“You should have seen it, it was chaos.”

That was how a friend recently described an early childhood service she visited while looking for a new place for her son. There were children everywhere, moving from one thing to another, with very little sense of purpose or direction. The educators appeared to believe that because children learn through play, their role was simply to let them play. The children were effectively being treated like free-range chickens, free to do whatever they wanted, whenever they wanted, with very little meaningful involvement from the adults around them.

The thing about early childhood education is that as children get older, parents’ expectations of us change too. When children are babies, parents primarily want a safe, nurturing place where they know their child will be cared for properly. They want reassurance that their baby will be fed, have their nappy changed, be comforted when they cry, receive appropriate stimulation and, above all else, be kept safe.

As babies become toddlers, parents begin expecting different things from us, including support with toilet training, self-help skills, language development and emotional regulation. Then, when children turn three, everyone suddenly realises there are only two years left until school, and the focus quickly shifts towards school-readiness skills. Lucky we are a jack of all trades.

The important thing is that these areas of development do not happen separately or neatly one after another. They are all happening at the same time because, as children develop cognitively, they are also learning about their world, how they belong within it and how to interact with the people around them. A child learning to put on their own shoes is developing independence, coordination, problem-solving skills, persistence and confidence, while a child negotiating over a toy is learning communication, emotional regulation, empathy and how to function as part of a group.

Enter The Early Years Learning Framework.

The Early Years Learning Framework tells us that children learn through play. Parents do not always agree with this, but that is often because they have not been shown the deeper meaning behind what the framework is actually saying. In truth, many educators and early childhood services do not fully understand it either, and some interpret learning through play to mean that children should be left to entertain themselves with minimal structure or adult involvement.

That is not what learning through play means. The idea that “play is the child’s work,” often associated with Maria Montessori, does not mean that adults step back and leave children entirely to their own devices. It means that play is the way young children investigate ideas, test theories, practise skills and make sense of their experiences, which is why educators must give careful thought to what children are learning and how the environment can support that learning.

A skilled educator does not merely plan activities to fill the day. They plan meaningful experiences with intentional learning outcomes and thoughtfully arrange the environment to act as the third teacher. They observe what the children are doing, work alongside them as co-players, ask questions, introduce new language, add resources and provide just enough support to scaffold the children’s thinking towards a higher level of understanding. When children discover something through their own investigation, make connections and experience it within their play, they are far more likely to understand and remember what they have learned.

Learning through play does not mean a free-for-all. It still requires meaningful planning, thoughtful structure, intentional teaching and educators who understand when to step in, when to extend an idea and when to allow a child the space to work something out independently. Within a well-planned play-based program, children can develop self-help skills, social competence, emotional regulation, communication, early literacy, numeracy, problem-solving and all the foundations they will eventually need for school.

School readiness is not necessarily about whether a child can write their name, recite the alphabet or complete a worksheet. It is about whether they can manage their emotions, communicate their needs, follow routines, persist when something is difficult, care for their belongings, use the toilet independently and confidently participate within a group. There is little point in a child being able to write their name if they are still wetting their pants, cannot monitor their belongings or are unable to cope when things do not go their way.

Our job is not to choose between nurturing children, teaching self-help skills, supporting emotional development or preparing them for school. Our job is to understand that all of these things are connected and to create an environment where children can develop them together. That is what genuine play-based learning looks like, and when it is done properly, it may appear busy, energetic and wonderfully alive, but it should never simply be chaos.

Who Are We Really Taking Photos For? A Conversation About Privacy, Consent, and Our Daybook Practice

At Silverdale Child Care Centre, our goal has always been to create a transparent environment where families feel connected to their children’s daily experiences. One of the ways we’ve done this is by sharing photos in our electronic “daybook” via the Xplor app. These snapshots offer parents a glimpse into what children have been up to throughout the day.

For some parents this is the first thing they scroll through during the day, offering comfort, joy, and a sense of involvement. But as times change and our awareness deepens, we believe it’s time to pause and reflect.

What Is a Digital Footprint?

In today’s digital world, every photo posted online—no matter how well-intentioned—contributes to a child’s digital footprint. This is a record that can follow them throughout their lives, often in ways we can’t predict or control. Once a photo is shared digitally, we lose track of where it can go, how it might be used, or by whom it might be saved or reshared.

