Storytelling and reading
Reading aloud, listening to a child read, and language enrichment in any language you speak.
Generations in Care
An intergenerational learning environment that brings seniors and persons with disabilities into the daily life of our program.
The thinking behind it
Children learn what community is by being in one
The rationale for Generations in Care is simple: create a learning environment that includes seniors and persons with disabilities as a normal, expected part of the day, rather than as visitors on a special occasion.
Children benefit from meaningful relationships with people of different ages and abilities. Exposure to seniors and adults with diverse life experience nurtures empathy, patience, respect, communication skills and a deeper sense of community — values deeply rooted in Christian teaching.
The benefit runs both ways. Older adults and participants with disabilities gain purpose, routine and connection in roles that are genuinely useful rather than ceremonial.
Photo slot
An older adult reading with a child
An older adult reading with a child
Ways to take part
Roles built around what you can offer
Every role is designed to be meaningful, accessible and aligned with individual strengths, abilities and comfort levels. Hours are flexible, and a role can change as circumstances change.
Music and worship
Leading songs, playing an instrument, or simply singing along at morning gathering.
Art and creative activities
Crafts, painting, sewing, woodwork — preparing materials or working alongside children.
Gardening and nature
Planting, watering, harvesting and the slow, patient work children love to copy.
Cultural and life-skills sharing
Recipes, traditions, trades, stories from another decade or another country.
Reception and preparation
Administrative help, greeting families, preparing materials — away from the children if you prefer.
Safeguards
Warmth does not replace supervision
All participation is guided by safety, dignity, respect and compliance with the Child Care and Early Years Act. Everyone who takes part is screened to the same standard we apply to our own staff, and everyone knows exactly where the boundaries sit.
Volunteers and students are never counted in staff-to-child ratios and do not replace qualified staff. Classroom support always happens under the direct supervision of a Registered Early Childhood Educator.
- Vulnerable sector check before any contact with children
- Written role description agreed in advance
- Never alone and unsupervised with a child
- Orientation covering safeguarding, privacy and the duty to report
- Accessibility needs discussed and accommodated before the first visit
Would you like to join us?
Tell us a little about yourself and how much time you would like to give. We will follow up with a conversation, not a form letter.