Mitcham · 60 places
Tinkabell
Babies, toddlers, three-year-old and four-year-old kindergarten in a nurturing full and part-time setting.
Meet TinkabellFamily owned since 1993 · Melbourne’s east
Big worlds begin in small moments.
Three welcoming early learning centres where children from birth to six can feel secure, follow their curiosity and learn through play.
Three centres.
One caring
community.
One caring
community.
1993Caring for local families since
0–6Years welcomed across our centres
3Neighbourhood locations
7–6:30Weekday long day care hours
A centre close to home
Three places to belong.
Each centre has its own personality and age-based rooms, united by the same family-led philosophy, play-based curriculum and commitment to warm relationships.
Nunawading · 40 places
Little Raskals
A loving and inclusive centre with nursery, toddler and combined three- and four-year-old kindergarten rooms.
Meet Little Raskals
Doncaster East · 48 places
Minikins
A trusting, caring environment offering nursery, toddler and combined kindergarten learning.
Meet Minikins
How children learn here
Play with purpose. Care with heart.
Our programme draws on the national and Victorian early years frameworks. Educators follow each child’s interests, create age-appropriate experiences and document the learning journey in an individual portfolio.
- Play-based learning
- Funded kindergarten
- Individual portfolios
- Fresh daily meals
- Family partnerships
Our philosophy
Family, homeliness and rich natural surroundings.
Trust, security and loving relationships are the foundation for nurturing and educating children. Every child arrives as part of a family and community, carrying valuable “funds of knowledge” that shape identity and learning.
Our philosophy has been influenced by educators, children, families, current early childhood practice and the communities that use each service. Its published principles are:
Safe and stimulating
Provide a safe, happy, secure environment that supports a positive attitude to learning through play. Recognise every child’s individual needs, interests and strengths, use experimental investigation and role-play, and offer meaningful choice.
The whole child
Foster social, emotional, physical, intellectual and language development. Treat meals, toileting, dressing and rest as engaging learning opportunities. Support respect for other people, equipment and the environment.
Equity and inclusion
Respond to cultural beliefs and socio-economic backgrounds, provide equal opportunity regardless of gender, and include children with additional needs. Use meaningful praise and consult families about behaviour guidance.
Partnership and community
Embrace national and Victorian frameworks and the National Quality Standard, establish community and specialist-service links, welcome family involvement, invite feedback and work together in children’s best interests.
Educators working together
Create a satisfying and safe workplace where staff motivate, support and respect one another. Value professional development and the contribution educators make to children and families.
Care for our world
Develop environmentally sound practices, recognise our responsibility to preserve the environment, and nurture children’s commitment to caring for the world. Provide a sociable educational preschool programme and a natural setting like a large family growing together.
Quality, food and sector connections
The current public site says the centres provide high-quality care and educational programmes; their kitchens are commercially registered with local councils and have received recognition for food and hygiene; and the business is a member of the Childcare Centres Association of Victoria. It links families to the National Quality Standard, Australian Childcare Alliance and ACECQA.
It also describes the centres as federally approved for reduced-fee childcare benefits and electronic data transfer, and registered for Victorian kindergarten funding and national-law regulation. Some source terminology — including “Childcare Cash Rebate”, “Childcare Management System” and “Department of Education and Early Childhood Development Children & Youth Services” — is historical. Families should confirm present subsidy, funding and regulatory arrangements with the centres and current government sources.
The Australian Children’s Education and Care Quality Authority provides national oversight of the National Quality Framework and publishes resources for the sector, families and the community.
Keeping families connected
Every child receives a personal development portfolio documenting their learning journey with examples such as paintings and craft. The portfolio is delivered to parents at the end of each year, while room reflections and photographic diaries help families follow everyday experiences.
“A realistic and natural environment, like a very large family — growing up together.”
Family journal
Ideas for the early years.
Preparing Your Child for Our Early Learning Centre
Read article
Flexible Early Learning Centre Serving Ringwood
Read article
A Parent’s Guide to Choosing Early Learning
Read articleOur people
Experience, care and continuity.
Our early childhood professionals bring different qualifications, perspectives and experience to one shared purpose: helping every child grow to their full potential.
Our professionals actively engage children in play and use a holistic approach that supports physical, personal, social, emotional, spiritual and cognitive wellbeing.
Staff across all three professional childcare and kindergarten centres have a wealth of experience caring for and educating children. Our dedicated professionals recognise pedagogy that actively engages children in play as one of the main ways they learn and develop. Their different personalities and beliefs contribute to the richness of each learning environment.
Together, educators provide an enriched environment where children can learn, belong and grow.
Managing Director — Deborah Martinov
Deborah Martinov is a qualified early childhood professional with a Bachelor of Business, an Advanced Diploma in Community Services (Childcare), and a Certificate IV in Training and Workplace Assessment. She is the approved provider for the centres under the Education and Care Services National Law 2010.
As owner and director of three centres, she has also undertaken consultancy and projects in children and family services and served as Vice President of the Childcare Centres’ Association of Victoria. Her experience spans childcare, administration, financial management, human resources, development and quality improvement.
Services Manager — Neven Martinov
Neven Martinov has many years of experience in childcare and customer service and has held managerial positions throughout his career. He is also described by the current site as an approved provider for all three centres.
