This article explores how an organisation – Jabiru – integrates a learning ‘community’ philosophy into its work with children, particularly within what is understood within Australia as School-aged Care (SAC). Distinguished from other organisations, Jabiru understands community is an intentional practice that provides what we find to be a unique third space, one with links to what is sometimes understood as the new neighbourhood. Research observations and interviews in two SAC sites, guided by the conceptual framework of loving, having and being, led to key findings about the intentional approach to community that supports learning, and the significance of educator wisdom.

本文探讨了贾比鲁（Jabiru）组织如何将学习型“社区”哲学融入其与儿童的工作中，特别是在澳大利亚被称为“学龄儿童护理（SAC）”的国家。Jabiru与其他组织不同，他认为社区是一种有意的实践，它提供了我们发现的独特的第三空间，该空间与有时被称为新社区的事物有联系。在两个SAC站点的研究观察和访谈中，以爱，拥有和存在的概念框架为指导，得出了有关支持学习的有目的社区方法的重要发现，以及教育者智慧的重要性。