Our staff

Caroline Gawargy

Director

Working Towards ECT

As the Centre Director, I believe that the early years are the most influential in extending and enriching children’s development and education. I believe in a program that has a foundation of learning through play, both indoors and outdoors, in which children are encouraged to make choices and extend their own learning.
I also recognise the importance of families, being the primary influence in a child’s life. I aim to continually develop and maintain collaborative and open partnerships with all families and as such promote an open-door policy.
At Kids Jungle I have a passionate and dedicated team of educators who are invested in each child’s wellbeing. Their constant positivity and hard work makes Kids Jungle an incredible working environment. We work together to form a team who respect, value each other and share knowledge and skills to provide an environment where children feel safe but are also challenged.

Caroline

Belinda

Belinda Lindley

21C

Turtles Room Leader

Cert lll(working towards diploma to Diploma)

I believe that all children are all individuals. Each have their own personality that grows from their home life and experiences. I endeavor to support each and everyone of them to achieve their goals and meet their challenges in life with positivity and resilience.
I believe the care and respect that we give a child in the environment of childcare is an extremely important one and that it should reflect the wants and needs of their families.

“It is vital that when educating our children’s brains that we do not neglect to educate their hearts, a key element of which has to be the nurturing of our compassionate nature.”

Dalai Lama


Megan Bennett

ECT, Educational leader

Experiences within early childhood lay the foundation for future educational achievements.  Creating enriched learning experiences are vital to maximise a child’s potential. As an early childhood teacher, I believe that it’s my role to provide quality learning and developmentally appropriate experiences where children become successful, build confidence, allow for creativity and children are active participants in their learning.To achieve quality teaching in early childhood education, I believe that opportunities for play-based learning are essential as it allows children to make sense of the world.  This occurs through children engaging, processing, exploring, discovering, investigating and experimenting in learning and within the environment.

As an Early childhood teacher, it’s my role to look at children holistically and be responsive to their needs and interests. Providing opportunities for families and the community involvement will enable children to feel connected, secure, builds confidence and sense of identity.

Megan

Amanda

Amanda Gibbs

Diploma, Dolphin Room Leader

Each child is a unique individual and as an early childhood educator, I strive to provide activities that encourage excitement and exploration for the children in my care.It is important to me that I provide a variety of planned and structured activities, focused on the children’s current interests, strengths and developmental milestones, while also allowing the opportunity for free play and children’s guidance in their own learning.

At each developmental milestone children are learning the skills they need for life and as an educator it is my belief that I am here to guide them on their journey.I endeavour to foster strong relationships with the families of the children in my care to ensure that I am meeting their expectations in regards to their children’s growth and development. As an educator it is important that I continue to grow and as such I am constantly furthering my skills and knowledge through experiences and study.


Jessica Vawdon

Diploma

As an early childhood educator I believe that every child is a unique individual who needs a stable, loving and stimulating environment in which to develop and mature emotionally, mentally, physically and socially.As an educator, my aim is to create a fun filled, caring, playful multicultural and interesting environment for all children to feel comfortable to be in and to have fun learning at the same time. Creative arts has always been a big part of my life and career Like gardeners theories I feel as though the arts and creativity play major roles in children’s learning.

I believe that it is important that each family feel safe and secure when leaving their child in my care, this is why I strive to build strong and lasting relationships with the families within the service. These relationships help me to ensure that each child and their family are included in the programming cycle.

Jess

Flora

Flora Weatherall


Jade Smith

Cert lll

As an Early Childhood Educator I believe that young children learn and develop new skills through play. Being an Early Childhood Educator I believe that each child is an individual with their own views, personalities ideas and abilities. I value each child’s interests, beliefs, strengths, knowledge and ideas and act in the best interest of all children. I value the relationships between children and their families and try my best to build a respectful and trusting relationship with families and their children. I believe the best way to teach a child is to nurture and respond to them and listen to their ideas and ensure that each child is safe, happy, healthy and secure whilst in my care.

Jade

Sam

Samantha Priestland

Working Towards ECT


Jorja Houghton

Cert lll (Working Towards Diploma)

Jorja

Marni

Marni Love

Cert lll (Working Towards Diploma)


Enrol Now

Kids Jungle is now taking enrolments.
Please contact the centre to see our special offer.

To ensure the system of allocating vacant places is fair, the Australian Government has “Priority of Access Guidelines”. These are used when there is a waiting list for a child care service or when a number of parents are applying for a limited number of vacant places.

The Guidelines are:

Priority 1 – A child at risk of serious abuse or neglect.

Priority 2 – A child of single parents who satisfies, or of two parents who both satisfy the work/training/study test under section 14 of the Family Assistance Act.

Priority 3 – Any other child.

Within each category, the following children are to be given priority:

• Children in Aboriginal and Torres Strait Islanders families.

• Children in families which include a disabled person.

• Children in families with a non-English speaking background.

• Children in socially isolated families.

• Children of single parents.

Under these guidelines, we may require a Priority 3 child to vacate a place for a higher priority child. If this is required, we will give you 14 days notice however we will attempt to accommodate all families as best we can. When a vacancy arises at the centre, working families will be given priority for that vacancy.

Please contact the centre for availabilities.