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 which they are active participants. The following article provides information on Child-Centred Curriculum, The Learning Environment, Educator's Role and more.  

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 strategies. The following article provides information on the Characteristics and Benefits Of Child initiated Learning, How Educators Can Facilitate It In Their Settings and more. 

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 adults as well. The following article provides information on spontaneous play benefits and how educators can support it. 

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 to comfort and soothe a toddler.

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 educators to be more intentional in designing practices that meet the learning needs of all children. The following provides information on the Benefits Of Mixed Age Groups, Strategies For Working With Mixed Age Groups and more. 

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, storytelling, visual arts, media and drama. The following provides information on the Literacy Rich Environment, Characteristics Of A Literacy-rich Environment, Components Of A Literacy-rich Environment, Strategies and more! 

NAIDOC Week 2022 starts from 3 July to 10 July. NAIDOC Week celebrations are held across Australia to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. The following provides Activities, Crafts, Songs and Resources to celebrate NAIDOC Week and incorporate ATSI Communities into your Early Childhood Service.

The Learning To Write Posters show the experiences children engage in that will benefit them in writing. The activities mentioned in the posters will support children in developing their writing. These are great to display within the learning environment. 

The Yoga Poses For Children Posters illustrate 16 different yoga poses/asanas for children to practice. Each poster demonstrates the child's yoga pose/asana, followed by the yoga pose name in English and Sanskrit. These are great to be used as a display or refer to when teaching children.

When children practise yoga it increases their confidence, builds concentration and strengthens growing bodies.  For children with behavioural issues, yoga can improve their impulses in a positive direction and provides them with an outlet as a way to manage their behaviour.

The Healing Foundation’s Stolen Generations Resource Kit for Educators and Children has been created to educate young people about the Stolen Generations. It makes it easy for the community to start the conversation and inform discussions using facts, real examples and stories.