A: Under Regulations 101–102D, approved providers and educators must conduct risk assessments for activities that may pose risks to children’s health, safety, or well-being.
National Children’s Week (18th - 26th October) is more than a calendar event—it’s a call to action. A reminder to pause, reflect, and truly listen to the voices of children. In early childhood settings, where play, learning, and relationships intertwine, this week offers a powerful opportunity to centre children’s rights, celebrate their contributions, and elevate their lived experiences.
“Every time a child runs into my arms like I’m their whole world—that’s when I know I’m exactly where I’m meant to be.”
In early childhood education, empowered teams are the heartbeat of quality practice. When educators feel valued, heard, and supported, they don’t just comply—they co-create. Team empowerment isn’t a management strategy; it’s a relational commitment to emotional safety, shared purpose, and professional growth.
The concept of supervision zones is a practical strategy to enhance child safety and educator accountability where educators are assigned to actively supervise and engage with children.
A: As the end of the preschool year approaches, preschool educators begin preparing for graduation ceremonies—complete with miniature caps, choreographed performances, and proud photo ops. While these events can be joyful and affirming, they also invite deeper reflection. Is a formal graduation truly necessary in early childhood education? Or are there more developmentally appropriate, emotionally intelligent ways to honour children’s growth? This question opens space for reimagining what transition rituals could look like—and who they’re really for.
In a landmark move to enhance oversight and accountability across Australia’s early childhood education and care sector, Education Ministers have commissioned ACECQA to develop a New National Educator Register. This foundational digital system will provide regulators with clearer visibility of who is working in the sector and where—supporting safer, more transparent practices for children, families, and providers.
In child-related work, safety begins with trust and trust must be backed by verification. The NSW Office of the Children’s Guardian has issued a clear reminder: a Working With Children Check (WWCC) number alone is not enough. It could be expired, barred, or even fabricated. The only way to ensure a WWCC number is valid is through official online verification.
The following article provides information on why verification matters, how to do it, and what it means for your organisation’s safeguarding responsibilities.
Anxiety in young children often shows up in subtle ways ummy aches, restlessness, clinginess, or emotional outbursts. These feelings, sometimes described by children as having “the worries” or a “bubbly tummy,” can be overwhelming and difficult to articulate. As educators, we play a vital role in helping children recognise and regulate these emotions in safe, supportive ways.
The following article provides a simple, hands-on strategy that engages children’s attention, breathing, and body awareness—bringing calm and connection back into the moment.
Loose parts play is a powerful, open-ended approach that invites children to explore, create, and express themselves using everyday materials. It fosters autonomy, imagination, and problem-solving and can be tailored to your environment and the developmental needs of your children.
Here is the list of the EYLF Learning Outcomes that you can use as a guide or reference for your documentation and planning. The EYLF… Read More
The EYLF is a guide which consists of Principles, Practices and 5 main Learning Outcomes along with each of their sub outcomes, based on identity,… Read More
This is a guide on How to Write a Learning Story. It provides information on What Is A Learning Story, Writing A Learning Story, Sample… Read More
One of the most important types of documentation methods that educators needs to be familiar with are “observations”. Observations are crucial for all early childhood… Read More
To support children achieve learning outcomes from the EYLF Framework, the following list gives educators examples of how to promote children's learning in each individual… Read More
Reflective practice is learning from everyday situations and issues and concerns that arise which form part of our daily routine while working in an early… Read More
Within Australia, Programming and Planning is reflected and supported by the Early Years Learning Framework. Educators within early childhood settings, use the EYLF to guide… Read More
When observing children, it's important that we use a range of different observation methods from running records, learning stories to photographs and work samples. Using… Read More
This is a guide for educators on what to observe under each sub learning outcome from the EYLF Framework, when a child is engaged in… Read More
The Early Years Learning Framework describes the curriculum as “all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment… Read More
Unstructured play materials refer to those play materials whose uses are not predetermined by educators...
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Character traits are all the aspects of behaviour and attitudes that make up your personality...
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Teaching preschoolers about space can be a fun and engaging way to spark their curiosity...
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