Birthdays are joyful milestones in a child’s life, and early childhood settings often look for ways to mark these occasions in meaningful ways. However, the question of whether teachers should buy birthday presents for children sparks debate across the sector.

While some see gift-giving as a kind gesture, others raise concerns about professional boundaries, equity, and sustainability. This article explores the perspectives shared by educators and leaders, highlighting both the risks and alternatives to ensure birthday celebrations remain inclusive, ethical, and child-focused.

Sensory play is a cornerstone of early childhood education, offering children opportunities to explore textures, sounds, smells, and movement in ways that build curiosity and support developmental growth.

Traditionally, many educators have relied on dried food items—such as rice, pasta, or beans—as sensory bases. While these materials are engaging, the growing conversation around sustainability and food wastage challenges us to reconsider their use. As leaders in the sector, we have a responsibility to model respect for resources and embed sustainable practices into everyday play.

This article explores non-food alternatives for sensory play and provides professional references to support this shift.

When we talk about art areas in learning environments, we’re really looking at how spaces can be intentionally designed to foster creativity, self-expression, and developmental growth. In early childhood, art areas aren’t just about painting or drawing—they’re hubs for exploration, identity-building, and skill development.

Recent headlines have warned of a “systemic and escalating” risk in childcare allergy management, claiming that regulations are failing children by requiring only one staff member per centre to be trained in anaphylaxis response. While the concern for child safety is valid, this framing overlooks a critical fact: Diploma-qualified educators are already required to hold current First Aid, CPR, Asthma, and Anaphylaxis training—and at least 50% of staff in every service must hold a Diploma.

In early childhood education, play is the foundation of learning. Two powerful spaces—the block area and the construction area—offer children opportunities to explore, create, and problem-solve. While often treated separately, combining these areas can enrich children’s experiences and deepen their developmental outcomes.

Acknowledgement of Country is more than a ritual—it’s a daily opportunity to connect children with respect, gratitude, and belonging.

In early childhood, programming is the backbone of quality practice. Yet, many leaders encounter a familiar refrain when asking teams to engage with program planning: “I haven’t had the time.” While time pressures are real in our sector, this phrase often masks deeper issues—avoidance, prioritization gaps, or resistance to leadership direction. For emerging and experienced leaders alike, knowing how to respond is critical for maintaining both program integrity and team morale.

Storybook baskets (sometimes called book buckets) are a powerful way to transform a simple read-aloud into an interactive, multi-sensory experience. By pairing books with props, toys, and open-ended materials, educators can help children connect more deeply with stories, practice language skills, and extend their learning through play.

Older children in OSHC often hit us with the classic line: “I’m bored.” But when asked what they’d like to do, the reply is just as familiar: “I don’t know.”

This isn’t laziness; it’s a developmental stage. They’re testing independence, craving novelty, and rejecting anything that feels “too little kid.” The challenge for educators is to offer activities that are low-prep, high-engagement, and feel authentically “big kid.”

Playdough is more than a fun activity; it’s a versatile tool for creativity, fine motor development, sensory exploration, and imaginative play. A thoughtfully designed playdough area can inspire children to explore textures, shapes, and storytelling while supporting key developmental outcomes.