Requirements for Early Childhood Teachers Within A Centre Based Service

Early Childhood Teachers (ECTs) play a vital role in leading curriculum and pedagogy in early learning settings. Regulation 272 of the Education and Care Services National Regulations sets out the minimum number of ECTs required in centre‑based services with 25 or more preschool‑aged children.

Who Qualifies as an ECT

Only educators with an ACECQA-approved early childhood teaching qualification are recognised.
Regulation 242 has been extended — it now applies until 31 December 2026 in NSW, ACT, NT, SA, TAS, and WA. However, it does not apply in Queensland or Victoria, and in NSW it does not apply to services with 30 or more preschool‑aged children.
Services must employ fully qualified ECTs to meet compliance obligations.

Service Size and ECT Access

The National Regulations outline how many ECTs are required based on the number of approved places for children preschool age or under (bases in NSW):

Approved Places	ECT Requirement (as of 2026)
25-29 children	Access to 1 ECT for 6 hrs per day or at least 60% of service hours (less than 50 hours per week)
30–39 children	1 ECT in attendance
40–59 children	2 ECTs in attendance
60–79 children	3 ECTs in attendance
80+ children	4 ECTs in attendance

Absences and Substitutions

If an ECT is absent due to short-term illness or leave, the following persons may be taken to be an ECT during that absence:
- A person who holds an approved Diploma-level education and care qualification.
- A person who holds a qualification in primary teaching.
This substitution applies for a maximum of 60 days in a 12-month period.
A part-time early childhood teach, 60 days is to be calculated on a pro rate basis.

Role of an Early Childhood Teacher

Curriculum Leadership: Designs and implements programs aligned with the Early Years Learning Framework (EYLF).
Mentorship: Supports and guides other educators to strengthen practice.
Child Development Expertise: Applies knowledge of developmental milestones to tailor learning experiences.
Family Partnerships: Builds strong connections with families to support children’s learning.
Compliance & Quality: Ensures services meet the National Quality Standard (NQS), particularly in Quality Areas 1 and 7.

Why ECTs Are Needed Now

National Consistency: Only fully qualified ECTs count toward compliance.
Child Safety Reforms: ECTs lead implementation of new child safety requirements embedded in the NQF.
Higher Standards: Services are assessed more rigorously, with stricter penalties for breaches.
Professional Recognition: ECTs elevate the status of early childhood education, moving beyond the “care only” stereotype.
Workforce Accountability: From 2026, all educators, including ECTs, must be listed on the National Early Childhood Worker Register.

Key Compliance Points

Fully qualified ECTs only — transitional provisions no longer apply.
Attendance hours must be documented in rosters and compliance checks.
Ratios remain unchanged:
- Birth–24 months → 1:4
- 25–35 months → 1:5
- 36 months–6 years → 1:10

This ensures children across Australia have consistent access to qualified teachers, while also providing flexibility for short-term illness or leave. ECTs are central to compliance, pedagogy, and leadership in early childhood education.