.

Our carers will use your baby’s individual patterns as a guide to introducing daily activities that will spark their interest and promote healthy brain development. Lots of personal attention and interaction from our carers will also help to develop basic cognitive and social skills. 

Every activity carried out with our babies is designed to develop their physical strength and their hand-eye coordination; develop their senses and spatial orientation; develop skills in an environment rich with sights and sounds; and encourage social-emotional interaction which helps to develop their communication skills.

A great deal of attention is placed on our programs for our babies but our number one priority is making sure they are happy, nurtured and settled. Regular communication with parents is the key and we will always keep you informed about the progress of your child’s day.


With increased mobility comes increased curiosity and at Buggles we understand our toddlers have a whole new world they want to see and explore. At this age they are starting to walk and talk and are able to use words and phrases to better express themselves.

Our programs for Toddlers teach the value of sharing and cooperation through group play. They are encouraged to develop friendships and gain confidence as they interact with others, and we aim to identify and encourage every child’s own unique set of skills and interests. Childcare at this age is a perfect way to develop your child’s social skills and encourage them to play with others.

Our learning areas are focused on dramatic play, creative arts, language and sensory exploration whilst we promote social skill development through whole group instruction. We monitor their progress via observation-based assessments and it is always a delight to witness their rapidly developing skills, physical abilities and personalities. 

This is an important time in your child’s life and regular communication with every parent is maintained to keep you informed about the progress of your child’s day.


Between the ages of three and five, your child needs new challenges as their coordination and confidence grows. They are interacting more with others and are willing to learn complex games so Buggles Early Learning and Kindy has tailored an educational program to specifically meet these growing needs.

Our rich curriculum is organised into ‘theme based units’ to develop their skills and each unit incorporates language, math, science, creative arts, music, motor skills and social development. Each day has more structure and routine, and every child’s progress is monitored by observation-based assessment and documentation.

In addition, a portfolio of work is compiled for every child to capture their unique creativity and expression whilst regular communication with parents is maintained to keep you informed about the progress of your child’s day.

Reggio Emilia Approach

Reggio Emilia Approach

The Reggio Emilia Approach derives its name from a small town in Italy called Reggio Emilia. This approach was developed by the people of Reggio Emilia as a means of rebuilding their community after the devastating effects of World War II. At its core is the belief that education is an extension of natural curiosity and that the child, parent, community and environment are all essential to and equal participants of the learning process. It is an approach that understands the importance of cultivating young minds of today as investments for the future.

Having gained worldwide recognition as ‘best practice’ for it’s unique take on early education, today, this approach is the culmination of over 30 years of experience, reflection and adaptations from various schools of thinking. Reggio Emilia has strong roots within nature and focuses on a learning environment, enriched with creative and sensory experiences as avenues for growth. Its ever-evolving nature ensures that this approach adapts and moulds itself to create the perfect environment for every child to reach his/her true potential.

Buggles and the Reggio Emilia Approach

As educators and carers we believe in providing each child with an environment that encourages and nurtures individual ability and potential. This holistic understanding of learning and care has led Buggles to adopt a Reggio Emilia Approach within our centres. Internationally recognised as best practice, this approach bears influences of Montessori, Piagett, Vygotsky and American theorists such as Bruner and Gardner. At the heart of the Reggio Emilia Approach is the understanding that children are competent and capable learners and our role as educators is to provide rich, meaningful learning experiences.

To implement and support our curriculum Buggles has developed an exceptional educational structure and program. At the head of this structure is the Early Years Education and Care Leader who provides the expertise and leadership required including support, training and guidance to all centre staff. The Early Years Education and Care Leader also ensures that the quality education provided and promoted at each centre is in line with the Reggio Emilia Approach.

Every Buggles centre now has a Curriculum Leader employed to support the centre educators with education programming and the implementation of the Reggio Emilia Approach. The Curriculum Leaders are a unique strategy that Buggles devised to ensure the ongoing development of the staff thereby creating the best possible learning environments for each child. They provide training to educators within the centre, provide support in creating meaningful programs and work on developing the physical environments in which the child learns and plays.

The Reggio Emilia approach focuses on the early years and recognises that the years between the ages of birth to six are an integral stage of development. The Reggio Emilia Approach focuses on the elements that we as early childhood educators know make sense. We aim to be at the forefront of early childhood education and provide a rich program that incorporates the principles, practice and outcomes outlined in both the Early Years Learning Framework and the National Quality Standards.

The five values of the Reggio Emilia Approach

Image of the Child

Children are considered active and valuable members of the wider community.

Children are seen as competent and capable members of the society and have the natural ability to question, interpret and understand the world around them. It’s an approach that focuses on positive growth and children are encouraged to explore, have opinions and valid suggestions.

The educational focus is on the individual strengths and needs of the child. This is catered for through a system of projects, a form of emergent curriculum that builds on the interests of the children. Curiosity comments or questions are captured during these interactions with the children and form the basis for new directions for learning. Children are active participants in choosing, designing and directing the project. Projects have three components: planning, discovery and creation leading to the final product and consolidation.

We see your child as competent and resourceful, we assess your child’s existing skills and create opportunities for growth. Our role is to enrich and support their pursuit.

Environment as the Third Teacher

The child’s environment is prepared so that it is rich in material and possibilities for the children to explore discover and create.

An integral element within the Reggio Emilia Approach is the physical environment. Underpinning this approach is the belief that if children are given beautiful materials to work with, and allowed to work in an environment that is well organised and maintained then they in turn will maintain and respect the environment.

