Milestones of Early Childhood Development: A Guide to Learning and Growth

Child development is fluid and occurs over a span of time, not on a particular schedule or in a particular sequence. Different children develop their skills in different areas in different orders. Children’s skills and developmental progressions can occur at any time; and the order of developmental milestones your child progresses through is likely to differ to their peers, or another child you might have in the family.

Child development milestones shouldn’t be viewed as a checklist. Rather, milestones can help you to understand your child, their learning and to get a sense of children’s typical behaviour.

Much of what we see from children is entirely developmentally appropriate. For example, a child between 8-12months is developmentally likely to shout for attention. A child between 2-3 years old will find it hard to share toys with others. Both examples describe completely normal development and behaviour for the age range.

Having an awareness of developmental milestones can help families hold appropriate expectations on children’s behaviour. For example, knowing it is developmentally appropriate for a child who is 3-5 years old to become angry or frustrated with peers in play might make is easier to support your child if these emotions do arise. 

For educators, sometimes it is useful to think about children’s learning in relation to the EYLFDM to better understand your child’s strengths and areas of advancement, as well as the areas where their next best learning goal might be.

Key Areas of Early Childhood Development 

Physical Development

The way children move their body helps them experience the world and connect with their environments. When children can increasingly move in ways that allow them to play, like manipulating toys, take care of their needs like feeding themselves with a spoon, and connect with others through things like dancing to music, they experience developmentally rich learning moments.

Social Development

Being able to interact with others in the world is an incredibly important skill that starts with newborn babies interacting with their primary caregiver/s. As children progress, their awareness of others in the world, and their interest in being with and interacting with others, increases. Practising being social takes time, and in early childhood involves some important protective factors, like being wary of strangers, along with effort of connection like playing alongside, and then with other children.

Emotional Development

Seeking attention from trusted adults, seeking comfort when upset and showing empathy to others who are in distress are examples of children’s emotional competency in action. Being emotionally connected to others and showing developmentally appropriate emotional responses are signs your child is learning and progressing well.

Cognitive Development 

A huge amount of brain development occurs between birth and 3 years old.

Developmentally appropriate cognition is evident when children point to objects when they are named, recognise themselves in a mirror or photo and repeat actions that lead to an interesting outcome – like banging a spoon on a table!   

Language Development 

As children develop, they will begin to use words and approximations of words to communicate with their caregivers. As language progresses, children will begin to join two words together to begin speaking in phrases, and so on. These progressions are not solely age-based and happen at different times for children.

Developmental Milestones by Age  

Birth-1 Years

A child develops rapidly in their first year of life. From being able to squirm, smile and laugh as a newborn, to responding to their name being called between 4-8months, there is so much to notice in very young babies. Noticing milestones help us know children are growing and thriving, and the EYLF developmental milestones describe learning in every 4-month progression:

  • 0-4months
  • 4-8months
  • 8-12months.

For families and educators, seeing these progressions, like rolling from back to stomach, being happy to see faces they know, or shaking a toy in their hand can bring lots of joy and reassurance. At this age, playing with your baby using lots of language and eye contact will set your baby up for success.

1 to 2 Years 

Between the ages of 1-2 years, you might notice the following in your child:

Physical, Social and Emotional

  • crawls up steps
  • dances in place to music
  • climbs onto chair
  • kicks and throws a ball
  • feeds themselves
  • begins to run (hurried walk)
  • scribbles with pencil or crayon held in fist
  • may show anxiety when separating from significant people in their lives
  • seeks comfort when upset or afraid
  • takes cue from parent or principal carer regarding attitude to a stranger
  • may ‘lose control’ of self when tired or frustrated

Language and Cognition

  • comprehends and follows simple questions/instructions
  • begins to use one-to-two-word sentences, e.g.” want milk”
  • points to objects when named
  • knows some body parts
  • points to body parts in a game
  • recognises self in photo or mirror
  • mimics household activities, e.g. bathing baby, sweeping floor
2 to 3 Years  

Between the ages of 2-3 years old, your child might demonstrate the following:

