The  Bremer Community Child Care Centre is a Community based not for profit child care service catering for children aged between 6 weeks and 5 years of age.

We have been proudly operating since 14 July 1997.

We are licenced to operate 50 weeks per year closing for 2 weeks over the Christmas/ New Year period.

We are conveniently located in Mary Street Bundamba, directly opposite the TAFE. Close to Train and Bus.

Our playgrounds are surrounded by open ovals and trees giving a great  feeling of openness while being safe and secure for children to play and explore their world together and create their own enquiry-based learning processes.

The Bremer Community Child Care Centre has an ‘open door policy’ and we encourage families and members of the community to participate within the service and join us on our journey as the children learn about the world around them.  We like to celebrate special days and encourage visits from people in the community such as emergency services,  dancers, parents who can share a special talent or would just like to stay for a while.

The Bremer Community Childcare Centre’s philosophy reflects current understandings of the value of play and the importance of early childhood. The philosophy is guided by the Early Years Learning Framework, with the addition of Queensland Kindergarten Learning Guidelines. The framework fundamentally views children’s lives as characterised by Belonging, Being and Becoming.

We aim to:

• Provide quality personalised care where each child’s needs and backgrounds are respected and recognise that each child will develop interests and form their own sense of identity and understanding of the wider community.

• Provide a safe and nurturing environment which provides a link between home and the service as well as encouraging family and community involvement.

• Foster children’s development that builds their knowledge, skills, self-concept, independence and social abilities. Through positive engagement in learning based on their individual needs and interests children will be valued and respected to realise their full potential.

• Recognise and value diversity of the children and their families and respect their differences.

• Encourage all families to be involved and participate in the service, reinforcing the sense of belonging. We acknowledge that families are children’s first and most influential teachers.

• Value and respect the role of the natural environment in children’s learning and development and promote and implement environmentally sustainable practices.  

Ensure, above all, that a child’s time at the centre is fun, a time to grow and learn, and foster caring, respectful relationships with the educators and other children.

The Early Years Learning Framework

Belonging Being Becoming – The Early Years Learning Framework for Australia

The Early Years Learning Framework is an early childhood curriculum framework, which will guide early childhood educators in developing quality, early childhood education programs. The framework describes the principles, practice and outcomes to support and enhance young children’s learning from birth to five years, as well as their transition to school. This will help ensure consistency in the delivery of learning programs around Australia. Parents can be confident that the framework supports early childhood educators to focus their practice on delivering quality learning opportunities for young children. The Early Years Learning Framework underpins universal access to early childhood education and has been included in the National Quality Standard to ensure delivery of nationally-consistent and quality early childhood programs across the country.

The Early Years Learning Framework has a strong emphasis on play-based learning. The framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

Queensland Kindergarten Learning Guideline

The Queensland Kindergarten Learning Guideline is a supporting document for the Early Learning Years Framework. It was put in place as an extension on the Belonging Being Becoming concept and it recognises that learning happens through play in an environment designed to make the most of spontaneous and planned experiences and relationships.

The learning and teaching relationship is central to the QKLG; it is a collaboration between competent, capable children and their families, their communities and their teachers.

By using inclusive, responsive and culturally sensitive practices teachers ensure that each child’s learning experience is one that enables them to make real connections with their wider world.

The QKLG provides advice for planning, documenting and assessing children’s learning and development, sharing information with parents/carers and, with consent, schools.

Our educators are all qualified for the positions they hold. Our roster is set up so all educators can familiarise themselves with all families which gives a great continuity of care for the children. This especially helps if the room staff are away or on holidays as the children know the staff replacing them. 

Each week, the Lead Educators and Kindergarten Teacher are provided with programming time to plan and document the learning experiences developed with the children. Staff regularly talk together to discuss current issues, share ideas and goals, evaluate their programs and work at ways to maintain and enhance the high quality of care for the children.

All team members are encouraged and supported to further develop their skills. Ongoing training is extremely important for professional development and allows team members to network and collaborate with colleagues in the broader community. Staff take part in critical reflection in regards to the program, environment and care.