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Dubbo Early Learning Centre

Our history

About Our Approved Provider – Matthew Stapleton

At Dubbo Early Learning Centre, we are proud to have Matthew Stapleton as our Approved Provider and Director. With over two decades of experience in education, Matthew brings a unique combination of expertise in education, design, and psychology. His career has focused on enhancing the quality of early childhood education and developing practical, research-driven approaches to learning.

Image: Matthew Stapleton, aged 4, Forbes Preschool NSW.

A Passion for Early Childhood Education

Matthew’s dedication to improving educational practices led him to establish Dubbo Early Learning Centre as a space where quality education and care are accessible for all families. He believes in building strong community connections and creating an environment where children thrive through hands-on, experiential learning.

Matthew’s leadership is characterised by a commitment to research-driven practices, ensuring that our centre stays at the forefront of early childhood education. His focus on building a sense of belonging and supporting children’s natural curiosity and group interaction underpins our approach to learning.

Author and Thought Leader

Matthew’s commitment to innovative early childhood education is showcased in his published works. His latest book, “Babies in Groups,” co-authored with respected academics, challenges traditional views on infant development. The book explores infants’ innate capacity for group interaction, drawing from groundbreaking research involving all-baby trios and quartets. It highlights how even the youngest children form social connections within groups, suggesting a more collaborative and social view of early development.

Published Works and Research at Dubbo ELC

Matthew’s leadership at Dubbo Early Learning Centre is further strengthened by his contributions to academic literature and presentations at international conferences. These works guide our practices and inspire our curriculum.

  • Books:
    • Babies in Groups: Expanding Imaginations
      • Bradley, B., Selby, J., Stapleton, M.
      • 2024, Oxford University Press
  • Published Research and Conference Papers:
    • Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment
      • Little, H., & Stapleton, M.
      • Journal Contemporary Issues in Early Childhood, Published Jan 2021
    • ‘Belonging’ in Australian early childhood education and care curriculum and quality assurance: opportunities and risks
      • Journal Contemporary Issues in Early Childhood, Vol 19 Issue 4
      • Published 1 Dec 2018
    • Spatial perspectives on babies’ ways of belonging in infant early childhood education and care
      • Journal of Pedagogy, Vol 9 Issue 1
      • Published 2018
    • Is infant belonging observable? A path through the maze
      • Contemporary Issues in Early Childhood, Vol. 19
      • Published 2018
    • Behind the mirrors and in the mud patch: The affordance of belonging in outdoor learning environments for infants and toddlers
      • Presented at European Early Childhood Education Research Association (EECERA), Dublin, Ireland
      • 1st September 2016
    • Mapping babies’ connections and disconnections over the childcare day: Using go-pro cameras in research
      • Presented at EECERA, Dublin, Ireland
      • 1st September 2016
    • Building Challenging and Risky Learning Spaces with Four-Year-Olds: Unexpected Learning ‘Beyond the Fence’
      • Presented at Early Start Conference, University of Wollongong NSW
      • September 2017
    • Conquering the tyre tower: Toddlers engaging with challenging, risky play
      • Presented at International Play Association Conference, Alberta, Canada
      • September 2017
    • Writing evidence-based children’s literature – how research can inform the process of writing books for babies: A case study from Aboriginal toddler education and care

Our Commitment to Quality Care

At Dubbo Early Learning Centre, Matthew’s dedication to early childhood education and his research-driven approach influence every aspect of our program. We are committed to providing a nurturing, engaging, and community-focused environment where children feel a strong sense of belonging.

Our curriculum is inspired by Matthew’s research, emphasising group interactions, social development, and experiential learning. We strive to create an inclusive, dynamic space where children can explore, create, and learn together.