In early childhood education, care is our currency. We pour it into children, families, documentation, and compliance—but how often do we pause to ask, “R U OK?” to the person beside us? R U OK? Day isn’t just a date on the calendar—it’s a culture we cultivate. It’s a reminder that behind every ratio, roster, and regulation is a human heart doing its best. And sometimes, that heart needs to be asked, gently and genuinely, “How are you, really?”
In early childhood education and care, child safety is not just a number—it’s a practice. While educator-to-child ratios are essential, they are only one part of a broader obligation: ensuring adequate supervision at all times. Together, these two pillars—Regulation 122 and Section 165—form the foundation of safe, responsive, and compliant care.
Here are 5 gentle, emotionally intelligent, story-based resources designed to help young children understand body boundaries, safe adults, and protective behaviors.
Talking to young children about child protection is one of the most powerful ways to build their sense of safety, agency, and trust. It’s not about instilling fear—it’s about giving them language, confidence, and clarity to navigate their world. Here’s how to approach it with warmth, honesty, and age-appropriate care.
Safe language in documentation is more than just avoiding sensitive disclosures—it’s about writing in a way that protects children’s dignity, fosters trust with families, and upholds the professional integrity of educators. Here’s a guide to help you embed safe, respectful, and pedagogically sound language into your group and individual observations.
Writing a group observation in early childhood education is both an art and a strategic tool—it captures collective learning while honoring individual voices. Here's a guide to help you craft meaningful, pedagogically sound group observations that align with the planning cycle and resonate with families and educators alike.
In the NSW and VIC early childhood sector, safeguarding children and ensuring accountability in service operations are paramount. But what happens when a complaint—particularly one involving alleged harm to a child—is investigated by the Department of Education and deemed “inconclusive,” with no breach of law or regulation found? Can that decision be contested, and if so, how?
This article outlines the formal pathways available to services and individuals in NSW and VIC who seek to challenge departmental decisions, especially in cases where child safety concerns remain unresolved.
A deeply distressing incident at First Steps Learning Academy in Bangor, Sydney has triggered a formal investigation and widespread concern across the early childhood sector. On Monday afternoon, a toddler was mistakenly handed over to the wrong grandparent and taken home for several hours before being safely returned.
“I was watching the rain because it made me feel calm. I didn’t want to talk; I just wanted to listen to the drops.” This simple statement carries more than imagination—it holds intention, emotion, and agency.
This article is a call to shift the lens. To move from about to by. From adult narration to child-led storytelling. Because when children speak, they don’t just describe—they reveal.
Developed by the NSW Department of Education Early Childhood, a free webinar for Family Day Care services has been developed to explore the Transition to School Digital Statement platform.
On Christmas Eve, a childcare centre in Latrobe will close its doors—leaving 55 children, 20 staff, and over 150 waitlisted families scrambling for alternatives in a region already stretched to its limits. The announcement, delivered via email, has sparked distress, disbelief, and urgent calls for accountability.
