In early childhood education, children’s artwork is often vibrant, expressive, and deeply personal. Yet too often, it’s reduced to wall displays or sent home without context. Enter the art portfolio—a reflective, respectful way to document and celebrate children’s creative journeys.
“My Book of Art” template is a 9-page resource designed to showcase children’s artwork in a way that’s both professional and emotionally resonant. It can be added to a child’s portfolio or laminated into a keepsake book for families.
At first glance, the idea of asking a baby for consent before a nappy change might sound absurd. After all, babies can’t speak, reason, or give informed permission. But beneath the surface, this question invites us to reflect on something deeper: How do we model respect, autonomy, and emotional safety from the very beginning of life?
In early childhood education, qualifications are often seen as the benchmark of quality. Diplomas, degrees, and certificates line the walls of centres, signaling compliance and professional achievement. Yet research consistently shows that what truly shapes a child’s well-being and learning is not the paper on the wall, but the warmth, trust, and attunement in the relationships they experience every day.
In early childhood education, behaviour is never just “bad” it’s a message. Whether it’s a child struggling with transitions, sensory overload, or unmet emotional needs, the role of educators is to respond with curiosity, compassion, and consistency. But educators can’t do it alone. Behavioural support must be systemic, accessible, and grounded in both child development and educator well-being. Across Australia, a range of behavioural support pathways exist to help services respond to challenging behaviours while upholding inclusion, safety, and dignity for all.
A: Yes, Transition to School Statements are highly beneficial and increasingly considered necessary in Australia. While not legally mandated nationwide, they are strongly encouraged by state education departments to support continuity of learning and emotional well-being during the move from early childhood education to school.
Australia is home to the world’s oldest continuous cultures, with First Nations Peoples holding stories, knowledge, and connections to Country that stretch back more than 65,000 years. Now, educators and students can explore these stories in a new way through Deep Time, a digital resource created by the ABC Education team.
Early childhood educators are entrusted with the profound responsibility of nurturing and protecting young children. Yet, many educators face daily challenges when children exhibit violent behaviours like biting, hitting, scratching, or verbal aggression. While child protection is paramount, the rights and well-being of educators must also be safeguarded.
In early childhood settings, every child deserves to be seen, heard, and held in emotionally safe environments. But when group sizes swell beyond developmental best practice, connection suffers, and so does care.
Large groups can dilute relationships, overwhelm educators, and compromise inclusion. Babies need calm, responsive spaces. Toddlers thrive in predictable, nurturing environments. Preschoolers flourish when their voices are heard—not lost in the crowd.
Across the globe, countries like New Zealand and Denmark cap group sizes to protect developmental well-being. In Australia, while ratios are regulated, group sizes often exceed what’s optimal, especially for infants and children with additional needs.
It’s time to ask: How many is too many?
And more importantly: What does quality care truly require?
The “My Preschool Memory Book” is a heartfelt end-of-year keepsake designed to honour each child’s unique early learning journey. This 6-page portfolio template helps educators capture meaningful moments, relationships, and milestones as children prepare to transition from preschool to kindergarten.
Reflecting on pedagogy is where practice becomes purpose. It’s the moment we pause, zoom out, and ask not just what we’re doing—but why, how, and who it serves. In early childhood education, this reflection is a deeply relational, emotionally intelligent act that transforms routines into revelations.
This mapping tool is designed to help educators translate everyday moments into meaningful documentation aligned with the EYLF. By spotlighting real examples of children’s play, interactions, and discoveries, it supports reflective practice and strengthens outcome-based planning.
In early childhood education, hiring the right educator isn’t just about filling a vacancy, it’s about safeguarding children’s well-being, nurturing relational culture, and protecting the integrity of your service. A qualification alone doesn’t guarantee competence. What matters is how an educator shows up: emotionally attuned, ethically grounded, and ready to co-create safety and joy with children, families, and colleagues. Here’s a practical, sector-savvy approach to identifying truly capable educators before they enter your team.
Teaching emotional attunement requires more than knowledge—it demands presence, practice, and a culture that values connection. This guide offers a layered approach to help educators grow their capacity to notice, interpret, and respond to emotional cues with care and confidence.
Under ACECQA’s National Quality Framework, educators are deemed “qualified” if they hold a Certificate III, Diploma, or approved university degree. But qualification does not equal competence. The current system allows individuals with unrelated undergraduate degrees to complete a one-year postgraduate course and enter classrooms, often with minimal practical experience or emotional readiness. The result? A workforce flooded with technically qualified but emotionally disconnected practitioners some of whom openly admit they “don’t like kids” and entered the profession for visa access or job security.