This raises some important questions:

1. Are we respecting children’s right to privacy when we post their faces online?
2. Have we, in some ways, become “paparazzi” in the classroom, snapping photos out of routine rather than reflection?
3. What if a child, when older, feels uncomfortable knowing their image was shared without their understanding or consent?

The Rights of the Child

The United Nations Convention on the Rights of the Child (UNCRC) offers powerful guidance on these issues. Article 16 protects a child’s right to privacy, while Article 12 affirms that children have the right to be heard in matters that affect them.

We often talk about promoting children’s agency and decision-making, yet when it comes to their image—something as personal as their face—we often make those decisions for them. In early childhood, they may not yet have the words to express how they feel about being photographed, but that doesn’t mean their rights are any less important.

This leads us to reflect: are we capturing moments to enhance children’s learning journeys, or are we unintentionally creating digital records for adult gratification or proof of our curriculum?

A Thoughtful Proposal

After some initial discussion and reflection, we are considering a change to our current Daybook practice. Specifically, we are proposing a reduction in photos of children’s faces – that Daybook entries feature photos of activities, learning environments, and children’s work—but not identifiable photos of children’s faces.

This doesn’t mean we’re stepping away from sharing learning. On the contrary, it’s about being more mindful and intentional. We want to document children’s thinking, creativity, and play in ways that honour their dignity and autonomy.

It also doesn’t mean we will never take photos of children’s faces like at our special events. It’s more about being mindful of the daily routines that happen on paparazzi autopilot.

We know this is a shift, and that it may feel different at first. But we also believe it’s a step towards more ethical, child-centred communication—one that aligns with our values of respect, rights, and long-term well-being.

We Invite our Families Input to our Proposal

We see families as partners in everything we do. That’s why we’re inviting our family’s feedback before making any permanent changes.

👉 To our current families, please share your thoughts by completing our short online survey emailed late May 2025 with our newsletter.

Your insights will help shape how we move forward ensuring we continue to honour not just the needs of families today, but the rights and futures of the children in our care.

This reflection is not about doing away with connection, but deepening it—with more care, more thoughtfulness, and more respect for the incredible people our children are becoming.

They don’t build them like they used to. These days newly constructed early childhood services are huge because of the higher returns on investment. Even not for profit services are large due to demand in some areas. Prospective parents are often attracted to these new and modern premises assuming that is what is best for their child. I once visited a service that was over 300 place and resembled a hospital. It had three floors, and each floor was three times the size of our service. Large services have many rooms and divide the children based on their age groups. For example, children under one year together, one-year olds together, two-year-olds together and so on. Some parents like this idea, particularly parents of babies, because they often don’t want older children around their vulnerable babies. But dividing children this way means children are at a disadvantage socially and cognitively.

In his Substack articles, Peter Gray, a renowned psychologist and advocate for self-directed education, delves into the numerous benefits of mixed-age groupings in educational settings. Drawing from his extensive research and observations, Gray highlights how such groupings foster natural learning environments, promote social development, and enhance educational outcomes. Gray emphasises that mixed-age groupings mirror natural learning processes found in everyday life. Younger children benefit by observing and imitating older peers, acquiring new skills and knowledge in a context that feels organic and engaging. Conversely, older children reinforce their understanding by teaching and mentoring their younger counterparts, solidifying their grasp of concepts and developing leadership skills.

Benefits

Social and Emotional Development

• Increased empathy and nurturing behaviour – Older children naturally take on leadership roles, helping younger ones with tasks and learning to be gentle and patient. This fosters emotional intelligence and empathy.
• Confidence-building for older children – When older children assist younger ones, they develop self-esteem and a sense of responsibility, reinforcing their own skills and knowledge.
• Stronger attachment and security – Younger children feel comforted and supported by older peers, promoting emotional security in a childcare setting.

Cognitive and Language Development

• Natural language development – Younger children benefit from listening to and imitating the more advanced speech of older peers, accelerating their vocabulary and communication skills.
• Scaffolding learning – Older children reinforce their learning by explaining concepts or demonstrating tasks to younger children, strengthening their understanding through teaching.
• Diverse problem-solving skills – Mixed-age settings encourage flexible thinking, as children encounter different perspectives and approaches to problem-solving.