Physical, Social and Emotional

  • walks, runs, climbs, kicks and jumps easily
  • uses steps one at a time
  • squats to play and rises without using hands
  • catches ball rolled to him/her
  • walks into a ball to kick it plays with other children
  • simple make believe play
  • may prefer same sex playmates and toys
  • unlikely to share toys without protest
  • shows strong attachment to a parent (or main family carer)
  • shows distress and protest when they leave and wants that person to do things for them

Language and Cognition

  • uses two or three words together
  • copies words and actions
  • make music, sing and dance
  • likes listening to stories and books
  • engages in making believe and pretend play
  • begins to count with numbers
  • recognises similarities and differences
  • imitates rhythms and animal movements
3 to 5 Years 

Between the ages of 3-5 years old, we begin to see some key developments in children’s overall learning. Your child might begin to:

Physical, Social and Emotional

  • hop, jump, run and climb steps using alternate feet
  • demonstrate independence in toileting
  • feed themself with minimum spills
  • share, smile and cooperate with peers
  • enjoy playing with other children
  • understand when someone is hurt and offers support
  • give and receive affection with caregivers
  • enjoy praise and is boastful

Language and Cognition

  • speak in sentences using many different words
  • ask and answers simple questions
  • talks a lot!
  • enjoys rhymes, jokes and stories
  • follow simple instructions
  • retell stories and recall events
  • count five to ten things
  • has an increasing attention span

How Learning Environments Support Developmental Milestones

Young children learn through play, connection to the environment and meaningful engagement with others. Our Uniting Early Learning environments are designed to enable the play-based learning children need to practice and progress through the developmental milestones.

In our early learning environments, children experience age and developmentally appropriate resources and are cared for and communicated with in ways that meet their developmental needs. Having regular routines and a rhythm to the day, along with seeing familiar educators also makes a positive contribution to their learning.

Perhaps most importantly, in our early learning environments, children are provided with the chance to explore developmentally appropriate challenges and are provided with the chance to practice the skills that will help them embark on their next leap of development.

Early developmental milestones are one way to view children’s learning and development. Milestones shouldn’t be used as a checklist, and there is not a strict expectation when it comes to development; children meet their milestones at different ages and in different ways. If you have concerns about your child’s progress, speak to your child’s educator, maternal child health nurse or GP for support.

Practical Ways Parents and Educators Can Support Early Learning 

Reading and Storytelling – In early childhood, hearing a vast array of spoken words is one of the best ways to learn new words. Story books are a particularly helpful tool to expose children to unique sets of words relating to each text; words that go well beyond what they might experience at home. Think of some of the storybooks you might have on your bookshelf: books about gardens, pirates, unicorns, planets and dinosaurs all do wonders for expanding children’s exposure to new words.

To support your child in this area, read aloud to your child daily.

Everyday Interactions – Speaking with your child about their day and what you are doing is a great way to enhance their learning milestones. Narrating your actions as they occur shows children how you problem-solve in real time and adds new vocabulary to their language repertoire. Hearing and contributing to lots of conversations with a trusted adult is one of the best things for children to become effective communicators.

Serve and Return – Serve and return is a responsive, back-and-forth interaction between a child and a caregiver. Like a tennis rally, the child “serves” by making a gesture or sound, and the adult “returns” it with a supportive response. These exchanges build critical brain architecture and early communication skills. Children won’t always use complete words when serving, so listen out for approximations of words and gestures too, as any efforts to communicate can be used in a serve and return communication

Challenges to Avoid When Supporting Developmental Milestones 

Comparison

It can be easy to compare your child’s progress to someone else’s, especially when they present with a new skill or leap in development. Do your best not to compare children, as this can place unneeded pressure on yourself and your child.

Use Milestones as a Checklist or Test

 It is not necessary to ‘test’ your child against developmental milestones, as children’s growth and learning needs to be viewed holistically and is highly dependant on varying factors like environment, the child’s character, health and age, life experiences, interests and more.

Where to go for support

If you have a particular concern about your child’s behaviour, learning or progress, always chat to your early learning educator for support. They will observe your child and provide you with their professional understanding of your concern or help provide more information to support you and your family.

