Outcome 2 of the EYLF—Children are connected with and contribute to their world—reminds us that belonging is not just about being present but about feeling valued, included, and empowered to make a difference. The following article translates the outcome into simplified language to support educators in recognising and documenting moments of empathy, cooperation, and community-building.
On November 5th, 2025, the ECEC Leadership Research Symposium, hosted online by Charles Sturt University and OMEP Australia, invites educators, researchers, and sector leaders to explore the evolving landscape of leadership in early childhood settings.
Approximately 40 Victorian educators have had their Working with Children Checks revoked despite previously being banned from early childhood settings.
A: As the end of the preschool year approaches, preschool educators begin preparing for graduation ceremonies—complete with miniature caps, choreographed performances, and proud photo ops. While these events can be joyful and affirming, they also invite deeper reflection. Is a formal graduation truly necessary in early childhood education? Or are there more developmentally appropriate, emotionally intelligent ways to honour children’s growth? This question opens space for reimagining what transition rituals could look like—and who they’re really for.
A child’s sense of identity is the foundation for all learning, relationships, and wellbeing. Outcome 1 of the EYLF Children have a strong sense of identity reminds us that when children feel safe, seen, and valued, they begin to explore who they are and how they belong. The following article translates the outcome into simplified language to support educators in recognising identity-building moments, responding with emotional intelligence, and documenting children’s growth in ways that are meaningful for families and respectful of each child’s unique story.
Observation starter prompts invite educators to notice deeply, listen generously, and document with emotional intelligence. This article offers themed prompts across routines and play contexts, enabling educators to write about children's experiences without assumptions or judgment.
Creating open-ended observations in early childhood settings is all about capturing the richness of a child’s experience without judgment, assumptions, or leading interpretations. These observations invite reflection, celebrate authentic voice, and support responsive planning. The following article is a guide to help you craft them effectively.
Education Ministers have made safeguarding practices a national priority. As part of this, they’ve asked ACECQA to conduct a rapid assessment of how educator-to-child ratios are being applied in practice under the National Quality Framework.
In a landmark move to enhance oversight and accountability across Australia’s early childhood education and care sector, Education Ministers have commissioned ACECQA to develop a New National Educator Register. This foundational digital system will provide regulators with clearer visibility of who is working in the sector and where—supporting safer, more transparent practices for children, families, and providers.
In child-related work, safety begins with trust and trust must be backed by verification. The NSW Office of the Children’s Guardian has issued a clear reminder: a Working With Children Check (WWCC) number alone is not enough. It could be expired, barred, or even fabricated. The only way to ensure a WWCC number is valid is through official online verification.
The following article provides information on why verification matters, how to do it, and what it means for your organisation’s safeguarding responsibilities.
Anxiety in young children often shows up in subtle ways ummy aches, restlessness, clinginess, or emotional outbursts. These feelings, sometimes described by children as having “the worries” or a “bubbly tummy,” can be overwhelming and difficult to articulate. As educators, we play a vital role in helping children recognise and regulate these emotions in safe, supportive ways.
The following article provides a simple, hands-on strategy that engages children’s attention, breathing, and body awareness—bringing calm and connection back into the moment.
The NSW Office of the Children's Guardian has developed a SAFE Series Protective Behaviors Program, which helps early childhood educators teach protective behaviours to children in their care. After the session, your service will receive 2 sets of SAFE Series books featuring our loveable SAFE Series stars Sam, Andy, Fiona, and Eve to help adults start conversations with young children about personal safety.