Individualized Learning Paces

  Less pressure and comparison – Since children’s ages are mixed, they are less likely to feel competitive or self-conscious about developmental differences.

•   Opportunities for peer modelling – Children naturally learn through observation. Younger children see older peers engaging in activities and are motivated to try new skills.
•   Encouragement for all developmental levels – Children who develop certain skills earlier or later than their age group are more easily accommodated, reducing stress on children who develop at different rates.

Social Skills and Community Building

• More cooperative play – Rather than engaging in competitive behaviour common in same-age groups, mixed-age settings encourage teamwork, sharing, and collaboration.
• Stronger sense of belonging – Children experience a “family-like” atmosphere, where relationships last longer, reducing the stress of frequent transitions.
• Leadership opportunities – Older children naturally take on guiding roles, which boosts their confidence and social competence.

Behavioural and Self-Regulation Skills

• Positive behaviour modelling – Younger children mimic the self-regulation skills of older peers, leading to better impulse control and emotional regulation.
• Gentler transitions into preschool and school settings – Since younger children are regularly exposed to activities typically meant for older kids, transitions to new educational settings become smoother.

Practical Benefits for Families and Educators

• Sibling-friendly environments – Families with multiple children benefit from their children being together in one setting, reducing anxiety and creating a familiar environment.
•  More flexible curriculum – Educators can tailor learning activities to children’s interests and abilities rather than being confined to strict age-based expectations.
• Longer-lasting caregiver-child bonds – In mixed-age settings, children often stay with the same caregivers for multiple years, allowing for deeper relationships and more individualised attention.

Mixed-age groupings in early childhood services create a nurturing, natural, and enriching learning environment where children thrive socially, emotionally, and cognitively. By embracing this approach, educational environments can become more inclusive, dynamic, and reflective of real-world communities, ultimately fostering well-rounded development in children.

As the end of the year draws closer and children are getting ready to transition to primary school, it is timely to address what school readiness looks like in early childhood services, and examine if all services teach the same thing. School readiness refers to preparing a child to make an easy and successful transition into school and all early childhood services do it.

Let’s be clear, school readiness is not sitting at a desk with stencils learning to write and add numbers. For a child to be ready for school there are four main areas they need to be competent in, or at least working towards, to have a successful entry to school:

• Social skills – can the child talk and play cooperatively with their peers?
• Emotional Regulation – does the child cry or become angry at the drop of a hat and unable to settle themselves relatively quickly, or do they spiral out of control?
• Independence and Self-help – can the child go the toilet by themselves? Wipe their own nose? And look after their own belongings?
• Ability to follow directions – will the child follow the direction of the teacher and be compliant about it?

There are no gold stars for a child who can diligently write their name and count to 50 if they can’t manage basic independence and can’t mingle appropriately with their peers. That is setting the child up to fail.

All early childhood services have a higher teacher to child ratio than primary schools, which allow teachers to assist children to develop the following school readiness skills that rest on a set of social, emotional and cognitive building blocks:

1. Receptive and expressive language so children can express themselves and understand other people.
2. Executive functioning and bigger picture thinking.
3. Social skills and how they interact with their peers and others.
4. Planning and sequencing to follow multi-step instructions.
5. Sensory integration or processing to different sensory stimuli around them.
6. Self-regulation and emotional regulation.
7. Articulation and pronunciation of words.

These building blocks children start to develop from the time they’re born and are further developed at the early childhood service. Sometimes people perceive services who are labelled “long day care” as more babysitting and less school readiness. Understandably it can be confusing as other services are labelled “pre-schools”. Let’s look at the differences. Long day care services are funded by the federal government and pre-schools are funded by the state government. Long day care services are open longer hours and more weeks of the year and provide food, while pre-schools are open school terms, shorter hours and do not provide food. But that is where the differences stop. Both types of service are regulated by the same governing bodies against the National Quality Framework to provide the same education and care, and both are guided by the Early Year Learning Framework which says children learn best through play.