Choosing the Right Early Learning Environment  

 To ensure you’re choosing an early learning environment that values the developmental milestones, ensure you see the following when you tour:

  • You see a planned program in the room
  • There is a play-based program in place
  • There are plenty of spaces for children to engage in different types of play
  • You see educators communicating with children in play
  • You see children playing in the environment
  • You see play choices that would be a challenge for your child – e.g.: you see opportunities for your child to play with something new or experience a new, appropriate challenge

FAQs

How can parents track developmental milestones at home?

Parents can track milestones by observing everyday skills such as communication, movement, play, and social interactions. Keeping a simple journal, taking photos or videos, and celebrating new achievements can help you notice progress over time. Remember that every child develops at their own pace, so focus on steady growth rather than comparing your child to others.

Not necessarily. Children often reach milestones at slightly different times, and some variations are completely normal. However, if a child consistently misses several milestones or loses skills they previously had, it’s a good idea to seek professional advice. Early support can make a big difference and provide reassurance for families.

Culture can shape the skills children practise most often and the ages at which certain behaviours are encouraged. For example, communication styles, independence, play, and family routines may vary across communities. Developmental milestones are useful guides, but it’s important to consider a child’s cultural and family context alongside standard expectations.

Many families find support through maternal and child health services, GPs, early childhood educators, allied health professionals, parenting websites, and community programs. Simple activities such as reading together, singing songs, playing games, and spending quality time with your child can also encourage development in a fun and meaningful way.

Developmental milestones help build the skills children use when starting school, including communication, social interaction, emotional regulation, independence, and problem-solving. School readiness is about more than academic knowledge—it’s about helping children feel confident, capable, and ready to engage in new learning experiences.

Ref: Australian Children’s Education and Care Quality Authority. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.

Helping children develop emotional intelligence in early childhood

Every parent or educator has seen it: a child bursting into tears over a minor disappointment or becoming frustrated when sharing toys doesn’t go to plan.

These moments might be overwhelming, but they’re also an important part of learning emotional intelligence.

Emotional intelligence, or EQ, isn’t something we’re born with. It’s a skill that develops over time through relationships and everyday experiences. Learning how to recognise emotions, manage big feelings, and connect with others helps children build resilience, confidence, and healthy relationships for life. Understanding the importance of emotional intelligence in early childhood through childcare and kindergarten can help parents and educators support children through every stage of development.

What is emotional intelligence in early childhood?

Emotional intelligence is the ability to recognise, understand, express, and manage emotions while also responding appropriately to the feelings of others.

Social and emotional development in early childhood may look like naming simple emotions. In older children, it becomes more sophisticated, including self-regulation, empathy, and problem-solving during social situations.

Psychologist Daniel Goleman describes emotional intelligence through five key components:

  • Self-awareness
  • Self-regulation
  • Motivation
  • Empathy
  • Social skills

The elements of emotional intelligence in early childhood

Emotional intelligence is made up of several interconnected skills, all of which can be nurtured from a young age.

Self-awareness

Self-awareness is the ability to recognise and name emotions. A child saying, “I feel frustrated because my block tower fell down,” is beginning to connect feelings with experiences.

Self-regulation

Self-regulation is the ability to manage emotional responses in healthy ways. For example, a child might use deep breathing or ask for help instead of having a meltdown when something feels difficult.

Motivation

Motivation is the internal drive to keep trying through challenges. Parents and educators can encourage this by praising effort, persistence, and problem-solving rather than focusing only on results.

Empathy

Empathy is the ability to understand and share the feelings of others. In preschool-aged children, this may look like comforting a friend who’s upset or noticing when someone feels left out.

Social skills

Social skills are how children apply emotional intelligence in relationships. Communication, cooperation, turn-taking, and conflict resolution all develop through play and group activities.

What does emotional intelligence look like at different ages?

Ages 2–4

  • Names basic emotions
  • Needs adult support to calm down
  • Begins showing empathy

Ages 5–7

  • Understands more complex feelings
  • Starts managing frustration independently
  • Builds stronger friendships

Ages 8–10

  • Reflects on emotions and behaviour
  • Solves social conflicts more independently
  • Shows stronger empathy and perspective-taking

The importance of emotional intelligence in early childhood

Emotional intelligence plays a big role in school readiness as well as mental health. Research shows that children with stronger emotional skills are often better equipped to manage stress, build positive relationships, and engage in learning environments.