He supports day-to-day operations across cleaning and supplies, grounds and maintenance, security, and the general service needs of the centres.
Our staff
Our childhood professionals are valued resources whose personalities and beliefs help create successful learning environments. They hold a range of early childhood teaching qualifications and experience.
Ongoing learning and reflective practice are central to our approach. The team reviews current practice, develops new ideas, and updates skills through internal and external training. Background checks are carried out before employment and all employees are required to follow the centres’ ethical code of conduct.
Continuity of care helps children establish trust and warm, secure relationships. Wherever possible, the same staff remain with the same children to promote stability and comfort.
Work experience students
Work experience and field students undertaking Certificate, Diploma and Bachelor-level early childhood studies are welcomed throughout the year. Placements provide supervised, real-life experience with qualified educators. Parents are advised whenever a student is on placement.
Meet the team
Call Tinkabell on 03 9874 6401 to learn more about the educators or arrange a centre visit.
Download the current public Parent HandbookCurriculum
Learning through play, every day.
A responsive programme filled with opportunities to create, discover, improvise and imagine — grounded in the national and Victorian early years frameworks.
Working in partnership with families, we create relaxed and stimulating environments that offer friendship, security, challenge and excitement. Programme goals are developed for each age group and individualised for each child.
Nursery life is a world of discovery with hugs and cuddles. Toddler learning focuses on language, independence, challenges and adventures. Kindergarten encourages children to think beyond the obvious and includes school-readiness learning.
We value extensive knowledge of each child and family, using open communication and collaboration with families and external agencies to build consistent strategies between home and care.
Reflection of the day
Each room provides a reflection of the day and a photographic diary of activities so families can follow their child’s everyday experiences.
Supporting individual needs
Our centres cater for children from birth to six in a “home away from home” atmosphere that respects linguistic and cultural backgrounds. Experiences support identity, wellbeing, learning and communication, while play gives children room to express ideas, explore their environment, solve problems and create.
Funded kindergarten programme
The kindergarten year offers a range of experiences that prepare children not just for school, but for life. The programme follows the Victorian early years framework, is delivered by qualified kindergarten teachers within long day care, and uses socialisation, exploration, investigation, problem-solving and holistic learning.
The current public site states that children should be at least four by 30 April to access the four-year-old programme. Eligibility, funding and terminology can change; families should confirm current arrangements directly with their chosen centre or the Victorian Government.
Aims and goals
- Create a healthy, happy, loving, caring and trusting setting where each child develops independence and self-worth.
- Build lifelong skills including gross and fine motor development, language and communication, social skills, turn-taking, conflict resolution, problem-solving, self-help and independence.
- Develop respect, responsibility, self-esteem, diversity, acceptance, empathy, fairness, kindness and inclusion.
- Encourage experimentation, curiosity, cooperation, perseverance, scaffolding, resilience and creativity.
- Explore senses, numeracy, spatial awareness, music, rhythm, movement, environmental awareness, sustainability and literacy.
- Support satisfying relationships across ages and cultures and relationships between educators and children based on trust and respect.
Educational programme
The five learning outcomes guiding our work are: a strong sense of identity; connection with and contribution to the world; a strong sense of wellbeing; confidence and involvement in learning; and effective communication.
Each child’s knowledge, ideas, culture, abilities and interests form the foundation of the programme. Educators promote agency by enabling children to make choices and decisions that influence events and their world. Planning is designed to be developmentally appropriate, child-centred, anti-bias and multicultural, with a stimulating range of experiences that is not limited by gender.
Programme goals are based on an understanding of each child within their group. Educators extend individual development while children build healthy habits, confidence and a positive self-concept. Collaboration with families and external agencies supports individual needs and helps maintain strategies that reflect shared home and centre values. Positive communication remains central throughout each child’s learning journey and changing developmental needs.
Room educators plan child-centred, anti-bias and multicultural play experiences around observed interests. They document and assess progress, share it with parents, and use it to meet individual needs. Families may discuss development, view observations and attend end-of-term interviews. Portfolios record each learning journey and are handed to families at year’s end.
Indoor and outdoor environments use age-, development- and culturally appropriate materials. Children and families contribute ideas; educators combine child agency, intentional teaching and extended periods of play. Mealtimes are unhurried social experiences and older children learn relaxation techniques. Room programmes are displayed and family feedback is welcome.
Educators observe children as individuals and as members of a group, assess progress towards Early Years Learning Framework outcomes, and share this documentation with parents. A wide variety of developmental and interest areas is available indoors and outdoors. The curriculum is inclusive of children with special or additional needs and helps every child understand and accept difference. Resource organisations are available to assist both staff and families.
Orientation
Settling into long day care can be challenging for children and parents. Welfare and happiness come first, and individual needs are supported as far as possible.
- Visit before commencing so your child can meet the people and environment.
- Begin with short stays.
- Bring a familiar toy, blanket or comforter.
- Use short visits with a parent if your child is unsettled.
- Let positive interactions with staff and other children model trust.
- Talk at home about the centre, educators, children and enjoyable activities.
- Share routines, sleep preferences, food likes, dislikes and allergies with staff.
- Say goodbye clearly, then leave rather than hesitating.
- Use a calm, predictable goodbye routine and reassure your child you will return.
- Remember that children respond differently and generally learn that their family returns.
