Our Philosophy

Burdekin Family Day Care Scheme Inc. acknowledge the Gudjuda people as the traditional owners of this land and pays respect to Gudjuda people both past and present.

Our priority is to provide the highest quality care for children by giving them the opportunity to learn, develop and master skills that will assist them to realise their full potential.

We at Burdekin Family Day Care Scheme Inc. understand that when children feel safe, secure and supported they will grow in confidence, explore and learn through interactions, experiences, activities, routines and events both planned and unplanned.

Our educator’s support and extend children’s learning through their involvement in children’s play. By engaging in shared thinking and conversations, educators help children’s thinking and learning to become richer and more complex.

We understand the importance of working with families to share and gather meaningful information which is important to achieve genuine connection as well as a shared sense of achievement.

At Burdekin Family Day Care Inc. we comply with the “National Quality Standard”, have implemented “Early Years Learning Framework” and “My Time Our Place” for school children attending care.

Our Goals

Well-being: – The health and well being of the child is protected and nurtured.

Children will experience an environment in which:

  • their health is promoted;
  • their emotional well being is nurtured;
  • they are protected and safe from harm.


Belonging: – Children and their families feel a sense of belonging.

Children and their families will experience an environment in which:

  • connecting links with the family and the wider world are affirmed and extended;
  • they know that they have a place;
  • they feel comfortable with the routines, rituals, and regular events;
  • they know the limits and boundaries of acceptable behaviour.


Contribution: – Opportunities for learning are equitable and each child’s contribution is valued.

Children will experience an environment in which:


  • there are equitable opportunities for learning, irrespective of gender, disability, age, ethnicity or background;
  • they are affirmed as individuals;
  • opportunities to learn with and alongside others are encouraged.