Children who can communicate their feelings and regulate emotions tend to adapt more easily to classroom routines and social situations.

Emotional intelligence and academic outcomes

Children with strong EQ skills often engage more positively in learning. That’s because emotional regulation helps them focus attention, cope with challenges, and communicate their needs in the classroom. They’re also less likely to experience behavioural disruptions that interfere with learning.

Social skills and emotional intelligence: a symbiotic relationship

Social skills and emotional intelligence support one another. Children use emotional awareness to form friendships, cooperate with peers, and resolve disagreements. At the same time, social interactions help strengthen empathy and communication skills.

How to support the development of emotional intelligence in children: practical strategies for home and early learning

Emotion coaching: name it to tame it

Emotion coaching is all about acknowledging feelings, labelling them, and helping children problem-solve.

For example:

“I can see you’re feeling upset because playtime ended. It’s okay to feel disappointed. Let’s take a deep breath together and think about what comes next.”

Building an emotionally rich vocabulary

Going beyond “happy” and “sad” helps children better understand their feelings. Activities such as feelings charts, storytelling, and emotion-based games can introduce words like “nervous”, “proud”, or “frustrated”.

Modelling emotional regulation as an adult

Children learn by watching the adults around them. When parents and educators respond calmly to stress, children see healthy emotional regulation in action.

Using storytelling and roleplay to build empathy

Stories and imaginative play give children safe opportunities to explore emotions and perspectives. Discussing how characters feel or acting out social situations helps children practise empathy and problem-solving.

The role of early childhood educators in emotional intelligence development

Early learning environments play an important role in emotional development. Children learn social and emotional skills through interactions with educators and peers every day.

At Uniting EL, we intentionally support emotional intelligence across our childcare and kindergarten programs by creating nurturing environments where children feel safe, supported, and connected.

Classroom strategies that support emotional intelligence in early childhood

Educators may support emotional intelligence through:

  • Morning circle check-ins
  • Social stories
  • Conflict resolution scripts
  • Cooperative play
  • Calm-down corners

These strategies help children identify emotions, communicate effectively, and develop self-regulation skills.

Creating a safe emotional environment

Children are more likely to express emotions openly when they feel emotionally safe. Supportive classrooms encourage children to talk about feelings without shame while guiding appropriate behaviour with care and consistency.

FAQs

What is emotional intelligence in early childhood?

Emotional intelligence in early childhood is a child’s ability to recognise, understand, and manage emotions while responding empathetically to others.

Strong emotional intelligence supports resilience, school readiness, positive relationships, and mental wellbeing. It also helps children navigate challenges and social situations more confidently.

EQ development begins from infancy through responsive relationships and continues developing throughout the preschool and primary years.

Parents can support EQ by naming emotions, modelling calm behaviour, reading books about feelings, and helping children work through emotional moments instead of dismissing them.

Common signs include:

  • Naming emotions clearly
  • Showing empathy
  • Managing frustration calmly
  • Cooperating during play
  • Resolving conflicts with words

Grow your child’s emotional intelligence at one of our Early Learning centres

Emotional intelligence is a lifelong skill, and the foundations begin in early childhood. With the right support, children can learn to manage emotions, build meaningful relationships, and approach challenges with confidence.

Explore our childcare and kindergarten programs to learn how Uniting Early Learning supports children’s emotional growth through nurturing relationships and play-based learning.

Play-based learning: All you need to know

Play-based learning is a child-centred approach to education that recognises the importance of play in early development. Play-based learning is a cornerstone of the Early Years Learning Framework (EYLF), a national program developed by the Australian Government alongside early childhood experts to promote quality education and the Victorian Early Years Learning and Development Frame work (VEYLDF), developed by the State Government.

This article explores the benefits of play-based learning and how it contributes to children’s overall development.

What is play-based learning?

Play-based learning isn’t just about sitting and listening, it’s about learning through doing. This approach recognises that children are naturally curious and love to explore. Instead of just being told about numbers, for example, they might learn by playing with blocks, building towers, and pretending to run a shop. Studies have shown that play is crucial for brain development and fosters essential skills like problem-solving, creativity, and social-emotional learning. In short, learning through play theory encourages exploration and experimentation, making learning fun and engaging.

