Early Learning Program

Neldrac’s dynamic, vibrant and inspiring program is designed by our experienced early learning educators. Neldrac’s program is based on the knowledge that children are natural learners, and that each child develops at their own pace. Unlike outdated programs of previous generations that expected all children to learn the same things at the same time, Neldrac’s program is flexible, individual, and engaging. We aim to offer every child a rich and unique learning experience that will give them the best possible start in life.

In fact, international research tells us that, for every year a child spends in a high-quality early learning program like ours, their school outcomes in literacy and numeracy improve dramatically. At every age and stage of the learning journey, we will continue to work with you so we can learn more about your child. This helps us create a program that builds on their interests and abilities, and introduces and reinforces important concepts – like language, maths, science, environment, art, health, and social awareness – in the way that works best for them.

The Early Years Learning Framework

At the heart of Neldrac’s program is “Belonging, Being and Becoming”, the Early Years Learning Framework (EYLF) was formulated by the Australian government. This is the Australian Government’s national framework for early childhood education and a key component of the National Quality Framework (NQF) for early childhood education and care which is designed to encourage continuous improvement of education and care services. The EYLF defines the principles, practices, and outcomes essential to every early learning program and is designed to ensure all children, from birth to five years of age, receive high-quality learning experiences. We now bring this Educational experience to India, adapting the framework to suit Indian demographics, culture and ethos.

The Framework has a strong emphasis on play-based learning and aims to achieve five overall Learning Outcomes:

  • Children have a strong sense of identity.
  • Children are connected with and contribute to their world.
  • Children have a strong sense of well-being.
  • Children are confident and involved learners.
  • Children are effective communicators.

We’re all passionate about and committed to early learning. Everything we do is for the benefit of the children in our care because children are at the centre of everything we do. Our qualified staff knows that the best early learning happens in environments where children feel safe, loved, and protected. This requires a place where children are nurtured and their minds stimulated.

Qualifications and training

Neldrac center staff is offered regular opportunities for professional learning and development. Under the National Quality Framework from Australia, all center staff (with the exception of our dedicated cooks and administration personnel) are encouraged to hold or be studying towards, a qualified course in Children’s Services.

Centre Coordinators must have achieved a minimum of a Diploma in Children’s Services or a reasonable experience within the industry, while each center will also need to have Bachelor-qualified Early Childhood Teachers or a reasonable experience within the industry.

Neldrac has its own training offering vocational education training and a variety of other professional development courses. It’s our staff who makes our organization great and does their best for your children, so we support them to become the best early learning professionals they can be.

Transitioning rooms

Each center’s rooms cater to different ages and levels of development. Rooms are basically blocks or levels in the learning ladder. Each room deals with an advanced level of stimulus and learning opportunities

When children are the right age and your Centre Director feels they have developed sufficiently, they are “transitioned” or moved to the next room.

Our staff is very good at ensuring a smooth move between rooms and work closely with other early learning professionals and parents during the process. Transitioning between rooms is an important part of growing up and most children become very excited about moving on up!

Transitioning considerations

By the time your child is ready to transition, your center will have taken steps to ensure the process is as easy as possible.

Skill level: The groundwork for transition is laid early while your child is in their current room. Certain basic skills need to be learned before a move is possible and safe, so we make very sure your child is fully equipped to make the transition with as little disruption as possible.

Assessment and co-operation: We’ll assess your child’s readiness to transition based on their social and emotional development. They will then let you know when they think your child is ready to transition to the next room (and also when a space is available). But first, we’ll discuss the move with you and make the decision together as to whether or not your child is ready.

Transition process

Some children need a little more time than others to transition. This is completely normal. Every child is unique and our staff will ensure your child gets as much time and individual attention as he or she needs to successfully transition.

The transition itself takes place in stages. Your child will ‘visit’ the new room for small but increasing amounts of time. They will be given an opportunity to interact with the members and educators present in that room and take part in some of their activities for preparedness. We’ll continue to communicate with you regularly to ensure you are fully aware of your child’s progress.