"We are very happy with the care at Little Assets Early Learning Forest Hill. Our older son had a fantastic 4-year-old kindergarten experience, and our younger son is currently enrolled and thriving with their balanced activities (music, sport, dance, and well-planned daily room activities). They are incredibly attentive and accommodating of our children’s individual needs especially around food fussiness.
The staff are professional, warm, and always approachable. It’s comforting to know that any questions or concerns are met with genuine care and support.
I highly recommend them and especially their kinder program. It is fantastic, offering a great mix of educational activities, engaging incursions, and exciting excursions that kept our older son curious and happy to learn.
Little Assets Early Learning Forest Hill is the care to any parent looking for a nurturing, responsive, and high-quality early learning environment" 

From Sahar Eid

Little Assets Philosophy Statement

Little Assets is family-owned early learning service dedicated in providing high-quality early childhood education and care to children across Melbourne. Our vision is to create a safe, secure, and nurturing environment where every child can flourish and reach their full potential.
We value the individuality of each child, recognizing that they are central to their own learning journeys. Through a play-based curriculum, children are encouraged to explore their interests, express themselves, and evolve at their own unique pace. We provide rich educational resources and highly trained educators to support and extend their development.
Our holistic philosophy draws upon key principles and frameworks including:
• The Early Years Learning Framework (EYLF)
• The National Quality Framework (NQF)
• Child Safe Standards
• The Reggio Emilia approach
• Diversity, inclusion, anti-discrimination, child rights
• Cultural responsiveness, especially to First Nations peoples
• Environmental sustainability

1. Child-Centric Learning (EYLF & NQF)
We see every child as a capable and competent learner. Our programs are responsive to their individual interests, strengths, and needs. Drawing on the EYLF and NQF, we foster a love for learning through play, creativity, and inquiry.
“I like about our Kinder because I love to draw in art area.”-Nina from LA Kew
“I like playing with my friends-something that I like -sandpit”-Lucca from LA Forest Hill

2. Reggio Emilia Inspired Practice
Guided by the Reggio Emilia philosophy and the vision of Loris Malaguzzi, we view children as capable, curious learners. Educators act as co-learners, observing and responding to children’s interests and ideas.
A core principle is Malaguzzi’s “100 Languages of Children”—the belief that children express themselves in countless ways, such as through art, movement, music, storytelling, and play.
We honour these languages by creating rich, open-ended environments that inspire creativity, collaboration, and critical thinking. The environment itself serves as the “third teacher,” supporting deep exploration and meaningful learning.
“The unicornosaurus, it’s my favourite area in yellow room because I love dinosaur. I learned that they exist a long time ago. I’m so happy that we made a very big dinosaur, like this big. Look at my arms (showing how big it is). And I love its claws because its rainbow” -Sebastian from LA Melbourne City

3. Diversity, Inclusion & Neurodiversity
We honour the rich cultural diversity within our community. Our inclusive curriculum reflects multiple cultures, traditions, and languages. We also embrace neurodiversity, ensuring all children—regardless of learning style or ability—are respected, supported, and empowered. We actively promote an inclusive environment where every child and family feels valued, fostering a sense of belonging and connectedness through encouraging families’ participation to share their culture, language, days of significance, family structure and experiences. These input shapes how we shape of curriculum and practises and how we critically reflect ways on how to make Little Assets more inclusive. We embrace children with disability and with neurodevelopmental differences. Our educators are continuously trained to understand and support children with diverse abilities, learning styles and additional needs.
“She’s on the wheelchair, I am holding her hands , her name is Finlie. I’m holding her hands because I love her. Iam kind to everyone” -Sophie from LA Melbourne City
“Friends with everyone”-Benjamin from LA Kew