Key principles of play-based learning

The key elements that define play-based learning theory and its importance in early childhood education are:

  • Child-Centred Approach: Play-based learning centres on the child’s interests and needs, allowing them to explore and learn at their own pace.
  • Exploration and Discovery: Children learn through hands-on experiences, with lots of experimentation and active engagement.
  • Social Interaction: Play provides opportunities for children to develop social skills, such as cooperation, sharing, and conflict resolution.
  • Developmental Practices: Play-based learning aligns with children’s developmental stages, supporting their physical, cognitive, social, and emotional growth.
  • Holistic Approaches: integrates various learning domains, such as literacy, numeracy, creativity, and physical development.
  • Role of Educators: Educators act as facilitators, observing, guiding, and extending children’s learning through play.

Play-based learning vs traditional learning

Play-based learning fl ips the script on traditional education Instead of teachers telling children what to learn, play-based learning lets children explore and discover through hands-on experiences. Imagine learning about numbers by building towers with blocks instead of just memorising them. It’s all about encouraging curiosity and allowing children to learn at their own pace.

The role of play in development

Learning through play theory seeks to develop essential cognitive skills like problem-solving, creativity, and imagination. They learn to interact with others, build friendships, and develop empathy. Play also supports physical development by enhancing motor skills and coordination. Importantly, play allows children to express their emotions, build resilience, and develop a sense of self-worth.

Benefits of play-based learning in Early Childhood

The truth is that play is more than just fun and games. It’s a powerful tool for children’s development, laying the foundation for future success. Here’s how every child can benefit:

Cognitive development

Play-based learning in early childhood enhances cognitive development and complex thinking processes. For example, building with blocks requires children to plan, problem-solve, and make adjustments as they go. This hands-on exploration strengthens their spatial reasoning, fi ne motor skills, and understanding of concepts like balance and gravity.

Social skills development

Play-based learning in early childhood helps children learn to share, cooperate, and resolve conflict. They develop empathy and understanding by interacting with their friends. Play also provides a safe space for children to express their emotions, build friendships, and learn to navigate social situations.

Emotional growth and regulation

Through imaginative play, children can process and regulate their emotions. By navigating social interactions and understanding the perspectives of others, they develop coping mechanisms for frustration. Play also fosters empathy and understanding as children observe and interact with their peers.

Frameworks

Play-based learning and the EYLF (Early Years Learning Framework)

Play-based learning and the EYLF emphasise the importance of play in fostering children’s holistic development. By prioritising play, educators can ensure that learning experiences are engaging, meaningful, and aligned with the EYLF’s key principles of belonging, being, and becoming.

Play-based learning and the VEYLDF (Victorian Early Years Learning and Development Framework)

Play-based learning is an integral part of the VEYLDF. The framework emphasises the importance of play in supporting cognitive development for high-level learning in children. By focusing on play, educators can help to create learning environments that are not only engaging for kids but also support the VEYLDF and its key purpose – to ensure all children have the opportunity to reach their full potential and develop a strong foundation for lifelong learning.

Implementing play-based learning in Early Childhood settings

Creating a successful play-based learning environment requires careful planning. Here are some key strategies that educators might implement.

Creating play-based learning environments

Designate dedicated spaces for different types of play, such as a reading nook and a construction area. Provide a variety of open-ended materials like loose parts and art supplies. Ensure the environment is flexible, allowing children to rearrange and transform spaces.

Integrating play into daily routines

Incorporate play into daily routines by turning rituals into opportunities for movement and imagination. For example, incorporate singing and movement into clean-up time.

Adapting play-based learning for diverse learners

Adapt play based learning activities and materials to meet the needs of all children. Off era variety of sensory experiences, consider children’s individual interests, and provide support and scaffolding as needed.

Overcoming challenges in play-based learning

While play-based learning off ers signifi cant benefi ts for children, families and educators, it’s common to face challenges during its implementation. Here are some tools you can use to work through them.

Managing behaviour during play

When children exhibit challenging behaviour, it’s important to be curious and explore the underlying reasons. Are they feeling overwhelmed, frustrated, or even bored?

