Our mission is to provide positive outcomes for children through education & play – one child at a time. Eduplay is a place where there is a balance of tradition, education and creativity. We recognise each child as an individual and provide opportunities to develop their potential


Our philosophy is to enable young children under 5 years to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to New Zealand’s multi-cultural society.

We provide an educational experience that is values based to prepare children under the age of 5 for school and for life.

A Balance of Education, Play & Care

Children love to discover through fun, play and interaction. We nurture the children to love learning through stimulating and fun experiences.

We view play as a fundamental part of a child’s development. In this aspect, part of our philosophy is based on Friedrich Fröbel, the inventor of Kindergarten in 1940. Fröbel advocated the importance of free play in childhood, and designed activities and equipment to be given to a child as part of their self directed activity.

Our programme aims to provide a children’s garden – a social experience for children in their transition from home to school where they will be taken care of and nourished like precious plants in a garden.

Early education is one of the most important and formative times in a child’s life. From birth to age 5 children are exposed to a lot of new information and situations. Since these years form an important aspect of a child’s personality and impression of the world, our early childhood education service asserts that both care and education should be a part of a young child’s experience. Incorporating educational and social learning situations into a child’s life at this stage means reaching them at a time when their minds are open to learning, which prepares them for life, productivity and school.

Recognition of Each Individual Child

Our philosophy is to recognise each child as unique, having the potential to contribute and develop in their own special way. The voice of the child will be heard at all levels and we will be respectful and cognisant of their families’ aspirations. We endeavour to facilitate each child’s development as they discover their place in the world, placing an emphasis on participation and achievement. No-one will be left out.

Learning Environments

In educating the leaders of the future, our environment will reflect the special character of our service. Learning areas reflect three separate age groups. In all instances, our learning environment will be safe emotionally and physically, inspiring, creative and provide positive learning experiences that include all five senses – seeing, smelling, feeling, tasting and hearing. Each environment allows a good balance between educational development and play.

  • The infants’ nursery provides a safe, loving environment where infants are fostered in their capacity to learn through lots of attention and care.
  • Toddlers are provided with an area that includes quality indoor and outdoor activities that are designed to build and extend their development. Toddlers will learn skills such as self help, communication and social skills, while being encouraged to be independent. A caring hand is always close by.
  • Young children (Pre-schoolers) learn in an environment that prepares them for schooling and self awareness through age-specific facilities and activities, both individual and group-based. There is a focus on independence and skills development resulting in children being well prepared for their first day at school.

Curriculum Principles and Strands

Our curriculum is based on Te Whaariki – the New Zealand Early Childhood Education Curriculum.

As we set out to educate and care for each child, our curriculum provides infants, toddlers and young children with wonderful experiences that focus on the following principles:

  • Empowerment. Our early childhood curriculum empowers the child to learn and grow
  • Holistic Development. Our early childhood curriculum reflects the holistic way children learn and grow
  • Family and Community. The wider world of family and community is an integral part of early childhood curriculum
  • Relationships. Children learn through responsive and reciprocal relationships with people, places and things
  • Through the guidance of qualified and experience educators, these principles are woven into place with the following strands:
  • Well-being. The health and well-being of the child are protected and nurtured
  • Belonging. Children and their families feel a sense of belonging
  • Contribution. Opportunities for learning are equitable and each child’s contribution is valued.
  • Communication. The languages and symbols of children’s own and other cultures are promoted and protected
  • Exploration. The child learns through active exploration of the environment

Positive Outcomes

We are committed to achieving positive outcomes for each child. This is ultimately measured against the Education Review Office reviews, which occur every three years. Our goal is to consistently achieve high level ERO reports. Positive outcomes for children are achieved through the following development areas:

  • Knowledge (eg facts, concepts, ideas, vocabulary)
  • Skills (physical, intellectual, language, emotional, social)
  • Dispositions (eg curiosity, persistence, playfulness, resilience)
  • Attitudes (eg confidence, belonging, participation, enjoyment)
  • Cultural dimensions (eg aspirations, language, practices, traditions)

Learning Groups

Our curriculum is split into three sections and includes stimulating and well planned activities to support each child’s learning at each stage. There is a good balance between education and play. Our activities include play (creative, manipulative, physical, dramatic, theatrical, water, social, and extended), science, maths, reading books, storytelling, construction, cultural activities, life skills, character development, music, dance, performing arts, information technology, and lots more. Activities are managed according to each stage of development through lots of supervision from well qualified and experienced staff.

Infants (0-24 months)
Our goal for this age grouping is to nurture independence in a completely supervised environment through lots of love and attention. We nurture dependent babies and infants to discover a new and exciting world.

It is important that babies receive our 100% attention and therefore our staff to child ratios at this level are higher than the required standard of 1:5. There will always be a calm and peaceful environment in this area, where teachers will carry out their duties in a relaxed and enjoyable environment. We endeavor to work in close partnerships with parents, as we care for their babies.

Toddlers (24 months-3.5 years)
Our goal for this age grouping is to extend independence and develop skills that encourage and support toddlers to communicate and develop social competence. Teachers are patient as they care for and encourage toddlers as they encounter challenges and sometimes frustrations relating to fast developing minds and bodies.

Young Children (3.5 years-5 years)
Our goal for Preschoolers is to support independence, develop individual potential and encourage social competence at a higher level in preparation for Year 1 at school. This is achieved through a wide range of indoor and outdoor activities that vary from day to day. Whilst we provide lots of opportunities for children to develop intellectually, socially, attitudinally, spiritually, and physically – we ensure a fun environment.

A holistic approach allows for learning opportunities to occur naturally for each child in every activity and development is focused around individual interests.


We believe each child has a creative side and therefore provide lots of opportunities for children to develop creative talents and potential in every aspect of their development.

Cultural Awareness

We provide an environment where culture is valued and people will not feel out of place no matter what culture they belong to. Our curriculum promotes respect for other cultures, and values Maori as an official language of New Zealand. We aim to assist children to become culturally aware, and learn how to respect, tolerate and celebrate the diverse cultures in New Zealand.

We celebrate some important calendar events such as Easter and Christmas. In celebrating cultural diversity, we also acknowledge other important celebrations such as the Chinese New Year, Independence Days, Matariki, Hanukah, St Patrick’s Day, Waitangi Day, and others where appropriate.

Values-Based Approach

Life values are included to help shape a child’s sense of morality and prepare them for life. They also help shape our workforce environment and development. Life values also help children to cope with the inevitable ups and downs of life, enabling them to face challenges confidently, deal with problems optimistically, and make the most of change. Our values include: perseverance & resilience; compassion; happiness & life balance; peace and harmony; patience & self-control; kindness & gentleness; and personal responsibility.

Parents & Whanau

We value the contribution of parents and whanau to their child’s learning – we see them as the first teacher for their child. There are lots of ways that we involve parents in the care and education of their children. You will be included and informed at each step of your child’s development and be invited to contribute in a number of ways.


Each child’s development is monitored closely and collected in a variety of ways thorough assessment strategies. A popular method is through a portfolio – this is put together by teachers and documents how each child learns over the year. Opportunities are provided for parent to meet with teachers to view and discuss their portfolios – we welcome any feedback from parents concerning their child’s learning.

Portfolio stories are also on our online portal through Educa, with parents permission.