- Call during the day if you would like to know how your child is settling.
- Ask the centre for available transition leaflets and booklets.
Food and nutrition
Meals and snacks are prepared each day on site using fresh, wholesome ingredients. Menus are varied, nutritionally balanced, culturally broad and changed weekly with the seasons. Children eat at their own pace in a relaxed environment, and mealtimes are planned as social learning experiences.
The cooks have experience planning and preparing food for young children. New foods, tastes and cooking methods keep menus interesting, while requests for family favourites are welcomed. Rooms add thoughtful details such as decorated tables, handmade named placemats and flowers. Eating together becomes a chance to explore, socialise and strengthen relationships with peers and caregivers.
The published menu pattern includes breakfast with milk, cereal and toast; fresh fruit and milk for morning tea; a hot lunch; and afternoon tea such as home-baked items or meat, cheese and fruit. Water remains available, and children attending after 5:30pm receive late afternoon tea.
Snacks may be served at a table or more informally as an indoor or outdoor picnic, depending on the weather. Fresh produce is always available and each child is supplied with a labelled water bottle. The total mealtime experience is intentionally relaxed and non-pressured so children can eat at their own pace.
Families supplying breast milk or formula are asked to bring clearly labelled, prepared bottles each day. The current site describes bottles as sterilised with the Milton method. Birthday cakes may be brought in with a complete ingredient list so allergies can be managed, and parents are welcome to join celebrations where possible.
Questions about the programme?
Call 03 9874 6401 or contact your preferred centre directly.
Mitcham · 60 places
Tinkabell Early Learning Centre
Full and part-time kindergarten and long day care for children from birth to six, with learning personalised for each stage.
A place for every stage
Tinkabell Early Learning Centre in Mitcham offers 60 places divided between a babies and nursery room, a toddler room, three-year-old kindergarten and four-year-old kindergarten. Age-based rooms allow the educational programme to respond to each child’s current needs.
Full and part-time care gives families a choice of attendance pattern, while children experience a consistent programme designed around their abilities, interests and development from infancy through kindergarten. Families can contact the centre to discuss current availability. Centre visits are welcomed.
Qualified educators
The current public site describes a completely funded kindergarten programme led by fully qualified teachers, designed to provide high-quality early education.
Full and part-time care
Care is available 7:00am–6:30pm, Monday to Friday. Part-time care is described as up to four days per week on a daily rate, while full-time care covers Monday to Friday on a weekly rate. The centre closes on gazetted public holidays.
Funding and fees should be confirmed directly. Programme funding, eligibility and fee arrangements can change and this concept reproduces the current public-site description rather than independently verifying it.
Doncaster East · 48 places
Minikins Kindergarten & Child Care Centre
Early education for children from birth to six in a trusting, caring and supportive environment.
An environment made for growing
Minikins offers 48 places across a babies and nursery room, a toddler room, and a combined three- and four-year-old kindergarten. Age-based teaching helps children develop at their own pace through activities suited to their stage.
The current public site describes its kindergarten programme as government-recognised, funded and led by fully qualified teachers, helping children enter school with confidence.
Educational programmes for children from birth to six are developed in accordance with the early years framework. The focus is on building every child’s skills within a trusting, caring and supportive setting. Families can contact Minikins to discuss current availability. Visits are welcomed.
Part-time and full-time care
Long day care and kindergarten run 7:00am–6:30pm, Monday to Friday. Part time is described as four days or fewer on a daily rate; full time covers Monday to Friday on a weekly rate. The centre closes on public holidays.
Funding and fees should be confirmed directly. Programme funding, eligibility and fee arrangements can change and this concept reproduces the current public-site description rather than independently verifying it.
Nunawading · 40 places
Little Raskals Kindergarten & Childcare Centre
Educational programmes for children from birth to six in a loving, inclusive setting where each child is encouraged to learn and flourish.
Learning at the right pace
Little Raskals offers 40 places. Rooms are organised by age to support activities that suit each child’s developmental stage and educational requirements.
Facilities include a babies and nursery room, a toddler room, and a combined three- and four-year-old kindergarten. The current public site describes the kindergarten programme as completely funded and run by fully qualified teachers.
Dividing classes by age helps educators design experiences for each developmental stage. Children from birth to six are supported in a loving and inclusive environment that continually encourages them to learn, build confidence and flourish. Families can contact Little Raskals about current availability.
Full and part-time care
Long day care and preschool operate 7:00am–6:30pm, Monday to Friday. Part-time care covers one to four days per week at a daily rate; full-time care is Monday to Friday at a weekly rate. The centre closes on public holidays.
Funding and fees should be confirmed directly. Programme funding, eligibility and fee arrangements can change and this concept reproduces the current public-site description rather than independently verifying it.
Download the public Parent HandbookMitcham · Nunawading · Doncaster East
Trusted early learning, close to home.
Personalised care, meaningful play and a simple transition from first enquiry to a confident first day.
Choosing an early education provider is an important family decision. Across three eastern Melbourne locations, our educators support confidence, independence and curiosity through structured programmes and play-based learning.
Individual care
Educators observe individual interests, strengths and learning styles to provide tailored guidance.
Social and emotional growth
Group experiences build teamwork, communication, emotional awareness and cooperation.
