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How to Survive a Toxic Work Environment in Early Childhood Settings

How to Survive a Toxic Work Environment in Early Childhood Settings

Toxic environments in early learning services can manifest as gossip, micromanagement, inconsistent policies, emotional invalidation, or even bullying. These psychosocial hazards are not just unpleasant—they’re legally and ethically significant under Work Health and Safety laws.
The Calm Corner That Changed Everything

The Calm Corner That Changed Everything

In a busy early learning room, nestled between a soft rug and a basket of sensory tools, something quietly revolutionary was unfolding. It wasn’t a new curriculum or a flashy resource—it was a space. A space designed not for punishment,…
Beyond Biting: Reclaiming Safety and Partnership in Early Childhood Settings

Beyond Biting: Reclaiming Safety and Partnership in Early Childhood Settings

Over the past decade, many educators have observed a troubling trend: biting, pushing, and other aggressive behaviours among toddlers are increasingly normalized as developmental inevitabilities. While it’s true that young children often lack the verbal tools to express frustration or…
Process vs. Product: Rethinking Creativity in Early Childhood Education

Process vs. Product: Rethinking Creativity in Early Childhood Education

In early childhood settings, educators often face a subtle but powerful choice: should learning focus on the process or the product? While both approaches have their place, understanding the distinction can transform how we nurture creativity, independence, and critical thinking…
Q: How Long Should Room Setups Stay In Place Before Being Changed?

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

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

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

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,”…
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