Early Learning Centre

Early Learning Centre

Early Learning Centre

The Murray W. Verso Centre for Early Childhood Learning was opened in 1999, and provides a positive and enthusiastic introduction to education for boys and girls between the ages of three and five years.

Our Early Learning programs are influenced by two internationally renowned educational initiatives: the Reggio Emilia Approach and the International Baccalaureate Primary Years Programme (IB PYP), and our guiding principle is to provide a safe, creative and challenging environment which encourages children to explore and learn in their own time and at their own pace. We also implement the Stephanie Alexander Kitchen Garden Program which inspires a passion for health and well-being in all children.

We have long recognised that the children with whom we work come to the Early Learning Centre with many well-established skills, with great enthusiasm for learning, and an interest in their new environment and new friends. They come to enjoy the experience of developing friendships within the group – and with new adults – to be joyful, to experience humour in different situations and to have fun.

The most important goal of our curriculum is to help children become enthusiastic lifelong learners in an environment where they are valued, cared for, nurtured and respected. This means encouraging them to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts.

The play based program is planned, organised and supported by early childhood teachers and staff. It takes into account the varying developmental skills and needs of each child and also builds upon the many strengths and skills they bring to the Early Learning Centre.

Children in our ELC are also actively involved in the wider school community, helping them to develop a sense of belonging within the Trinity community. We regularly welcome the Principal, the Heads of the Junior and Senior Schools, and other senior staff to share special experiences with the children. These interactions give our staff an opportunity to observe the growing skills and abilities of our children, and clearly show the children they are important and valued within the whole-school environment.