4. Child Safety & Wellbeing
The safety, wellbeing, and rights of every child are at the heart of everything we do. We are committed to creating a safe, supportive, and empowering environment where children feel respected, heard, and protected.
We adhere to the Child Safe Standards, with clear policies and procedures in place to prevent harm and respond to concerns. Our educators receive regular training in child protection, mandatory reporting, and safe practices. We foster open communication with families and encourage a culture of trust and transparency, ensuring that every child feels safe, secure, and valued within our service.
“I draw Harpreet cuddling me when I feel sad. Then, I feel happy. I also draw a flying bunny””-Charlotte from LA South Morang
“Waiting at the tram stop, we wait for the people to get off & then we can get on the tram”-Ava from LA Forest Hill

5. Equity, Anti-Discrimination & Child Rights
We stand firmly against discrimination in all its forms. Our programs challenge stereotypes, promote social justice, and instil respect for every child’s rights. We strive to build a culture of empathy, fairness, and mutual respect.
“I made love potions. When people give love to someone else, they become friends. I want to give love to Yiling and everyone.”-Jesse from Little Assets Melbourne City

6. First Nations Cultural Responsiveness
We respectfully incorporate Aboriginal and Torres Strait Islander perspectives into our curriculum and practice. By embedding cultural responsiveness, we celebrate the heritage and histories of First Nations peoples and work toward reconciliation through meaningful engagement and professional development.
“I draw Aboriginal people because I respect them. I learn to respect their land and the elders”- Zayah from LA Melbourne City
“I am drawing the Aboriginal Flag, and the camping fire. Teacher-” Why did you draw fire?” Nuvee pointed at the “Wurundjeri Land space said because I love playing at that corner”-Nuvee from LA South Morang

7. Sustainability & Environmental Responsibility
We inspire children to connect with and care for their environment. Our programs incorporate sustainable practices that promote environmental awareness, ethical decision-making, and a lifelong respect for the natural world.
“We need to respect our environment”- Zoe from LA Kew
“Me and Nina get excited to water the plants on the rooftop”-Grace from LA Kew
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Our Commitment
At Little Assets, we are dedicated to ongoing reflection, continuous growth, and fostering meaningful connections with families and the broader community. We strive to create a nurturing environment where every child’s voice is heard, valued, and respected. Our aim is to cultivate a sense of belonging, ensuring each child feels safe, supported, and inspired to grow into a curious, confident, and compassionate individual, while building strong connections within our community.

The children participate in a range of incursions and excursions throughout the year to support their learning, development and connection with the wider community. At Little Assets Forest Hill, children have opportunities to engage in meaningful experiences such as local excursions, community visits and planned incursions that extend their interests, confidence and sense of belonging.

Our program also supports children’s language development through rich conversations, group discussions, storytelling, music, songs, movement and opportunities to express their ideas, feelings and voices. Children are encouraged to build communication skills, listen to others and develop confidence in sharing their thoughts.

Child safety is embedded throughout all incursions and excursions through careful planning, risk assessments, active supervision, clear educator roles, headcounts and safe transition procedures. These experiences are planned to ensure children feel safe, supported and included while engaging with new people, places and learning opportunities.

At Little Assets Forest Hill, our curriculum is guided by children’s interests, voices, strengths and emerging learning needs. Educators plan meaningful play-based experiences that encourage children to explore, question, problem-solve, create and build relationships with others.

Our curriculum supports all areas of children’s development, including social and emotional wellbeing, language and communication, physical development, early literacy and numeracy, creativity, independence and confidence. Educators use intentional teaching, open-ended resources, group learning, project work and reflective practice to extend children’s thinking and learning.

We value children as capable and confident learners, and our curriculum is designed to support each child to feel safe, respected, included and connected to their learning environment. Family input, cultural backgrounds and community connections are also embedded into the program to ensure learning is meaningful and relevant to each child.

At Little Assets Forest Hill, our team is made up of passionate, caring and experienced educators who are committed to providing a safe, nurturing and engaging environment for every child.

We value strong relationships with children and families, and our educators take the time to understand each child’s individual needs, interests, routines and strengths. Our team works collaboratively to support children’s learning, wellbeing, confidence and sense of belonging.

Our educators are supported through ongoing professional development, mentoring and reflective practice to ensure high-quality care and education across the service. We are committed to child safety, inclusive practice and creating a warm environment where children feel respected, heard and valued.