Safe, welcoming spaces
Secure facilities, supervision and consistent protocols support each child’s wellbeing.
Lifelong learning skills
Questions, exploration and independence establish confident habits for school and beyond.
What families can expect
- Initial enquiry. Discuss your child’s needs, programme options and availability.
- Centre tour. Meet educators and experience the learning environment.
- Enrolment assistance. Receive guidance with forms, policies and orientation.
- Introduction sessions. Gradual visits help children settle comfortably.
- Ongoing communication. Families receive updates on experiences, progress and milestones.
During an initial enquiry, families can explain attendance needs and ask about suitable rooms. A tour provides time to view indoor and outdoor spaces and meet educators. Staff then guide families through enrolment, policies and orientation. Short introduction sessions allow children to become familiar with routines before longer attendance begins, while regular communication after commencement keeps parents informed about daily activities, learning progress and important milestones.
Throughout the process, educators seek to understand each child’s needs, maintain open communication and help families feel supported rather than navigating the transition alone. Every step can be adapted through conversation.
Our approach
Programmes combine guided play with intentional teaching across early literacy and numeracy, creative arts, social learning and physical development. Indoor areas, outdoor spaces and age-appropriate materials invite children to explore while educators focus on communication, emotional wellbeing and safety.
Frequently asked questions
What services are offered?
Our centres offer early education programmes, long day care, play-based learning, school readiness, emotional and social development, structured routines and regular family communication.
Development-based activities are planned around creativity, confidence and age-appropriate challenge. Educators work closely with parents so children experience dependable guidance and feel prepared for future learning.
How are children supported?
Educators prioritise emotional security, confidence and consistent learning experiences. Age-appropriate resources, routines, supervised play and regular family communication help each child thrive.
A supportive environment helps children feel safe enough to explore new activities and interact with others. The team listens to individual interests and strengths, uses intentional guidance and keeps families informed so care can remain consistent.
What makes a local early learning centre beneficial?
Families benefit from secure, well-maintained spaces, strong communication and programmes that build fundamental skills. Children gain positive social interaction, supervised play and encouragement from qualified educators, creating a strong foundation for school.
Why is early education important?
Early education builds emotional wellbeing, communication, relationships, confidence and cognitive foundations while helping children become familiar with school routines and learning.
Play-based experiences let children discover personal interests, practise independence and develop learning habits they can carry into later years. Families also gain reassurance from a programme that prioritises both development and day-to-day wellbeing.
Indoor and outdoor learning
The programme combines structured instruction with guided play. Early literacy and numeracy, creative arts, social play and physical development sit alongside safe outdoor learning spaces and engaging indoor areas. Activities respond to children’s attention, curiosity and natural pace rather than requiring every child to learn in the same way.
Preparing for a first visit
- Talk positively and reassuringly about the new experience.
- Gradually align sleep, meal and wake-up routines.
- Arrange an orientation or short visit before the first full day.
- Practise short separations with a trusted adult.
- Pack familiar comfort items and label belongings.
- Encourage simple independence such as washing hands and packing away toys.
- Keep goodbyes calm, short and consistent.
Call to learn more
Call Tinkabell on 03 9874 6401 or choose a centre below to arrange a tour.
Contact the centresContact
Start with a conversation.
Choose the location that suits your family and contact that centre directly about availability, programmes or arranging a visit.
Tinkabell
456 Springfield Rd, Mitcham VIC 3132
Carpark via 292 Mitcham Rd
tinkabellelc@childcaremartinov.com.au
Little Raskals
94 Springvale Road
Nunawading VIC 3131
littleraskalskccc@childcaremartinov.com.au
Minikins
13 Leeds St
Doncaster East VIC 3109
minikinskccc@childcaremartinov.com.au
Opening hours
All three centres publish weekday opening hours of 7:00am–6:30pm. Tinkabell, Minikins and Little Raskals state that they close on public holidays.
About enquiries in this concept: the official site’s POST forms have not been copied because this static independent preview has no approved enquiry backend. Phone and email links go to the publicly listed centre contacts.
Give your child the best start
Across three centres, experienced educators support children’s cognitive, social, spiritual, emotional and physical development. Rooms are organised by age so experiences can respond to each stage, and learning through play remains at the heart of the programme. Each centre aims to provide a supportive, friendly alternative for families across eastern Melbourne.
Family journal
Notes for growing together.
Practical ideas about choosing care, preparing for the first day and building a confident transition to school.
Preparing Your Child for Our Early Learning Centre
Read articleFlexible Early Learning Centre Serving Ringwood
Read articleA Parent’s Guide to Choosing Early Learning
Read articleFamily journal
Preparing Your Child for Our Early Learning Centre
Every parent wants to give their child the best start in life. Childcare Martinov Enterprises combines nurturing care with early education to support academic, social and emotional readiness for school.
Building foundational skills
Transitioning to primary school is a significant milestone. Educators foster intellectual curiosity, resilience, empathy and communication through carefully planned experiences. Stories, numbers, creative arts and the natural world introduce literacy and numeracy in playful ways, while group work and turn-taking support respectful relationships.
Emotional wellbeing is supported with mindfulness, language for feelings and strategies for managing big emotions, helping self-awareness and belonging grow.
