The Early Years Learning Framework identifies that positive attitudes and competencies in literacy and numeracy are important aspects
of communication and are vital for children’s successful learning. The indicators have been developed to support teachers to extend and enrich every preschool child’s numeracy and literacy learning. The following article provides information on What Are The Indicators, the Importance of The Indicators, Learning Processes, Numeracy and Literacy Indicators and more. 

If your service is to ensure the best outcomes for children in your care, it is imperative that your educators and other staff work together as a team. One of the most enjoyable ways to foster team motivation is with games. Here are a few fun-filled team-building exercises to try at your next team-building session.

Motivating well-qualified staff to remain at your service is not only important to cut down training costs but also to provide the best outcomes for children.  The following article provides strategies on how to retain staff within your early childhood service. 

Mentoring is a hugely beneficial way for early childhood services to build the professional capacities of new educators as well as leadership capacities for their own organization. However, the success of a mentoring programme depends to a large extent on the efficacy of mentors. The following article provides strategies such as the Roles and Responsibilities, Who Can Be A Mentor and Requirements Of An Effective Mentor in an early childhood setting.

Among the important guiding principles of the National Quality Framework is ‘Australia’s Aboriginal and Torres Strait Islander cultures are valued. The following article provides information on recognising and valuing Aboriginal and Torres Strait Islander cultures through early childhood services through the display of the flags.

Among the two most important resources for services to build partnerships with new families are enrolment and orientation. The following article shows guidelines on using Enrolment and Orientation processes to collaborate with families so that children’s well-being and learning have the best chances of thriving.

Research indicates children have better chances of achieving positive developmental and life outcomes when their families are constructively involved in their learning across settings – ranging from home and early years services to schools. Here are a few strategies for engaging families in early childhood education. 

Inviting families to give their input on the care and education of their children is not only an NQS requirement – Quality Area 6: Collaborative partnerships with families and communities – but makes sheer practical sense. The more they feel their opinions on service policies are genuinely sought, the greater will be their acceptance of policies and satisfaction with the service. The following article provides strategies on how services and educators can include family input to ensure better outcomes for children.

It is the duty of adult caregivers to ensure that young children are exposed to only age-appropriate media content. However, it may not always be possible to keep news about tragic events like natural disasters or accidents, happening both near and far. Whether or not, children ask about such news or comment on them, educators need to engage with children on such matters. But talking about tragic events can be tricky as a fine balance has to be kept between being truthful and positive.

Belonging, Being and Becoming: The EYLF lists ‘High Expectations’ as one of five Principles that underpin practice. This is based on the premise that all children come with the potential to learn and unique sets of abilities which can be best realized when educators consistently have high expectations for them. The following article provides strategies on how Educators achieve best practices so that each child can realise their potential.