The classroom is arranged and rearranged to provide different scenarios that stimulate, inspire and challenge the child. Multi-functional furniture is used to divide spaces and provide workspaces where work can be displayed and revisited. We create light filled spaces for working, discovering and creating masterpieces. Connecting spaces that flow into one another allow for interactions between children and there are spaces for quiet reflection, group work, discovery and creative exploration.

An important constituent of this approach is the “Atelier” – the school studio, a place where the child is given freedom to experiment, create and learn.  Each centre incorporates this space in its own unique way – your centre may have an outdoor atelier, mini ateliers located in each room or a centrally located atelier in the piazza. Within this space you will find small groups of children working with an educator or with the artist in residence. Children may be found working on projects or being taught specific skills, we refer to this as skilling. Skilling is the teaching of a specific skill. For example it may be the techniques required to join two pieces of clay together, how to weave or how to sculpt with wire. In the studio children work on individual work as well as collaborative projects. All work is documented so that the learning journeys can be celebrated.

It takes a village… Families and Communities

Caregivers are seen as important partners in the education of their child and play an active part in their children’s learning experience.

Families take an active role in the education of the child. Constant communication between the families, educators, children and other families are fundamental to this philosophy and creates a rich social environment for everyone involved. Documenting the entire learning process also guarantees that families are aware of the progress of the child over time and are able to assist educators in meeting each child’s needs.

As early childhood educators we understand the pivotal role that family play in creating positive relationships between child and school. We see families as our ‘partners’ and believe we have a shared goal in educating our children. We encourage involvement through family events, visible documentation, providing a warm and nurturing environment and sharing daily experiences with families.


Educators use photographs and transcripts of the children’s discussions to document the child’s learning and most importantly decide which direction the child’s learning experiences will go.

Various mediums are used to document the progression of the child within this approach and are clearly displayed allowing families to share the learning with their children. Educators use both visual and verbal tools to record the learning process.

From transcripts of children’s conversations and video recordings to collecting samples of work and written narratives, documenting the progress forms a platform for the child to reflect on the choices made and the work being carried out. This also enables families to take part in and track the child’s evolution through their time at the school. It elicits a shared respect from the broader community for the child’s accomplishments and strengthens the child’s confidence in their own abilities.

The 100 Languages of Children 

Educators encourage children to express themselves through a variety of creative languages

Children have the right to express their ideas, thoughts, emotions and learning in a variety of ways. Educators offer opportunities for children to express themselves through art (drawing, painting, working with clay, sculpture), dramatic play, music and dance, as well as typical methods of communicating such as re-telling, creating stories, discussions and negotiations. This is beautifully outlined in the poem titled ‘The 100 Languages of Children’ by Loris Malaguzzi.

The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.

A hundred, always a hundred ways of listening, of marvelling, of loving, a hundred joys for singing and understanding. a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream.

The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety nine. The school and the culture separate the head from the body. They tell the child to think without hands to do without head to listen and not to speak to understand without joy love and marvelling only at Easter and Christmas.

They tell the child to discover the world already there and of the hundred they steal ninety nine. They tell the child that work and play reality and fantasy, science and imagination, sky and earth, reason and dream are things that do not belong together.

And thus they tell the child that the hundred is not there. The child says: No way The Hundred is there.

  • Loris Malaguzzi: Co – Founder of the Reggio Emilia Approach

Early Years Learning Framework

The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school.

The Framework is part of the Council of Australian Governments’ reform agenda for early childhood education and care. It is a key component of the Australian Government’s National Quality Framework for early childhood education and care. It underpins universal access to early childhood education.

The Council of Australian Governments has developed this Framework to assist educators to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning. In this way, the Early Years Learning Framework (the Framework) will contribute to realising the Council of Australian Governments’ vision that: “All children have the best start in life to create a better future for themselves and for the nation.”

The Framework draws on conclusive international evidence that early childhood is a vital period in children’s learning and development. It has been developed with considerable input from the early childhood sector, early childhood academics and the Australian and State and Territory Governments.

The Framework forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning. It has a specific emphasis on play-based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

For more information on EYLF please visit education.gov.au/early-years-learning-framework


Before & After School Care

Buggles Early Learning and Kindy provides a unique before and after school experience to keep your school aged child motivated, safe and secure in a fun and stimulating environment.

This innovative program was developed to meet the growing educational needs of children and to allow them to spend time with friends whilst enjoying activities that are relevant to their age and interests.

To make it easy for your family’s schedule, many of our Buggles centres provide a shuttle service to and from neighbourhood schools and our School Care program aligns with school calendars to provide a fun-filled and educational offering during school holidays.

The School Care program includes fitness activities to keep your child active and healthy plus provides a comfortable environment where your child will learn to build confidence, self-esteem, character and social skills.

Vacation Care

At Buggles Early Learning and Kindy, we offer vacation care for children between the ages of 6 years to 12 years. As with everything we do, Buggles Early Learning and Kindy places great value in providing children with a routine that is primarily focused on the healthy development of the child in a fun, safe and trusting environment. Keeping this in mind our vacation care program is full of fun exciting excursions that are designed to keep young minds active and engaged.  We encourage social interaction and our programs are designed to incorporate education and learning.

All our vacation care educators hold a first aid certificate, working with children check and have experience working with children of this age range.

Healthy nutritious meals and refreshments are supplied. All our menus are in accordance with the nutritional checklist supplied by ‘Start Right Eat Right’ and the centre ensures that the children are meeting their daily dietary requirements.