Children’s learning sticks when they learn through play. This is because they learn while having fun, and through their own troubleshooting, instead of always being instructed what to do. When they play with their peers, they develop social competence, the ability to regulate their emotions, and the ability to follow social norms. They also continue to develop their receptive and expressive language skills.

Moreover, when children play with concrete materials such as blocks, counters, manipulating clay, perusing picture books, and participating in role play, children develop social skills, critical thinking, problem-solving, creativity and familiarity with printed words. Likewise, when children talk to each other and when educators read stories to them children develop language skills, the ability to listen to stories, and the ability to ask questions. Sitting at a desk with a pencil and a stencil does not do this.

So how do you know when your child is not ready for school? Generally, a child that isn’t ready for school will struggle to follow instructions and become frustrated easily. They may also have a shorter attention span and lack the social and emotional maturity of their peers. Other signs include:

1. Poor language and communication skills
2. Resistance to trying or learning new things
3. Relying on parents or carers for tasks such as getting dressed
4. Not yet toilet training during the day
5. Poor social interactions with children of the same age
6. Challenges with understanding and accepting consequences

Your child’s teacher is the best person to ask to see how they are travelling when it comes to school readiness. For further reading check out NSW Government Getting Ready for Primary School https://education.nsw.gov.au/schooling/parents-and-carers/going-to-school/getting-ready-for-school/starting-primary-school

Recently I saw on a Macarthur area Facebook page “Is it OK if I ask my daycare teachers to babysit for me?” It takes all my strength to keep quiet on social media when I see these comments. Would these same people ask their Kindergarten teacher to babysit? The answer is no. Because their view is primary school teachers are professional teachers and early childhood educators are babysitters. Nothing annoys me more. Early childhood educators are not babysitters.

Unlike babysitters whose primary responsibilities are ensuring the safety and basic care of children, early childhood educators are skilled professionals and some trained university-trained teachers who provide an intentional and systematic program to meet children’s individual developmental needs. They document children’s learning against government frameworks and theory, and create and implement lesson plans tailored to the developmental stages of each child, fostering cognitive, emotional, social and physical development. These educators use evidence-based practices to teach fundamental skills such as social interaction, mathematical foundations, phonics, science and engineering – to name just a few.

Moreover, early childhood educators must navigate a plethora of federal government regulatory procedures on the daily. From checking sleeping babies every 10 minutes, to checking the temperature of food, checking the playground, risk assessments, records of toileting, sleeping and eating, plus much more. There is never any down time for an early childhood educator. They have significantly more regulatory requirements than that Kindergarten teacher, yet they are still called babysitters.

Additionally, early childhood educators are also continually upskilling because the regulations and best practice keeps changing, as well as reflecting on practice – much of it in their own time.

Research has shown as a society we do not value what early childhood educators do (unlike the community for Reggio Emilia, Italy). What we ignore is that 90% of brain development occurs during the first five years, yet there is still a persistent belief children do not start their “real” learning until they go to school! On the contrary, high quality early childhood education and care gives children the best start in life! Research has shown over and over that quality early education and care early leads to better health, education and employment outcomes later in life and lays the foundation for lifelong development and learning – and that’s not babysitting – thanks to the training and diligence of early childhood educators.

In the bustling world of parenting, amidst the sea of beverage options, there’s one humble hero often overlooked: water. While tempting alternatives may dazzle with flashy colours and flavours, the importance of choosing water as the primary drink for children cannot be overstated. Let’s dive into the depths of why H2O reigns supreme in the realm of children’s health.

Fundamental Hydration
Water is the essence of life, quite literally. Humans are made up of 60% water. So, it makes sense that we rely on water for nearly every function. From regulating body temperature and cell division to aiding digestion and nutrient absorption, adequate hydration is essential for optimal physical and cognitive performance. Plus, our children are growing.

Calorie Control
Unlike sugary soft drinks, juices, and cordials, water is devoid of empty calories. By encouraging water consumption, parents can help prevent excessive calorie intake, reducing the risk of childhood obesity and related health issues.

Dental Defence
Sweetened beverages can wreak havoc on children’s dental health, fueling cavities and enamel erosion. Water, on the other hand, washes away food particles and sugars, promoting oral hygiene and minimising the risk of tooth decay.