Children are encouraged from their first experiences to engage with stories, numbers, creative arts and the natural world. Shared projects, group activities and everyday turn-taking give them opportunities to express their needs, listen to others and build respectful relationships.
Frameworks for kindergarten readiness
Programmes follow the national Early Years Learning Framework alongside the Victorian Early Years Learning and Development Framework. Play-based discovery, intentional teaching and developmental observation shape the curriculum.
Individual portfolios document growth, and family consultations keep communication open. Kindergarten routines blend teacher-led and child-initiated learning through counting, puzzles, letter recognition, phonics, storytelling, creative arts, science and movement.
These frameworks help educators track developmental milestones while tailoring experiences to individual interests and abilities. Daily routines balance guided tasks with child-initiated exploration, giving children varied and meaningful ways to practise emerging skills.
Numeracy appears through sorting, counting and puzzles; literacy grows through letter recognition, phonics play and storytelling circles. Creative arts, science explorations and movement make each kindergarten day varied and give children many ways to demonstrate what they know.
Stories of growth
The current article illustrates communication with a child called Ava, who grows from being hesitant in group discussions to sharing thoughts and feelings with confidence. It illustrates problem-solving with Lucas, who learns to persist and respond constructively when block towers fall. These names appear as illustrative stories in the source article; this independent concept does not represent them as verified testimonials.
In the source story, Ava begins sharing stories at home and communicating feelings after empathetic support and group experiences. Lucas learns to view fallen towers as a new problem, persist through setbacks and celebrate small successes. The examples express everyday progress in communication, independence and problem-solving.
Partnering with families
Regular meetings and developmental summaries help keep home and care consistent. Transition plans may include school visits, role-play about routines, conversations about separation and support for forming friendships.
Families are treated as essential partners: they share information, receive practical guidance, ask questions and celebrate progress with educators. This partnership supports both learning and emotional security as children approach the next stage.
Practical transition planning can include school visits and role play about classroom routines, separation from carers and meeting new friends. Consistent reassurance helps children approach these changes with confidence.
Supporting school readiness at home
- Create predictable morning, bedtime and mealtime routines.
- Encourage children to dress, pack bags or tidy toys independently.
- Make learning playful with counting, reading, songs and rhymes.
- Talk about feelings and model healthy ways to cope.
- Share information with educators and ask for guidance.
Small responsibilities build confidence, while counting everyday objects, reading aloud and using songs or rhymes make new ideas familiar. Discussing emotions models healthy coping, and regular educator conversations help home experiences complement the centre programme.
Your child’s school-readiness journey begins with experience, collaboration and support. Call 03 9874 6401 to discuss the programme.
Family journal
Flexible Early Learning Centre Serving Ringwood, VIC
Families around Ringwood seek early education that combines quality, flexibility and engagement. The three Martinov centres serve Mitcham, Nunawading, Doncaster East and nearby suburbs.
Convenient access across three centres
Multiple locations help families choose a centre that fits work, errands and family routines while maintaining a consistent approach to care and education.
Tinkabell in Mitcham, Minikins in Doncaster East and Little Raskals in Nunawading are positioned to serve families in Ringwood and surrounding suburbs. The network offers dependable care and makes it easier to find a location that aligns with everyday travel and commitments.
Flexible programmes
The current article describes full-day care, part-time attendance and “morning and afternoon sessions” plus “holiday and vacation programmes”. Those session and holiday offerings are not stated on the individual centre pages and should be confirmed directly before relying on them.
Flexible attendance can help families align early education with work schedules and lifestyle needs while children benefit from familiar routines, structured learning and social experiences in a nurturing setting.
A safe, stimulating environment
Play-based learning, hands-on experiences and structured programmes support social, emotional and cognitive growth. Families are encouraged to tour a centre, meet educators and observe the environments.
Each location aims to foster curiosity, independence and confidence. Secure, engaging environments allow children to participate in classroom learning, creative experiences and outdoor play with educator guidance.
Engaging curriculum and activities
Cognitive development
Problem-solving, early literacy and numeracy build foundational thinking.
Social skills
Group experiences encourage cooperation, communication and empathy.
Physical development
Movement and outdoor play support fine and gross motor skills and healthy habits.
Creativity and self-expression
Arts, music and imaginative play promote creativity, emotional expression and confidence.
Combining structured learning with exploratory play supports children to flourish academically, socially and emotionally while responding to developmental milestones and individual interests.
Partnering with families
Progress reports, meetings and daily updates keep families connected with the learning journey. Parents can visit, meet the team and take part in conversations about development.
Open communication strengthens the family-educator partnership. Progress reports and discussions help parents understand what their child is experiencing and contribute information that supports continuity between home and care.
Safety and wellbeing
Secure play areas, hygienic facilities, supervision, nutrition and wellbeing routines help children feel cared for while they explore.
Health and wellbeing are woven into daily routines so safety complements creativity rather than restricting it. Children can explore with confidence while trained educators supervise and guide them.
Getting started
Families can arrange a visit, meet educators and discuss programme options. Call 03 9842 9777 or contact a centre.
A visit is the clearest way to understand how a programme fits your child and family. Meet the team, view learning spaces and ask about the attendance pattern you need before beginning enrolment.
Family journal
A Parent’s Guide to Choosing the Best Early Learning Centre
Choosing early learning is a significant family milestone. A nurturing environment can help young children grow, develop and establish a positive relationship with learning.
