About Our Kindergarten

At Modbury Kindergarten, we embrace holistic approaches to learning and development, recognizing the whole child, their individual strengths, wealth of knowledge, desire for learning, and anticipation to be seen and appreciated for who they are and what they bring. We foster a collaborative and inclusive environment, that values diversity and difference, empowering children, families, and educators to grow together over time. We recognise that children with high levels of wellbeing and a sense of security are ready to learn and engage with others. By cultivating a nurturing environment, we aim to inspire a lifelong love of learning and support children to become confident, compassionate, and well-rounded individuals who are active citizens.


We are committed to providing a quality teaching and learning programme based on the Early Years Learning Framework (EYLF) which is a National Curriculum document for children from birth to school transition. The Early Years Learning Framework describes childhood as a time of BelongingBeing and Becoming.

Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.

Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’- time to play, try new things and have fun.

Becoming is about the learning and development that young children experience. Children start to form their sense of identity from birth, which shapes who they are as they grow. Educators, in partnership with children and families, design learning with specific goals for each child and group of children, within a play based environment.

100 languages


The child
is made of one hundred.

The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.

A hundred always a hundred
ways of listening
of marveling of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.

The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.

The school and the culture
separate the head from the body.

They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.

They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.

They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.

The child says:
No way. The hundred is there.

Loris Malaguzzi   (translated by Lella Gandini)