2. MY HOME CENTRE:
A “FIRST STEPS”
CENTRE
Two licenses:
1) Licensed for Infant care (ages 3 months to 2 and a half
years old)
2) Licensed for Toddlers/Preschool (ages 2-3 and 3-5)
Multicultural
Eight babies (‘Lil Tots’)
enrolled.
Approximately 20
toddlers (‘Big Tots’)
enrolled.
A mix of qualified
teachers and training
teachers.
Opening hours:
7am-6pm, Mon-Fri.
Ratio = One teacher : five babies (1:5)

3. CENTRE PHILOSOPHY
• Acknowledge and embrace the
multiculturism of the surrounding
community and of the families
associated with the centre.
• Maintain the use and respect of
Te reo Maori and Tikanga Maori
within the centre.
• Always ensure the safety
and wellbeing of all
children in the centre.
• Upholding the principles
of Te Whariki within the
centre to promote
happiness and wellbeing
in all children.

4. OVERVIEW OF THE CENTRE
The babies room at my home centre is divided into two separate areas. The main
space is dedicated to toddlers. The smaller area, blocked off by a gate, is dedicated
to infants.

5. OVERVIEW OF THE CENTRE
There is a fully-covered deck adjoining the babies room, where the parents/whanau
enter. This space includes a built-in play house, a large couch, shelving, a large
locked storage cupboard, a mini portable circus-like tent and lots of clear
deck area for a variety of activities.
There is a window above the couch
which looks into the infants room. The
toddlers often use this to interact with
the infants and teachers by waving and
making funny faces.
We often set up mats and children’s
chairs, couches and large floor
cushions on the far end of the deck
so infants and toddlers are
safe and comfortable.
Mat times are often held on the deck.

6. OVERVIEW OF THE CENTRE

7. Learning Space: Nature Area
Location: The babies’ nature
area is situated in a well-lit
corner under the window in the
babies room.
Interactions: Mostly child/selfdirected play and exploration.
Teachers interact with the
babies by encouraging
exploration of resources and
textures by using techniques
such as demonstration (e.g.
how to rub the sheep-skin
against your skin to feel the
soft texture).
Ensuring Safety: Teachers
ensure the learning area is
safe by:
• Removing/repairing
damaged resources as soon
as possible.
• Ensuring heavier play
resources are on the floor or
the bottom shelf so they do
not fall on the infants.
• Providing properly cleaned
natural resources to avoid
illness.

8. Learning Space: Nature Area
Set up of resources: Play
resources include:
• A wide range of exotic toy
animals
• Flax baskets
• Sheep-skin and other similar
natural textures
• Discovery Bottles
• A variety of driftwood, log
slices, shells and starfish
• Images of birds, plants,
animals and insects
• Pinecones
• Animal print materials
The play resources are set up in
a variety of ways and
combinations each day. All the
resources are kept tidy on a low,
infant-friendly bookshelf when
the infants are not using them.

9. Learning Space: Nature Area
Value of play and exploration in this space
When the infants explore and play with the resources in the nature area they
encounter a range of learning experiences that encourage the development of
their primary senses (e.g. taste, touch and smell) and spatial awareness. Curiosity
is the biggest motivation in infants in this learning area; and exploration is
expressed more than play.
Te Whāriki
“Strand 5: Exploration –Mana Aotūroa
Children experience an environment
where:
Goal 1 – their play is valued as meaningful
learning and the importance of
spontaneous play is recognised.
Children develop…the knowledge that
trying things out, exploration, and
curiosity are important and valued ways
of learning.” (Ministry of Education, 1996.)

10. REFERENCES
Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.