The importance of early learning centres
Families should look for a setting where care and learning work together and the individual child is recognised.
Early learning can nurture growth in young minds and create an important foundation for later development. A visit helps parents understand how a centre translates its philosophy into daily routines and relationships.
Curriculum and teaching approach
Consider whether the programme supports academic foundations alongside social and emotional development and whether play, observation and intentional teaching are balanced.
Ask how the programme is planned, how educators respond to individual interests and how progress is documented. A well-rounded curriculum should make room for curiosity, communication, movement, creativity and relationships as well as early academic concepts.
The role of educators
Qualified, passionate educators shape a safe and stimulating environment in which children can thrive. Ask about qualifications, professional learning and continuity of care.
Observe how educators speak with children, guide play and create emotional safety. Consistent, qualified and passionate professionals have a vital role in shaping a child’s everyday early-learning experience.
A supportive environment
Look for inclusion, respect for diversity and a culture that celebrates individual strengths.
Consider whether children’s cultures, abilities and personalities are visible and respected, and whether families are invited into genuine partnership. Every child should feel celebrated rather than expected to fit a single pattern.
Facilities and resources
Visit indoor rooms and outdoor play areas, and consider the quality and accessibility of resources. The source article calls its facilities “state-of-the-art”; this promotional description should be assessed during a centre tour.
Look at outdoor play areas, room arrangements and the variety and condition of learning materials. Resources should be accessible, age-appropriate and capable of stimulating curiosity and creativity.
Making the right choice
Weigh curriculum, educator quality, relationships, environment, facilities and how well the centre communicates with your family. Contact the centres to arrange a visit.
The best choice is the one that combines a sound programme, caring educators, inclusive relationships and environments that suit your child. Take time to ask questions and assess whether the centre’s daily practice matches what it promises.
Published policy
Privacy Policy
Revised May 1, 2021
Source notice: This policy text is reproduced from the
current public website for content completeness. It predates this
independent static concept and may not describe this preview’s
operation. The business should review it before any official launch.
Introduction
Your information privacy is important to us. This policy explains how information and data may be collected, used, protected and disclosed when people use the website and related services. By using the site or services, users consent to the policy.
1. Personal information collected
Categories listed on the published policy include contact information; identifying and authentication information; financial information; demographic information; geolocation; browsing and click history; commercial activity; photos and videos; inferred preferences or characteristics; and other information relevant to a service.
The source policy gives examples including first and last name, mailing address, email and telephone number; IP address, social-media usernames, passwords and security information; card and bank details; gender, age, employment and salary; products or services viewed or purchased; and profiles reflecting preferences, behaviour, characteristics or attitude.
2. How information is used
The published purposes include processing registrations and transactions; communicating about them; analytics; marketing and promotions; operating loyalty, competition or personalised communications; maintaining and improving services; customer support; reviews and user content; security and fraud prevention; complying with legal requirements; and other consented or legally permitted purposes.
It specifically refers to receiving, confirming, processing and tracking orders, subscriptions or registrations; sending alerts; diagnosing technical problems; administering services; displaying authorised reviews or content; protecting the company and others from theft or misconduct; and providing information to lawyers, accountants or advisers. Without information, a requested service may not be available.
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Third-party sources may include information made public on social media or other online and offline resources, or information accessed when a person consents to connect an account to another service.
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The policy describes sharing necessary information with service providers, affiliates, parties to a corporate transaction, and government, law enforcement or private parties where the company considers disclosure necessary or legally appropriate.
Service providers may support hosting, maintenance, data storage, management, marketing and promotions and are described as receiving only what is necessary. Information may also transfer during a merger, acquisition, sale or asset transfer. The policy says disclosure may occur in response to court orders or subpoenas, to protect safety, property or rights, to prevent unlawful activity, or to comply with law.
5. Cookies
Cookies and anonymous identifiers may be used to analyse and improve services. Browser settings may reject cookies but some functions may be affected. The policy describes use of Google Analytics and links to Google’s opt-out tool.
Some service providers may use their own cookies or tracking technology. Most browsers initially accept cookies, but settings can be changed to refuse them or notify a user when one is sent; disabling them may prevent some services from working correctly.
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Information described in this section includes clickstream activity, browser type, dates and times, and advertisements clicked or scrolled over during visits to this and other sites.
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Tinkabell
Little Rascals
Minikins
Early Learning Centres in Melbourne's Eastern Suburbs
Our curriculum incorporates pedagogical principles and processes from both the National and Victorian Early Years Learning Frameworks, combining experiences which assist children to be confident and involved learners. Working in partnership with all families, our daily programme is filled with play-based learning, providing the children with opportunities to learn as they create, discover, improvise and imagine.
Our childcare centres offer children friendship, security, challenge and excitement in a relaxed and stimulating learning environment. We realise that each age group has different needs and abilities. Specific programme goals will be developed for each group, and are based on an understanding of each child in that particular group. In this way we can individualise the childcare programme so that each child is encouraged and extended in their development.
In the nursery, there is a world of discovery with lots of hugs and cuddles. In the toddlers' room our focus is on language and independence, whilst they discover new challenges and adventures. In kindergarten we help the children think outside the box, and provide a school readiness programme.
