At Dubbo Early Learning Centre, children are not just learning individually—they’re learning together. From babies to preschoolers, we design spaces, experiences, and educator interactions that help children collaborate, co-operate, and connect with one another. Our educators actively support children to share, take turns, solve problems together, and celebrate each other’s successes.
Even our babies are part of this collaborative culture. Our Approved Provider authored the book Babies in Groups, based on practice here at the centre. The book shows how infants help each other calm down, pass toys, and mimic one another’s expressions—all under the thoughtful guidance of educators. This philosophy shapes our work across all age groups, celebrating group learning as essential to emotional and intellectual development.
Spaces That Invite Connection
Our rooms and outdoor areas are carefully planned to encourage collaboration. We use loose parts and open-ended resources—like pipes, crates, logs, wheels, and textiles—which allow children to co-create play ideas and negotiate roles together. Whether children are building a train, making an obstacle course, or setting up a pretend café, they’re learning to communicate, compromise, and co-operate.
Educators consider group size and layout carefully. For example, story circles and quiet nooks encourage small group bonding, while large group projects like tyre towers or mud kitchens build shared purpose. Supervision is always close by to ensure children are supported while still exploring their own social dynamics safely.
Teaching Collaboration Through Everyday Moments
Educators don’t leave social learning to chance. We teach the language of collaboration—phrases like “Can I have a turn?”, “Let’s do it together,” or “You can help me”—and model how to manage emotions when things don’t go to plan. When conflicts arise, educators coach children through resolution rather than stepping in too quickly, helping them develop empathy and patience.
For example, when a group of toddlers built a block tower and another child knocked it over, educators encouraged them to talk about how it felt, and then rebuild it together. During group mealtimes, children practise passing food, serving themselves, and helping younger peers. These small, everyday moments build lifelong social and emotional skills.
Reflecting for Inclusion and Equity
Collaborative learning must include all children. We reflect regularly on how to make activities accessible for children with additional needs. For instance, we adapt dramatic play scenes so a child using mobility aids can still join the game, or add communication visuals so non-verbal children can take part in group planning.
We also ensure our program reflects diversity—challenging gender stereotypes and integrating different roles from our families and communities. If one of our children loves trucks because their parent is a mechanic, we set up construction zones. If a child has asthma, we include learning about asthma into group projects, helping peers understand and support one another.
Community Collaboration in Action
Families are key to collaborative learning. We use their insights—such as children’s cultural practices, allergies, traditions, and strengths—to build projects that connect children to one another through shared meaning. Community professionals, Elders, and parents visit regularly, sharing stories, skills, and knowledge.
For example, learning about polluted waterways came directly from a community discussion. The children visited the local pond and then worked together to make signs, posters, and a display to teach others about environmental care. One family donated tools, and their child helped show peers how to safely use them to build planter boxes. These collaborative, real-world projects show children how their group efforts make a difference.