Molong Preschool began in the Church of England Hall in 1972. The present premises (the old R.S.L. Hall) was purchased in 1975 and has been a happy place for many preschoolers and staff ever since. In 2013 Long Day Care started and the centre changed its name to Molong Early Learning Centre.

Molong Early Learning Centre (MELC) is managed by parents and interested community representatives who form a committee. An executive is elected at the Annual General Meeting (AGM) in March each year. The Management Committee meets monthly.

We are a group of parents, carers, and friends who come together to:

• develop strong relationships between MELC and the community,

• meet and welcome new parents and carers to our community,

• learn the ropes of being a committee member, and

• help provide resources through fundraising initiatives.

Philosophy of Service

At Molong Early Learning Centre, we value a play-based, inclusive approach that recognises the importance of family, community, and cultural diversity. Our philosophy promotes children’s social, emotional, and environmental awareness, with educators guiding learning through meaningful, respectful relationships and a commitment to slow, intentional pedagogy.

️ Community

At MELC, we believe that strong community partnerships enrich children’s learning and help them feel connected to the world around them. We actively engage with local organisations, services, and community members to support children’s development and well-being.

We promote collaboration and believe in working together with our wider community to build a strong, supportive network for children and families.

‍‍‍ Family

Families are children’s first and most influential teachers. We value strong partnerships with families and welcome their input, knowledge, and cultural experiences.

Through slow, attentive engagement, we build respectful, two-way relationships that support each child’s learning, development, and identity. Open communication and collaboration with families help us meet each child’s unique needs and goals.

Environment & Sustainability

We encourage children to explore and connect with nature. A balanced lifestyle—rooted in slow, mindful experiences—includes healthy eating, physical activity, outdoor play, and time in natural environments.

We embed sustainable practices into daily routines and help children understand the importance of caring for the environment, empowering them to become future leaders who respect and protect the land. As one child shared: “I love feeding the chooks.”

Play-Based Learning, Loose Parts and Risky Play

Play is central to everything we do. Through slow pedagogy, we give children the time and space to engage deeply, revisit ideas, and build strong understandings of the world around them.

We embrace loose parts play—offering open-ended materials such as natural items, recycled objects, and movable resources that invite children to create, experiment, and innovate. This type of play nurtures creativity, problem-solving, and critical thinking through hands-on learning.

We create rich, engaging environments where children are encouraged to explore, ask questions, and be creative. Our educators support play through intentional teaching—being thoughtful, purposeful, and responsive in every interaction.

We honour each child’s pace of learning, encouraging them to take an active role, make choices, and develop confidence in their abilities. Sensory exploration is recognised as a key part of early development.

We also recognise the value of risky play, which includes age-appropriate challenges such as climbing, balancing, and exploring natural environments. Risky play helps children build confidence, self awareness and risk assessment skills, while supporting physical development, resilience, and emotional regulation. By safety navigate challenges, children learn to trust their abilities and develop a sense of independence and responsibility.

Social and Emotional Wellbeing

Positive, consistent relationships are the foundation of children’s social and emotional development. We nurture warm, trusting connections that help children feel safe, valued, and confident.

Through strong relationships and reflective practice, we support children to understand their own feelings and those of others, promoting empathy, resilience, and social competence. As one child said, “I like school because I get to play with my friends.”

Culture, Diversity & Inclusion

We respect and celebrate the many cultures, languages, and traditions of our children, families, and community. We are committed to creating a culturally safe environment where everyone feels welcome and has a strong sense of belonging.

We listen to, learn from, and engage with diverse perspectives. Our practices promote equity and inclusion, ensuring that every child can participate fully, regardless of background, ability, or experience.

We acknowledge and honour the histories and ongoing contributions of Aboriginal and Torres Strait Islander peoples, embedding cultural understanding into our everyday curriculum.

‍ Our Role as Educators

We are dedicated, reflective professionals who guide, support, and advocate for the development and rights of every child. We embrace slow pedagogy—slowing down to notice, reflect, and respond thoughtfully to each child’s needs.

We foster strong connections with children, families, and each other, recognising that relationships are central to learning. We prepare children socially and emotionally for school readiness, while respecting their unique interests and rhythms of development. Guided by the Early Childhood Australia Code of Ethics, we are committed to ongoing learning, collaboration, and continuous improvement to ensure the highest quality care and education.

✨ Belonging, Being and Becoming

Children have a strong sense of belonging to their space and relationships at MELC. Their uniqueness in being themselves is honoured, and we find joy in supporting them on their journey toward who they are becoming.