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Forming Relationships With Children In Childcare

Forming Relationships With Children In Childcare

Relationships with carers play a key role in determining a child’s well-being in the earliest years. They have the potential to impact only impact a child’s emotional and social development but also learning in school and later life outcomes. The…
NSW Child Protection Training Requirements For Educators

NSW Child Protection Training Requirements For Educators

In NSW, nominated supervisors and persons in day-to-day charge must complete a child protection course required by a Government protocol applying to the approved provider in accordance with section 162A of the Children (Education and Care Services) National Law. In-house…
Child Centred Approach

Child Centred Approach

A child-centred approach in an ECEC context involves giving children choices of learning activities, with the teacher acting as a facilitator of learning. It is a way of placing the child at the notional centre of the learning process in…
Unstructured Play Materials For Children

Unstructured Play Materials For Children

Unstructured play materials refer to those play materials whose uses are not predetermined by educators. Also known as of heuristic play materials, the scope for play with unstructured materials is thus unlimited, allowing children to develop agency, skills and imagination.…
Active Supervision In Early Childhood Settings

Active Supervision In Early Childhood Settings

Children need safe and positive environments to learn and grow. To ensure this, services and educators need to ensure effective supervision at all times. The following article provides information on the different aspects of supervision, ranging from regulatory requirements and…
Child Initiated Learning

Child Initiated Learning

At its simplest, child-initiated learning is one that is chosen and started by the child. This type of learning is the purest form of child-centred learning and constitutes one of the most important approaches in the educator’s toolkit of teaching…
Spontaneous Play In Early Childhood

Spontaneous Play In Early Childhood

Spontaneous play is exactly what it says – play that happens naturally, without any prior planning or being directed by anyone outside the play. In the early childhood context, spontaneous play is usually child-initiated and directed though it can include…
FDC Compliance Responsibilities For QA1

FDC Compliance Responsibilities For QA1

The aim of Quality Area 1 is to ensure that the educational programs and practices of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child’s learning and development. In the school-age care context, the aim of…
Communicating Effectively With Staff

Communicating Effectively With Staff

Effective communication can be understood as communication between two or more persons wherein the intended message is successfully delivered, received and understood. Since so much of the work in an early childhood education and care setting consists of listening, understanding…
Strategies To Comfort A Crying Toddler

Strategies To Comfort A Crying Toddler

Emotional or physical distress can add to the challenges of caring for children in a service setting. Toddlers' brains are not yet developed to rationalize situations and regulate the emotions they feel. The following article provides strategies you can use…
Working With Mixed Age Groups In An Early Childhood Setting

Working With Mixed Age Groups In An Early Childhood Setting

Mixed-age groups refer to settings that bring together children aged three to five years old. Since children at different points in this age range may have different skills and abilities, working with mixed age groups may require service providers and…
Creating A Literacy Rich Environment For Children

Creating A Literacy Rich Environment For Children

The EYLF explains literacy as the children’s “capacity, confidence and disposition to use language in all its forms”. Thus literary includes not only talking, listening, viewing, reading and writing but a range of modes of communication including music, movement, dance,…
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