Working in OSHC means being prepared for the unexpected. Children are naturally curious, and sometimes their questions can feel confronting—especially when asked in front of peers. One educator recently shared an experience where a Year 4/5 child interrupted a group discussion to ask, “Are you gay?”  This scenario highlights the importance of professional boundaries, inclusivity, and reflective practice.

The home corner is more than a play space—it’s a mirror of children’s lived experiences and a stage for imagination, identity, and social learning. By re-enacting routines, caring for “family members,” and experimenting with roles, children build empathy, language, and problem-solving skills. For educators, the home corner is a window into children’s understanding of relationships, culture, and community.

Recent headlines have sounded alarms about the sharp rise in “serious incidents” reported in Australian childcare services. At first glance, the numbers appear troubling: more breaches of national guidelines, more incidents logged, and a decline in staff qualifications. Yet to interpret this solely as evidence of worsening safety is to miss a deeper, more hopeful story.

Sensory bottles are simple yet powerful tools for children’s play, regulation, and learning. They are clear containers (usually plastic bottles or jars) filled with materials that stimulate the senses—sight, sound, and touch.

Trust is the foundation of strong partnerships between educators and families. When families feel respected, informed, and included, children thrive in environments that reflect their identity and needs. Building trust is not a one-off task—it’s a daily practice woven into communication, routines, and relationships.

Mentoring is one of the most powerful tools we have as leaders. It’s not about correcting deficits—it’s about unlocking potential. When an experienced educator tends to supervise passively rather than actively engaging with children, the challenge is not only about practice but also about relationships, influence, and team culture. Addressing this requires sensitivity, preparation, and a strengths-based approach.

A writing area in a preschool room is more than a corner with pencils and paper—it’s a space where children begin to see themselves as authors, communicators, and creators. By offering diverse tools and meaningful prompts, educators can nurture early literacy skills while celebrating children’s voices and identities. This area encourages mark-making, storytelling, and playful exploration, laying the foundation for confident communication.

Music has always been a powerful tool in OSHC programs—whether it’s setting the tone for a calm morning or energising children after school. Many educators are exploring how to use music not just as background noise, but as a way to support regulation, inclusion, and child agency.

Outdoor sandpit setups in early childhood are best designed as open-ended, sensory-rich environments that encourage creativity, social interaction, and physical development. The most effective setups combine natural materials, loose parts, and flexible structures to allow children to dig, build, and imagine freely.

Birthdays are joyful milestones in a child’s life, and early childhood settings often look for ways to mark these occasions in meaningful ways. However, the question of whether teachers should buy birthday presents for children sparks debate across the sector.

While some see gift-giving as a kind gesture, others raise concerns about professional boundaries, equity, and sustainability. This article explores the perspectives shared by educators and leaders, highlighting both the risks and alternatives to ensure birthday celebrations remain inclusive, ethical, and child-focused.