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Q: How Long Should Room Setups Stay In Place Before Being Changed?

Q: How Long Should Room Setups Stay In Place Before Being Changed? New!

A: It depends on children's engagement and developmental needs. Many educators recommend keeping setups for 2–4 weeks, or even up to 6 weeks, especially if children are still exploring and learning from them. The key is to observe whether the…
Strategies To Involve Educators In Centre Philosophy

Strategies To Involve Educators In Centre Philosophy New!

As early childhood education centres periodically review their guiding philosophies, many educators are seeking innovative ways to make the process more inclusive, reflective, and engaging for staff, families, and the broader community.
Bringing Aboriginal Music into the Early Learning Environment

Bringing Aboriginal Music into the Early Learning Environment New!

Music is a universal language—and in Aboriginal and Torres Strait Islander cultures, it’s also a powerful vessel for storytelling, ceremony, and connection. Introducing Aboriginal music into early learning environments not only enriches children’s understanding of Australia’s First Nations peoples but…
Critical Reflection Questions For Under The Roof Ratios

Critical Reflection Questions For Under The Roof Ratios

These critical reflection questions invite educators to look beneath the surface. To interrogate not just what ratios are, but what they do. How they impact our ability to see every child, respond to every need, and show up as our…
Breaking the Cycle: Addressing Gossip in Early Childhood Workplaces

Breaking the Cycle: Addressing Gossip in Early Childhood Workplaces

In early childhood education, trust and collaboration are foundational—not just for children, but for the adults who guide them. Yet across the sector, many educators report that unprofessional gossip among staff continues to undermine workplace culture, erode morale, and fracture…
R U OK? Day: Restoring Connection in the Staffroom

R U OK? Day: Restoring Connection in the Staffroom

In early childhood education, care is our currency. We pour it into children, families, documentation, and compliance—but how often do we pause to ask, “R U OK?” to the person beside us? R U OK? Day isn’t just a date…
Understanding Regulation 122 and Adequate Supervision in ECEC

Understanding Regulation 122 and Adequate Supervision in ECEC

In early childhood education and care, child safety is not just a number—it’s a practice. While educator-to-child ratios are essential, they are only one part of a broader obligation: ensuring adequate supervision at all times. Together, these two pillars—Regulation 122 …
Contesting Departmental Decisions in NSW and Victoria: A Guide for Services and Educators

Contesting Departmental Decisions in NSW and Victoria: A Guide for Services and Educators

In the NSW and VIC early childhood sector, safeguarding children and ensuring accountability in service operations are paramount. But what happens when a complaint—particularly one involving alleged harm to a child—is investigated by the Department of Education and deemed “inconclusive,”…
Let the Children Speak: Why Their Words Matter More Than Ours

Let the Children Speak: Why Their Words Matter More Than Ours

“I was watching the rain because it made me feel calm. I didn’t want to talk; I just wanted to listen to the drops.” This simple statement carries more than imagination—it holds intention, emotion, and agency. This article is a…
Unpaid Overtime in Early Childhood Education: Know Your Rights Under the Children’s Services Award

Unpaid Overtime in Early Childhood Education: Know Your Rights Under the Children’s Services Award

In early childhood services across Australia, educators are often expected to stay beyond their rostered hours to complete tasks—cleaning, documentation, ratio coverage, or closing duties. But when this extra time goes unpaid, it’s not just unfair—it may be unlawful.
Active Supervision vs In Ratio: Why Both Matter — But Aren’t the Same

Active Supervision vs In Ratio: Why Both Matter — But Aren’t the Same

In early childhood education, two terms often surface in compliance conversations: active supervision and in ratio. While both are essential to child safety and regulatory integrity, they serve distinct purposes—and conflating them can lead to serious oversights in practice. Let’s…
Q: Am I In Ratio If I Am Completing Other Tasks Within The Room?

Q: Am I In Ratio If I Am Completing Other Tasks Within The Room?

A: Legally, yes—an educator is considered “in ratio” as long as they are physically present and supervising the required number of children according to the age-based ratios set by the National Quality Framework (NQF). But practically? That’s where the system…
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