Cognitive Clarity
Dehydration can impair cognitive function, leading to decreased focus, concentration, and memory retention—crucial elements for academic success and overall development. Keeping children hydrated with water can help maintain mental sharpness and alertness.

Budget-Friendly
Investing in water is not only beneficial for health but also for the home budget. Compared to the ongoing expense of purchasing sugary drinks, opting for tap or filtered water is a cost-effective way to quench thirst without draining finances.

Role Modelling
Parents serve as powerful influencers in shaping their children’s habits and preferences. By prioritising water consumption in their own daily routines, parents set a positive example that children are likely to emulate, fostering lifelong hydration habits.

Environmental Impact
Choosing water over single-use plastic bottles or sugary beverages reduces household waste and minimises the carbon footprint. Teaching children the importance of environmental stewardship through conscious consumption sets the stage for a more sustainable future.

Versatility
Water serves as a blank canvas, easily infused with fruits, herbs, or vegetables to add subtle flavour without the excess sugar or artificial additives found in many flavoured drinks. Encouraging children to experiment with infused water can nurture their creativity while promoting hydration.

Amidst the myriad beverage choices available, water stands tall as the undisputed champion of children’s health. By embracing water as the go-to drink for hydration, parents can lay the foundation for lifelong wellness, empowering their children to thrive physically, mentally, and environmentally. So, let’s raise a glass—to water, the unsung hero in the quest for a healthier, happier generation.

As we charge up towards Christmas I am reminded of when I was a child, I received literally a few gifts. Nowadays children tend to receive loads of gifts. These gifts often end up as landfill months or a few years later. Moreover, this overindulgence in gifts could also feed an insatiable hunger for more.

Sure, unwrapping a mountain of gifts produces a burst of dopamine—but it has no staying power, and can lead to a sense of entitlement and lack of gratitude.  

Too many toys can limit a child’s creativity and start addictions to ‘stuff’ which might stay with them forever. According to research, this materialism is connected to a decrease in life satisfaction, happiness, vitality, and social cooperation, as well as increased depression, anxiety and antisocial behaviour.  It also reflects a disregard for the environment.

Children and parents are marketed to on the daily, and parents feel pressured to buy things that will help their child’s development. But in truth children learn more from open ended resources like a cardboard box and nature where they have to ‘think’.

Far better to give one well intentioned gift that is very special to the child, as well spending quality time together, and giving to charity to make the Christmas time of year special, grounding, and authentic.

Often when parents start at an early childhood service for the first time with their child, they feel guilty. They feel guilty because they think they are having to choose work over caring for their child. But they need not worry, because as the old saying goes “It takes a village to raise a child”.

The notion “It takes a village to raise a child” has long been a testament to the interconnectedness of human societies and the collaborative effort required to nurture the next generation. Non-Western societies and native peoples truly embrace this notice and live in communities where many family and non-family members rear children. It seems to be only us Westerners that fragment ourselves from that to do everything ourselves.

Further, American psychologist Bronfenbrenner who developed a human ecology theory (ecological systems theory) in 1979, shows how individuals mature not in isolation but within the context of relationships, such as those involving families, friends, schools, and greater communities.

This idea that a child’s growth and development are influenced not only by their immediate family but also by the wider community around them has profound implications for child-rearing practices and has found resonance in the field of early childhood services.

The notion that raising a child involves a collective effort acknowledges the diverse roles and responsibilities that various individuals and groups play in a child’s upbringing. Extended family members, neighbours, friends, and community leaders all contribute to the child’s education, values, and socialisation. This communal approach ensures that the child receives a holistic upbringing that draws on a wide range of experiences, perspectives, and skills.

Early childhood services are modern manifestations of this village-based philosophy. Early childhood services replicate the community of learning and social interaction that facilitate the child’s cognitive, emotional, and social development.

One of the fundamental aspects of the village metaphor is the transmission of cultural knowledge and values from one generation to another. In traditional societies, this process occurs through storytelling, shared experiences, and mentorship. Early childhood services follow a similar approach by providing a structured setting where educators impart essential skills and knowledge to children. Through carefully designed curricula, children learn language, mathematics, science, and various other subjects. Moreover, educators often introduce cultural elements, instilling a sense of identity and belonging.

