Our Team

Samantha Kyretses

Managing Director/ Author

I have been in the Early Childhood sector since 1999.  I began working part time at a centre while I was studying my Bachelor of Arts (Psychology). My passion for the industry grew, and I then began working full time while continually studying my Certificate 3 to Advanced Diploma in Children’s Services. As I have grown in my career I have taken on director and leadership roles while specialising in educating children from birth to three years.  My studies in Psychology along with many other professional development sessions have given me a great insight into children and their development. While linking this knowledge with the Australian National Framework I have been able to provide high quality programs and behaviour management.

Liana Caplan


I joined the Early Childhood sector in 2004 and have educated children from ages six weeks to five years.  Whilst working full time in the sector I completed my Certificate 3 and Diploma in Children’s Services. As my passion is teaching children aged three to five years, I became a qualified Early Childhood Teacher in 2012 by obtaining my Bachelor of Early Childhood Education, graduating with honours. During this time I wrote a thesis based on the challenges Educators faced when implementing the National Quality Framework into their programs and practices. The results from this research sparked a  thought provoking discussion between Samantha and I, which led to the creation of Curriculum Kids.

Our Philosophy

At Curriculum Kids we support the Early Years Learning Framework (EYLF).  We believe that incorporating all areas of this Framework into an early learning environment prepares children in an optimistic manner for their journey in life.

Our aim is to assist Educators with their programming by providing resources that are time saving, high quality, inspirational and visually appealing.  We respect that Early Childhood Educators have varying curriculum approaches that reflect their own personal philosophies. We believe that the Framework can be used in conjunction with all curriculum approaches, as the purpose remains the same, to provide a high quality program that develops children in a holistic manner.

Curriculum Kids aims to assist Educators in implementing the Framework into their programs. This will be achieved by:

  • Defining curriculum approaches in a step by step process
  • Assessment of learning templates
  • Program, reflection and evaluation templates
  • Ideas and inspiration for learning experiences, linked to the EYLF
  • Continual support from Curriculum Kids

The Practice Principles laid out in the Frameworks, we believe are imperative as they guide Early Childhood Educators to provide high quality programs and care for children. Within each state’s Framework, they explain their own Practices that Educators and co-ordinators use to promote and support children’s learning in conjunction with the EYLF.   Curriculum Kids is a Victorian based company and the VEYLDF sets out Practice Principles.  These principles are categorized under collaborative, effective and reflective practices.  We view the collaborative approaches as the vital aspect of high quality care, as we believe they focus on utilizing all influential relationships.  We believe that effective approaches to Early Childhood are fundamental as each child is unique in all aspects of their individual self and their world.  In regards to reflective practices we believe that it is essential for Early Childhood Educators to consistently evaluate their own practices ensuring continual professional development and high quality care.

The EYLF sets out five areas of learning that we believe can be used as a guideline for Early Childhood Educators to develop each child as a whole.  We recognise the importance of each area itself, but also focus on the integration of the learning areas as they compliment each other. This integration is often evident in a child’s learning journey as they are able to utilize aspects of Identity, Community, Wellbeing, Learning and Communication through play.