Our childcare centres are secure locations where each child can continue to develop healthy habits, attitudes and skills. Theses abilities will allow the child to approach learning with confidence and positive self-conceptualisation.
We acknowledge the relationship between each child’s family and the centre, as it is crucial to the wellbeing, health and development of all children. If we have extensive knowledge of each child and their family, it will assist our staff when developing strategies that are consistent with home, in order to reflect common values and provide learning opportunities for individual children. We are committed to maintaining positive lines of communication when collaborating with children, families and external agencies to meet the needs of each child.
Reflection of the Day
In each room we provide a reflection of your child's day and a photographic diary of each age group's activities, thereby allowing parents to follow their child’s daily activities.
Supporting Children's Individual Needs
We cater for 0-6 year-old children and aim to provide a "home away from home" atmosphere in a supportive environment which respects and maintains the linguistic and cultural backgrounds of the children.
We include activities to aid the physical and emotional needs of a growing child. The programme is designed to enhance your child's individual development, stimulate his or her interest in the world around them, and foster a desire to learn and discover. Educational objectives are formed to clearly determine each child's identity, wellbeing, learning, and communication skills, with all areas being independent, though equally important to, the child’s overall development.
Our programmes offer experiences where the children will imagine, learn, explore, create and enquire through play. The opportunity to play is an important component of the developmental programme. Play provides all children with the opportunity to have fun, express ideas, satisfy their curiosity and test their knowledge of the world. Through play experiences, your child will be busy exploring the environment, confronting problems and finding solutions, thinking and playing creatively.
Funded Kindergarten Programme
At our childcare centres, the kindergarten year is a rich and stimulating experience. We provide a range of important opportunities which not only prepare your child for school, but prepare your child for life. Our programme is based on the Victorian Early Years Framework, a programme for children in the year before they start primary school. Children should be aged at least four years by 30 April to access the four year-olds programme.
Our programme is run by a qualified kindergarten teacher, and is a part of our integrated long day care programme. It has a play-based approach, which emphasises learning through socialisation, exploration, investigation, and opportunities to practise problem solving and thinking skills. The approach we take to learning is holistic, advancing simultaneously in the areas of health, cognitive, personal and social development, and wellbeing. During each term, we work on school readiness and setting objectives and strategies for each child.
The Victorian Early Years Framework identifies five early years’ learning and developmental outcomes for children. The framework describes each outcome from the Early Years Learning Framework for Australia to the Victorian Essential Learning Standards (VELS) level 1 and 2. The outcomes provide a shared language for all early childhood professionals and families to use when planning for children’s learning and development.
Aims and Goals for the Children
To provide the children with a healthy, happy, loving, caring and trusting feeling in our childcare centres, where each child has a strong sense of independence and self-worth.
To provide, through our daily programme, skills he or she will use for the rest of his or her life.
To provide the opportunity for each child to develop their skills, values, feelings, explorations, concepts and knowledge appropriate to their age and stage of development.
These will include: SKILLS: gross motor, fine motor, and language/communication, social, turn-taking, conflict resolution, problem solving, self-help, and independence
VALUES/FEELINGS: respect for others and equipment, responsibility, self-esteem, diversity, acceptance, values, social justices, empathy, fairness, kindness, inclusiveness
EXPLORATION: experiment, enquiring mind, curiosity, collaborative co-operation, perseverance, scaffolding, resilience, creativity
CONCEPTS/KNOWLEDGE: senses (smell, touch, sound), numeracy, spatial awareness, music, sound, rhythm, beat, movement-expression, space, environmental awareness, sustainability, literacy (verbal, written, visual)
The children have the opportunity to develop happy and satisfying relationships with other children of various ages and a range of cultural backgrounds.
Develop skills to communicate with other children and adults.
For educators to develop a relationship with children based on trust and respect.
Educational Programme
Our centres embrace both the National and Victorian Early Years Learning Frameworks, which identify the following outcomes for all children:
Children have a strong sense of identity.
Children are connected with, and contribute to, their world.
Children have a strong sense of wellbeing.
Children are confident and involved learners.
Children are effective communicators.
The educators in charge of each room, in association with the other team members, are responsible for planning an early childhood play-based programme which reflects child-centred, anti-bias and multi-cultural experiences, is developmentally appropriate and emerges from the children’s observed interests.
Educators observe each child’s responses to the programme both as an individual and as part of a group, assess the child’s progress towards the outcomes of the EYLF, and document the observation and assessment. They share this this documentation with the parents and use it to meet each child’s individual needs. A wide variety of developmental and interest areas are provided for within the indoor and outdoor play environments.
Parents are welcome to discuss their child’s development and view their observations. Parent interviews are also organised at the end of each term. Portfolios are used to document the child’s learning journey and are handed to parents at the end of the year.
We aim to provide a stimulating range of activities without bias to gender. We provide equal opportunities for girls and boys to develop to their full potential through all learning experiences. The curriculum is planned to enhance and understand the acceptance of differences in others, and is inclusive of children with special or additional needs.
Each child’s knowledge, ideas, culture, abilities, and interests are the foundation of our programme. Their sense of agency is promoted, enabling them to make choices and decisions that influence events and their world.
