Learning Spaces

We encourage children to be involved learners – ‘giving their voice’ to learning in personally meaningful and fun ways. Our rooms are inviting spaces, where each child actively contributes to the harmonious atmosphere – supporting their feeling of belonging. As each child is unique, our programs are flexible to meet individual needs. Daily, our educators reflect on observations, routines, interactions and programs – from which an ongoing cycle of goals and activities are developed for play or discovery based programs.

When developing programs our educators considers many factors.


  1. The individual needs of each child
  2. The observed interests of each child and the group
  3. The guidelines of The Early Years Learning Framework.
  4. The guidelines of The National Quality FrameworkAnd additionally, for our Kindergarten children
  5. The needs of children as they move into formal schooling
  6. The Queensland Kindergarten Learning Guidelines and The Continua of Learning and Development (QLD Kindergarten learning guideline companion)

Joey Room

Nursery (from 6 weeks)
2 educators / 8 children

Experienced educators in our nursery offer a flexible learning approach that enhances the individual interests, ideas, cultures and abilities of each child. In collaboration with families, our educators ensure the nursery supports a sense of belonging; along with creating an atmosphere that is happy, positive, caring and fun. Educators in our youngest group work closely with  parents to ensure a smooth transition between home and the Centre. The nursery has access to a wide range of resources and materials to engage children in interactions and to nurture exploration and discovery.

The Joeys’ Room includes – a cosy temperature controlled separate sleeping area (SIDS safe sleeping guidelines are followed); a comfortable nappy change area; a feeding preparation kitchenette; a large outdoor shaded outdoor play space which overlooks a beautiful park.

Possum Room

3 educators / 10 children

‘Toddlerhood’ is an active time for growth and development. It’s a time for exploration and experimentation socially and emotionally; that time when “I do it” independence starts to blossom. To cater to all these exciting needs and changes we have in-tune, sensitive educators working collaboratively with our toddlers and their families to offer a holistic approach to care and learning. Our educators ensure the flexible program, along with practices, reflect experiences and activities that support the ‘possum room’ children to be confident and involved learners.

The Possum room environment offers – nappy change facilities and toddler size toilets and hand wash basins; access to a preparation kitchenette; flexibility in curriculum and routine with their own outdoor play space.

Koala Room

3 educators / 15 children

The Koala room educators continue to support the growing independence of each child. The care and learning experiences, along with relationships and interactions ensures each child feels secure, confident and included. The atmosphere of the Koala’s room is relaxed and happy as the educators and children actively work together for collaborative learning. As in the other rooms of the centre, the flexible curriculum encompasses planned and spontaneous interactions, experiences, routines and events – all to support a holistic approach to learning and development.

For many children in the Koala’s room this may be the first time they are cared for away from the home. Like in all of the other four centre rooms, our experienced educators work closely with each family to ensure a smooth transition between home and care.

Wombat Room

(3 – 4 years)
2 educators / 17 children

Our experienced educators in the Wombat room support children to construct and contribute to learning; responding to the children’s ideas and play to scaffold and extend learning. They use various strategies including modelling, open ended questioning, demonstration, explanation, problem solving, and shared thinking to extend the learning and development of each child. Community engagement and collaboration is very active within the Wombat room; this extends life learning, skills and understandings beyond the centre.

Like the other four centre rooms, the Wombat room educators seek to provide a safe, healthy and hygienic environment.

Queensland Government Approved Kindergarten Program / Emu Room 

Kindergarten age

3 educators / 25 children

Monday to Friday – 8.00am – 4.30pm (in conjunction with wrap-around long day care) 

The centre operates a Queensland Government Approved Kindergarten Program.
This exciting learning program is implemented by an experienced four year qualified and registered Early Childhood Teacher.

Further to this and inline with legislative requirements:

  • A minimum of 2 days attendance ensures children access the Kindergarten program for 15 hours each week;  this operates in conjunction with wrap around child care from 7am to 6pm.
  • The Kindergarten Program is accessed in line with the teacher’s weekly roster (displayed at the centre).
  • The Kindergarten Program is available 48 weeks of the year.
  • Two sit down parent / teacher catch-ups are scheduled across the year, while a ‘Transition Statement’ will be provided for children moving onto Prep.
  • Please refer to the attachment below, “Funded Kindergarten Program Statement of Fees”, for further information.
  • The program and practices of the Approved Kindergarten Program are guided by the Queensland Kindergarten Learning Guidelines.

This is an exciting educational program, engaging children naturally in our well resourced environment.  Our teacher aims to lay firm foundations for successful life long learning. As in all our rooms, active participation is encouraged and supported.  The physical size of this room is much larger than the prescribe regulation requirement.

Nature Play

There is strong evidence that good quality learning and nature play adds much value to classroom/indoor learning. It can lead to a deeper understanding of the concepts that span traditional subject boundaries and which are frequently difficult to teach effectively using classroom methods alone.

Quality learning experiences in ‘real’ situations have the capacity to raise achievement across a range of subjects/areas of development and to develop better personal and social skills. When these experiences are well planned, safely managed and personalised to meet the needs of every child, they can:

  • Provide a bridge to higher order learning.
  • Develop skills and independence in a widening range of environments.
  • Make learning more engaging and relevant to young people.
  • Develop active citizens of the environment.
  • Nurture creativity.
  • Provide opportunities for informal learning through play.
  • Reduce behaviour problems and improve attendance.
  • Stimulate, inspire and improve motivation.
  • Develop the ability to deal with uncertainty.
  • Provide challenge and the opportunity to take acceptable levels of risk.
  • Improve attitudes


Program Aims

  • To develop outdoor learning and nature play as an entitlement for all children.
  • To provide children with a wide range of high quality natural outdoor provision.
  • To develop the curriculum/framework which provides inclusive, frequent, continuous and progressive outdoor learning and nature play for all children.
  • To improve the effectiveness of outdoor learning through planning and evaluating outcomes.
  • To develop nature play spaces within the school/organisation, available to enhance children’s learning experiences, using (where possible) links with local businesses and organisations
  • To provide all educators with the relevant training, support and encouragement to deliver the curriculum, where most appropriate, in an outdoor setting.
  • To actively seek out opportunities to build strong links with our local community, parents, businesses and organisations in order to widen the outdoor learning and nature play opportunities we can provide.
  • To perform Acknowledgment of Country on the grounds of the park / bush kindy – making connections spiritually and physically with the land on which we are gathering and acknowledging the Aboriginal people and their culture.

Prior Street Child Care & Development

14 Prior Street Tarragindi QLD 4121

Ph:3892 5688
E: psccd@tcpeducators.com.au

Our Location
Prior Street Child Care & Development is located in Brisbane’s South.  
The centre is close to bus routes / stops.
From the North, take the Marshall Rd exit on the South East Freeway. 
From the South, take the Gaza Rd exit on the South East Freeway.