Gunnedah Family Day Care

Gunnedah Family Day Care Gunnedah Family Day Care provides high quality education and care for children from birth to 12 years.

Servicing Gunnedah, Quirindi, Boggabri, Narrabri, Wee Waa, Moree, Coonabarabran, Gilgandra, Warren and all sorrounding communities and villages. Gunnedah Family Day Care has been proudly providing quality home based care for children aged from birth to 12 years in Gunnedah and surrounding areas since 1985. Offering personalised, flexible and education based care within a small group home setting,

Educators are dedicated to providing an ideal environment for nurturing development, personal interests and friendships. Gunnedah Family Day Care is supported and funded by the Federal Government with professionally trained staff overseeing the coordination of the scheme. Gunnedah Family Day Care is licensed by the Department of Education and Highly Accredited by the Australian Children's Education & Care Quality Authority. In 2012 Gunnedah Family Day Care was awarded the title of "Exceeding Standards" under the National Quality Standards. Did you know?
- Gunnedah Family Day Care operates under the Education & Care Services National Regulations & Law; the same regulations that apply to all pre-schools, centre based care and other registered childcare settings.

- Families are eligable to receive CCB & CCR.

- Educators are fully trained Early Childhood Professionals with a minimum Certificate III in Children Services (or working towards), First Aid, Asthma & Anaphylaxis Management training, Comply with extensive safety audits and have Working with Children Checks.

- Educators are encouraged to attend Playgroup on a regular basis.

03/09/2026

Your Child is mirroring you.
Your child is learning more from your actions
than your words. ❤️

The way you speak, react, and handle emotions
becomes their example for life.

Children mirror what they learn.

Celebrating our wonderful educators and service staff ⭐️✨🌟
02/09/2026

Celebrating our wonderful educators and service staff ⭐️✨🌟

31/08/2026

Separation anxiety is more than simply not wanting a parent to leave.

For some children, the anticipation of separation can bring intense worry, repeated reassurance seeking, physical symptoms, clinginess or distress at drop-off. Their nervous system may respond as though being apart is unsafe, even when they are somewhere familiar and well supported.

Some separation anxiety is a normal part of development, particularly in younger children and during periods of change. What matters is the intensity, persistence and impact on everyday life.

It is also important to look at what the child is actually anxious about. A child struggling at the school gate may be anxious about separation — but they may instead be worried about something happening within school. The support needed can be very different.

📌 My free Bitesize Guide to Separation Anxiety was released earlier today. See the earlier post for details of how to get a copy.

30/08/2026

Your Kid’s Anger It Is Not the Problem. It’s the message.

Anger is often the part we see first, but not the part that explains everything.

Underneath it may be hurt, fear, exhaustion, frustration, embarrassment, or the feeling of having no control. Sometimes a child is not trying to make life difficult; they are struggling with feelings they do not yet know how to carry.

That does not mean every behavior is acceptable. Boundaries still matter. But when we look beneath the outburst, we can correct the behavior without losing sight of the child.

Sometimes anger is simply your child’s loudest way of saying, “Something inside me needs help.” ❤️

On 19th August children and educators in Coonabarabran attended a private reading of'Emily and the Very Big Feeling', pa...
28/08/2026

On 19th August children and educators in Coonabarabran attended a private reading of
'Emily and the Very Big Feeling', part of the Words & Pictures exhibition at SPACE Gallery.
As author Celeste Cannell shared her story with the children, they remained engaged and attentive; they listened intently, watching and responding to the story as it unfolded. Their sustained attention demonstrated their interest, curiosity and enjoyment of literature, while creating opportunities to explore emotions, develop language and strengthen their understanding of expressing and communicating feelings.
Afterwards Celeste gifted the children with a copy of her book, along with a canvas and pencils to create their own story; and stars for those who support them in their lives, with two of our children thanking Celeste for her story and time.
The exhibition beautifully explores the power of storytelling, bringing together the heartfelt words of local author Celeste Cannell and the stunning artwork of artist Lindy Longhurst.
The story and artworks resonate with many. They speak to big emotions, connection, understanding and make a meaningful experience for children, families and adults alike.
Children discover that all feelings are okay, and they don't have to manage big feelings on their own.
Thankyou Celeste for your beautiful story, your kindness and passion.
This links particularly to Early Years Learning Frameworks:
Outcome 3 - Children have a strong sense wellbeing: As they develop emotional wellbeing and learn strategies for managing emotions.
Outcome 1 - Identity: Children feel safe, secure, supported and develop confidence to express themselves.
Outcome 5 - Communication: Children use language to express feelings, ideas and needs.

27/08/2026

Why are mornings often such a battleground for neurodivergent children? ⏰🍳

From sleep transition fatigue to looming school anxiety, the morning routine demands immense executive function. As an Educational Psychologist, I’ve mapped out a low-demand morning framework that prioritizes connection before direction.

👉 Comment GUIDE below to get the full bitesize guide sent to your DMs!



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26/08/2026

Does your child hold it together all day at school, only to explode the minute they walk through the front door? 🚪💥

This is called Post-School Restraint Collapse. After hours of masking and keeping up with high sensory demands, home is the safe space where their nervous system finally unloads. As an Educational Psychologist, I’ve put together a guide on how to create a restorative "landing zone" after school.

👉 Comment GUIDE below and I’ll send the guide over to you!



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26/08/2026

If your child or student always says huh? or what?, it’s not their hearing…

Kids who often need instructions given to them multiple times, or those that appear to not be listening, typically don’t have hearing problems.

If the child often asks “huh?” or “what?”, it could be an Auditory Processing problem.

You may begin to notice the signs as the child gets older when the teacher says the child struggles to complete homework, tasks and consistently asks what they should be doing.

Other signs may include the following:

👂🏻Doesn’t like to read or to be read to
👂🏻Understands written language rather than spoken language
👂🏻Hears, but doesn’t listen
​​👂🏻Struggles to follow conversations

It’s easy to feel like you are being ignored. However, the child is usually not ignoring on purpose, but is rather having trouble following directions through their auditory system.

For more signs and symptoms that come with an auditory delay and how to recognize it in your child, follow the link here:

https://ilslearningcorner.com/2015-08-auditory-processing-the-secret-behind-why-your-child-may-not-follow-instructions/

Address

Sugar Gums, Tafe Grounds. Hunter Street
Gunnedah, NSW
2380

Telephone

+61267402281

Website

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