The indoor and outdoor learning environments are arranged and resourced with materials, which are age, developmentally, and culturally appropriate, in addition to meeting the children’s interests. Parents and children are asked to contribute ideas for resources and to the arrangement of these environments. Educators respond to children’s ideas and use intentional teaching to scaffold and extend each child’s learning.
The curriculum programme, including routines, is organised to maximise opportunities for each child’s learning. It allows for children to engage in learning for extended periods. Meal times are unhurried social occasions. Rest and relaxation involve intentionally teaching older children relaxation techniques.
Our learning curriculum is displayed in each room. Parents are encouraged to read it, participate in our planning and offer feedback. Comments, ideas, or suggestions on the curriculum are always welcome. Resource organisations are readily available to assist staff and parents. Please contact us to find out more.
Orientation
The introduction into long day care can be difficult for children and parents. Children's welfare and happiness are the priority for staff when welcoming new children to our childcare centres and when assisting the family to settle into the centre environment. It is recognised that families' need will vary greatly during the orientation process, and individual needs will be met as far as possible.
Below are some helpful hints for parents on settling your child into care:
Make sure you familiarise your child with the environment and the people in the environment (children and adults) by coming in for visits before commencing care.
Ease your child into care with short stays to begin.
Provide a favourite toy, blanket or comforter to support your child when they are separating from you or settling to sleep. This can help your child feel more secure.
If your child is unsettled, short visits with you helps your child to gain trust with an unfamiliar environment. These visits can be made on a day when your child is not booked to attend.
Interactions between staff and parents or staff and other children can produce positive role models and be reassuring. This experience can help to establish trust in an unfamiliar setting.
Try to talk at home about childcare. Mention the names of the staff and other children. Talk about the fun and enjoyable things the child will be able to do at childcare.
Talk to the staff about your child (what they like to do, successful ways of settling them to sleep, foods they like/dislike, allergies, etc.). This helps staff to get to know your child and will provide us with all the necessary information to ensure their wellbeing.
When leaving your child, it is best to make sure you say goodbye and then leave. If a child is upset, hesitating and not going after you have said your goodbyes only confuses them.
Reassure your child that everything is alright and you will return later, as this can help them settle. It sometimes helps to establish a routine when leaving, for example by giving your child a cuddle and giving them to a staff member or sitting down with them for a short play or reading a book together, then leaving.
At first, some children protest strongly while others may take a day or two to realise that you are leaving them and begin to protest after several days. Children soon learn that you do return, and they are well cared for in the meantime.
Parents should not hesitate to ring during the day to see how their child is coping.
Leaflets and booklets on how to prepare the child and what to expect are available at the centre.
Food and Nutrition
Meals and snacks are prepared each day on our premises by our cook, who places much emphasis on using fresh, wholesome ingredients, and providing a varied and nutritionally balanced menu. We maintain the highest standards of cleanliness and hygiene at all times.
Our cook has extensive experience with planning, preparing, and cooking meals and snacks for young children, which is reflected in the interesting and nutritionally balanced menu prepared each week. Meals are prepared and cooked daily, using fresh, healthy ingredients, and are kept interesting through various cooking methods.
New foods and tastes are planned and introduced, and special requests for family favourites are always welcomed. Children at our childcare centres are exposed to a variety of food, covering a wide range of cultural backgrounds. The children eat at their own pace in a relaxed, non-pressured environment.
Our centres’ attention to detail is not limited to the presentation of meals. The total mealtime experience for your child is planned for carefully and with flair. Staff in each of our rooms prepare for meal time, adding finishing touches such as decorated tables, handmade named placemats and flowers to ensure that your child enjoys the atmosphere of dining with friends.
As well as being an appropriate time for meeting your child's physical needs for food and drink, mealtime and snack-time at the centre is also a time for socialising, learning and exploring. Importantly, these daily routine activities provide opportunities for the children and staff to enjoy each other’s company, and build on relationships with their peers and caregivers, thereby growing social awareness.
Our menu is displayed in the foyer on an information board, and is changed weekly. The menu is designed to provide a well-balanced, nutritious diet that reflects seasonal changes. Fresh produce is always available.
Your child will be served a breakfast consisting of milk, cereal and toast; morning tea with fresh fruit and milk; and a hot lunch. Afternoon tea consists of home baked biscuits, muffins, cakes, scones, desserts or a meat, cheese and fruit platter. Water is always offered to the children throughout the day, and each child is supplied with their own labelled bottle. If your child is in attendance at the centre after 5:30pm, we’ll also provide a late afternoon tea.
Sometimes your child will be served morning or afternoon tea at a table. Other times snacks are taken more informally, set up as picnics on mats inside or outside, depending on the weather.
Children with bottles: for formula/breast-fed babies, we request that you bring clearly labelled and prepared bottles with you each day and place them in the fridge. Bottles are sterilised at our centre using the Milton method.
We celebrate each child's birthday with a party. We invite parents to bring in a cake that can be shared by all the children in their room. Please supply a list of ingredients so we can monitor all children’s allergies.
If it is possible, we would love to have Mum and Dad along, too. If not, feel free to bring your camera and the staff will take some photographs for you.
If you have any questions about our curriculum, please give us a call today on 03 9874 6401.
Original page links
- Tinkabell
tel:0398746401 - Little Rascals
tel:0398783200 - Minikins
tel:0398429777 - 03 9874 6401
tel:0398746401