In early childhood education, observation and planning cycles are meant to illuminate learning—not drown educators in endless paperwork. Yet for many services, these cycles have become overwhelming, rigid, and detached from everyday practice. The solution isn’t to lower standards but to design systems that reflect real moments, empower educator voice, and prioritize children's growth without burning out the people guiding it.
Creating a safe and empowering environment for preschoolers begins with intentional, age-appropriate education around body autonomy, emotional literacy, and help-seeking skills. This article offers a collection of EYLF-aligned, trauma-informed Child Protection activities designed to foster safety, resilience, and voice in young learners.
The sector is reeling. Again. This week, Queensland authorities confirmed two separate cases of workers with known child harm risks employed at childcare centres—one a young male charged with indecent treatment of a child, the other a convicted sex offender maintaining grounds at his wife’s service. These are not isolated failures. They represent systemic cracks that now gape wide open.
National Pyjama Day is on Friday, 25th July. It's a day for educators and children to wear your favourite pair of PJ's to help The Pyjama Foundation raise awareness and funds for children in foster care.
In early childhood education and care, ratios are more than a technicality—they are a frontline safeguard. Every child deserves responsive supervision, emotional connection, and developmental support. Yet in Australia, the current staff-to-child ratio standards may meet regulatory requirements, but they fall short of protecting what matters most: children's safety and well-being.
In recent weeks, over 1,300 parents tuned in to a national safety webinar after confronting reports of abuse in early learning centres. The heartbreaking question echoed across the country: “Is my child safe?” For educators, this isn’t just a headline—it’s a summons to take action.
The recent announcement that three Melbourne families are launching legal proceedings against G8 Education marks a pivotal moment in Australia’s childcare crisis. With over 250 families now engaged with legal representatives and one educator charged with 70 offenses against infants and toddlers, this case isn’t just about individual accountability—it’s about exposing the fault lines in our safeguarding systems.
In July 2025, ABC’s 7.30 program aired explosive allegations that Southern Cross University’s 10-month Graduate Diploma in Early Childhood Education had become a “”crisis”—recruiting thousands of students, cutting corners on placements, and risking child safety. The university’s swift response highlights both the scale of workforce pressures and the urgent need for systemic safeguards.
When unraveling whether a candidate has shortcut their Early Childhood Education (ECE) training, structured interviews and targeted questions can expose gaps in real-world competence. Fast-track or “vacation” pathways have raised alarm after thousands of candidates completed diplomas and graduate qualifications in months—sometimes with no genuine workplace experience and questionable oversight.
The Australian Skills Quality Authority, in collaboration with HumanAbility and sector partners, has released updated guidance to strengthen how early childhood education and care students are assessed during workplace placements. This article unpacks the key elements of the guidance, highlights unacceptable practices, and offers best-practice recommendations for registered training organisations and ECEC services.
In New South Wales, a disturbing trend is emerging: early childhood education students are paying thousands of dollars for contract cheating services—outsourcing assignments to third parties, often via encrypted platforms like WhatsApp. Some are reportedly using these fraudulent qualifications to fast-track visa approvals and bypass the very training meant to prepare them to support, nurture, and educate our youngest citizens.
Australia’s early childhood educators are facing a silent crisis—one marked by systemic wage theft, escalating burnout, and compromised quality of care. A groundbreaking study from the University of Sydney has pulled back the curtain on the realities educators navigate daily, revealing that over 70% are working an average of 7–9 unpaid hours per week. This is more than just a pay gap—it's an ethical fault line.
Recent charges against two childcare workers in Western Sydney have reignited critical conversations about child safety, supervision practices, and compliance structures in early learning centers. On June 26, a 17-month-old child was allegedly assaulted twice in separate incidents on the same day—each involving a different educator—raising concerns about how such occurrences go undetected.
We’ve built a sector where “under the roof” staffing logic can mask supervision breakdowns. Where ratios are met on paper, but no one is actively watching. Where a child can be harmed twice in one day—and no one notices until it’s too late.
We need to stop pretending that minimum standards are enough. Because they’re not. Children deserve active supervision, not passive headcounts. Educators deserve clear protocols, not vague staffing models.
