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.
How To Handle Big Feelings Posters are a supportive visual resource designed to help children recognise, name, and regulate intense emotions. These posters can be displayed in quiet corners, wellbeing zones, or used during group discussions to normalize emotional expression and build self-regulation skills. By making big feelings visible and manageable, they foster emotional safety, resilience, and a shared language for navigating challenging moments
Learning About Feelings Posters focuses on a different emotions such as happiness, sadness, anger, or excitement and features visual cues that help children identify and express their feelings.
These posters can be used in a variety of ways: as part of a daily check-in wall, during storytime discussions, or in quiet corners to support self-regulation. By making emotions visible and relatable, they foster empathy, language development, and emotional safety.
Effective pedagogical strategies in early childhood education are grounded in developmental theory, child agency, and emotionally intelligent practice. Here’s an overview of the most impactful approaches currently shaping high-quality early learning. The following article provides information on: Core Pedagogical Strategies with Examples, Supporting Diverse Learners with Examples, Family Engagement as Pedagogy with Examples and more.
In early childhood education, our relationships with families are foundational but they’re not always easy to navigate. When a child’s behaviour begins to impact the safety or wellbeing of others, educators often find themselves caught between professional responsibility and fear of offending parents. Over time, many have grown hesitant to speak up, even as biting, pushing, and dysregulation become more frequent in toddler rooms.
Below are practical, emotionally intelligent ways to initiate these conversations with families—rooted in respect, partnership, and a shared commitment to every child’s wellbeing.
