Educare Centre


The Educare Centre caters for about 75 children and has a complement of ten staff members.

There are five class groups, and children from three months to five years are admitted.

Our philosophy is based on the fact that children learn through play. Through play the children are encouraged to experiment and form concepts: this is facilitated by the teachers creating a challenging learning environment that is conducive to exploration, investigation and questioning and a programme specifically designed to develop the whole child (emotional, social, physical, intellectual and cultural).

Under three's

The under 3 years (3 months-to-3 years) are divided into three age groups and are separated from the older children.

3 to 12 months

Childcare Worker: Jean Jaftha

Support Staff: Thumeka Dosi

3 months to 1 year classThe Childcare Worker will follow the routine of the baby.

Mothers are encouraged to continue breast feeding their baby. They can visit their baby throughout the day to breastfeed. You can also express your milk which can be stored in the refrigerator for later feeding.

The Childcare worker creates a warm, caring and secure environment which will enable the babies to develop a sense of trust.

The childcare worker provides opportunities for babies to:

  • sit, move around on their stomachs, crawl, and walk
  • turn their head to watch moving objects and listen to sounds
  • explore by reaching out to grasp objects, pick things up and lift objects to find a hidden objects

Auditory stimulus at this stage is very important. The Childcare Worker's voice is an important tool. The babies are also exposed to music.

1 to 2 years

12 to 18 months

Class teacher: Lungiswa Ngqoukuana

Support Staff: Buyelwa Sishuba

18 to 24 months

Class teacher: Elsie Witbooi

Support Staff: Phozi Fata

Outdoor playThe 1-to-2 year olds are now ready to follow a daily programme.

The childcare worker aims to provide stimulation through a range of activities which will help toddlers to:

  • understand words
  • listen to stories being read and told
  • turn the pages of a book
  • recognise objects in books and point to them
  • recognise and name parts of the body
  • stack blocks
  • build tower of at least three block
  • sing and move to music

The toddlers' fine motor skills are developed by participating in activities that involve the use of the hands and fingers. These include manipulating objects, tearing, drawing and working with play dough. Using different textures can enhance the sensitivity of the hands and fingers.

During the stage of development, the toddler is encouraged to do things independently, such as drinking and feeding, even though it creates lots of spills.

The toddlers' gross motor co-ordination is also developed by participating in outdoor activities that involve the use of the large muscles. These include climbing onto and off the jungle gym, pushing and pulling wheel toys, climbing inside, outside, under, over, between, behind, etc.

2 to 3 years

Childcare worker: Janice Jaftha

Support Staff: Moira Ruiters

Working with puzzlesIn the 2-to-3 year class, greater independence is encouraged by providing opportunities for children to use the toilet and eat meals by themselves.

They are also encouraged to dress and undress themselves.

The teacher encourages the children to express themselves and communicate their needs.

The children start the day with morning discussions which focus on days of the week, weather, news, theme work.

Various learning areas encourage complete cognitive development and, most importantly, small and large muscle skills, including:

  • cutting and pasting
  • drawing
  • painting
  • play dough
  • puzzle
  • book corner
  • block-building
  • fantasy play
  • music and movement
  • stories being read and told

The daily programme helps to structure the day. The activities times are slightly

Pre-primary section

The pre-primary section is divided into 2 age groups (3 to 4 years and 4 to 5 years). Each class has a dedicated, qualified Teacher and a co-worker.

Each week a different theme is introduced, starting with the familiar and working towards the unfamiliar. The learning programme is divided into a resource room which consist of of literacy, numeracy and life skills and an art room which comprise of art and culture work stations. The teachers rotate responsibility (resource and art and culture) on a weekly basis.

The children are free to move between the two classes. The teachers will meet with their respective group for morning ring, music or movement and story time.

In consultation with the teachers the co-workers will plan and prepare activities for the outdoor play area.

box construction3 to 4 years

Class teacher: Joy Solomons

Support staff: Buyelwa Sishuba

In the 3-to-4 year class, the teacher helps to promote healthy relationships between learners, where each child learns to respect and love their peers.

The teacher strives to develop effective communication by building up language skills.

Through theme work the child gains an understanding of the world and the systems within it and all learning areas.

4 to 5 years

Class teacher: Chezlyn Daniels

Support staff: Gail Van Neel

Drawing tableIn the 4-to-5 year class the teacher encourage the children to engage in sustained play episodes in which they plan, negotiate and share responsibility and leadership.

The teachers provide opportunities through theme work for the children to experience and repeatedly practise the fundamental principles of cognitive development. The inclusion of any form of play will help the children develop their cognitive abilities and other potentialities.

Micro activities

During mid-morning outdoor play time each teacher will meet with a group consisting of five children for micro activity. She will plan a gross motor activity, perceptual game and an activity which the child will home.

Micro activity is an essential part of the programme since it provides an opportunity for the teacher to assess the child in all aspects of his/her development.

Support staff Support staff Support staff


Assessment is ongoing. The children are assessed on a daily basis.

At the end of each term the teacher will meet with parents to discuss the development of their child.

Recommendations would be made for assistance in any areas where developmental lags may be identified or perhaps a referral for a developmental assessment.

Parents are issued with a written report in June and December.

Support staff


Gail Caroline
Gail Caroline