The village philosophy also emphasizes the importance of social interaction and relationship-building. In a close-knit community, children learn to navigate interpersonal dynamics, resolve conflicts, and develop empathy. Early childhood services recognise this need for socialisation and create opportunities for children to interact with their peers. Through group experiences, inquiry-based play, and collaborative projects, children learn important social skills that are crucial for their emotional well-being and future success.

Furthermore, the village approach acknowledges the value of role models and. In a community, children have access to a diverse range of individuals with various skills and expertise. Early childhood services often employ educators from different backgrounds who serve as positive role models for the children. These educators not only facilitate learning but also provide guidance and support, helping children build self-esteem and develop a growth mindset. In conclusion, the adage “It takes a village to raise a child” encapsulates the understanding that a child’s development benefits from the collective efforts of a community. This philosophy is mirrored in early childhood services, which aim to replicate the community of learning and social interaction that traditional villages provide. By fostering a supportive and diverse environment, early childhood services ensure that children receive not only age-appropriate education, but also the social skills, values, and relationships that are essential for their overall growth. Just as a village rallies around its young members, early childhood services create spaces where children can thrive, learn, and develop into well-rounded individuals.

Inquiry-based learning has gained recognition as an effective educational approach that fosters active engagement, critical thinking, and problem-solving skills among learners. While commonly associated with older students, its implementation in early childhood education is proving to be highly beneficial. By encouraging young children to ask questions, explore their curiosities, and seek answers, inquiry-based learning lays a solid foundation for lifelong learning.

Fosters Curiosity and Engagement

Inquiry-based learning encourages children to ask questions, explore their surroundings, and actively seek answers. By nurturing their innate curiosity, this approach sparks a genuine interest in learning and creates an engaging classroom environment. When children are genuinely interested in a topic, they become active participants, eager to investigate and discover new things, leading to deeper and more meaningful learning experiences.

Develops Critical Thinking Skills

Inquiry-based learning promotes critical thinking skills from an early age. By encouraging children to think critically, analyse information, and draw conclusions, they develop essential cognitive abilities. When presented with a problem or question, children are encouraged to hypothesize, experiment, and evaluate different solutions. This process stimulates their creativity, helps them make connections between ideas, and strengthens their ability to think independently.

Encourages Problem Solving

Inquiry-based learning empowers children to become problem solvers. By presenting real-life scenarios and open-ended questions, children are encouraged to identify challenges and develop strategies to overcome them. This approach helps them build resilience and adaptability as they learn to approach problems with a growth mindset. Through trial and error, children gain confidence in their problem-solving abilities, which is invaluable for their future academic and personal success.

Supports Social and Emotional Development

Inquiry-based learning encourages collaboration, communication, and teamwork among young learners. By engaging in group projects and discussions, children learn to express their thoughts, listen to others, and work together to find solutions. This collaborative aspect fosters the development of important social skills, such as empathy, cooperation, and effective communication. Additionally, as children explore their curiosities, they gain a sense of ownership over their learning, promoting self-confidence and a positive self-image.

Promotes Long-term Knowledge Retention

Inquiry-based learning goes beyond rote memorisation and promotes deep understanding and long-term retention of knowledge. When children actively participate in the learning process, connecting new information to their prior knowledge and experiences, they create a solid foundation for future learning. Inquiry-based learning encourages children to make their learning meaningful, which leads to a higher level of engagement and retention of knowledge.

Cultivates Lifelong Learning Skills

By engaging in inquiry-based learning at an early age, children develop a lifelong love for learning. They become adept at asking questions, seeking information independently, and pursuing their interests. These skills extend beyond the classroom and empower children to become lifelong learners, equipped with the necessary tools to navigate an ever-changing world.

Inquiry-based learning in early childhood education offers a multitude of benefits that lay the groundwork for a child’s future intellectual, social, and emotional development. By fostering curiosity, critical thinking, problem-solving, and collaborative skills, this approach creates a strong foundation for lifelong learning. As educators and parents, embracing inquiry-based learning can empower young minds to become active, engaged, and self-directed learners, ready to face the challenges of the future with confidence. For more information: https://app.secure.griffith.edu.au/exlnt/entry/3945/view