We observe, plan, and reflect with your child’s learning and wellbeing at the centre.
At Dubbo Early Learning Centre, our planning cycle is thoughtful, ongoing, and personal. It’s not just about ticking boxes—it’s about truly knowing each child, following their progress, and working in partnership with families to support meaningful learning.
We observe and respond
Our educators watch and listen carefully to understand what your child is interested in, what they’re working on, and what might support their growth. From these observations, we create learning stories and projects that reflect who your child is and what they need next.
If a child is fascinated by birds, we might plan nature walks, birdwatching activities, and build-in drawing or research opportunities. If a child is learning to take turns, we might design small group games to help build those social skills.
We link home and centre
Family input is a key part of our planning cycle. We regularly talk to you at drop-off and pick-up, use parent input forms, and share learning stories where you can comment or suggest ideas. If your child loves cooking at home, we might explore recipes, ingredients, and nutrition through group cooking projects.
We often invite families to send photos, recipes, stories, or even come in to share experiences—this makes learning richer and more connected to your child’s world.
We plan with purpose
Our team meets regularly to review observations, assess what’s working, and plan next steps. We make sure we’re supporting your child’s social, emotional, physical, and thinking skills in balance. This means one experience might include movement, problem-solving, and relationship building all at once.
We reflect as a team
As part of our cycle, we ask: What went well? What could we do differently next time? This reflection helps us tailor learning experiences more effectively. For example, after noticing that some children were quieter during large group times, we adapted our program to include smaller, more personalised learning groups.
We also reflect on the theories and values that guide us—like Vygotsky’s idea of learning through relationships or Bronfenbrenner’s view that a child’s family and environment shape development. These help keep our teaching grounded and purposeful.
We keep the cycle visible
Each room has a clear display of the current learning journey. You’ll see planning forms, children’s voices, observations, and documentation that show the full cycle: observe, plan, implement, reflect. It’s all shared openly—so families, educators, and children feel part of the learning journey.
Our assessment and planning cycle reflects our service philosophy: that every child is unique, capable, and full of potential—and that meaningful learning happens when families, educators, and children work together.