Establishing clear expectations and boundaries can provide a sense of security for children. However, it’s equally important to be flexible and responsive to individual needs. Encouraging positive social interactions and provide opportunities for children to self-regulate their emotions as well as providing a physically and emotionally safe learning environment for children to take risks and experiment without fear or judgement.

Collaboration and teamwork in play

Collaborative play encourages teamwork, communication, and problem-solving skills as children learn to work together, share ideas, and negotiate solutions.

FAQs

Is play-based learning the same as unstructured play?

While unstructured play is important, play based learning is more than just free time. It involves intentional teaching strategies where educators observe, guide, and extend children’s play to support specific goals.

What are some examples of play-based learning activities?

Examples of play based learning activities include dramatic play, like pretending to be a doctor, construction play with blocks, sensory play with sand or water, outdoor exploration and creative arts like painting and drawing. These activities encourage exploration, creativity, and social interaction.

What is the role of the educator in play-based learning?

Educators act as facilitators, observing, guiding, and extending children’s learning through play, creating a supportive and enriching environment.

Can play-based learning be used for children with additional needs?

Absolutely. Play based learning is suitable for all children, including those with additional needs. Educators can easily adapt it by modifying materials, and providing extra support to ensure everyone can join in the fun.

Preparing your child for their first day of Kindergarten

The first day of kindergarten is a joyous milestone for many children and parents. It celebrates the opportunity to grow, learn and explore. It also marks the beginning of your child embarking on a life of emerging independence. While leaving the care of parents or caregivers can present an initial challenge for some, the delight of making friends, expressing creativity, trying new things and doing a whole lot of fun stuff can ease any nervousness.

To help prepare your child for their first day at kindergarten, you’ll need a combination of educator support, routine and enthusiasm to help your child settle into their new world and enjoy learning.  Discussing any worries you may have can also be helpful for both grown ups and adults.

What to expect on the first day of Kindergarten

Morning drop-off and settling in

When preparing for kindergarten, the morning drop-off sets the tone for a positive start. As you arrive, you’ll be greeted by our warm, friendly educators who are ready to help your little one feel safe and welcome. We aim to keep the drop-off process simple and reassuring. 

Structured snack, lunchtime, and play breaks

Children eat and interact together in a relaxed environment during meal breaks. Typically, each day may include set times for morning tea, lunch, and afternoon snacks, with plenty of play and learning in between. How to prepare for kindergarten group meal breaks includes encouraging your child to practice opening lunchboxes, unwrapping snacks, and using drink bottles independently.

End-of-day pickup and routine

Establishing a consistent pickup routine helps children feel secure and know what to expect, giving them a sense of reliability and closure to their day. When talking to your child about their day, try asking open-ended questions like,  “Who did you play with today?” or “What did you learn today?”.

Typical Kindergarten classroom activities

Circle time and storytime

Circle time and story time are times for connection. Children develop listening and social skills by sitting together as a group to share news, sing songs, or listen to stories. These sessions help children practice taking turns, paying attention, and respecting others’ voices.Hands-on learning and play-based activities

When children engage in play, whether it’s building with blocks, exploring different materials, or role-playing scenarios, they learn to think critically and develop creative solutions. This kind of learning allows them to experiment, make mistakes, and try again. These experiences lay the foundation for more complex problem-solving and creative thinking as they grow.

Independent and group work

By participating in both independent and group activities, children learn the ability to be self-sufficient when needed, and the importance of collaboration in a group setting. This combination is an essential part of their overall development, equipping them to succeed both as individuals and as part of a team.

How to mentally prepare your child for Kindergarten

Practise saying goodbye

Prepare your child for their first day of kindergarten by establishing a special gesture, like a hug, wave, or a saying to signal that it’s time for you to go.

Reassure your child in the days leading up to kindergarten that you’ll be back to pick them up and remind them of the fun things they will get to do during the day.

Building excitement for Kindergarten

Encourage enthusiasm when preparing for kindergarten by focusing on the fun aspects. Talk about the new friends your child will play with, and the fun activities they’ll get to try.

Practise following simple instructions

Practising basic instructions at home helps children build the skills they need to follow directions in class. Practicing simple instructions like “Please put your books away” or “Can you pass me that spoon?” teach them to listen attentively, process information, and respond appropriately ready for their first day at kindergarten.

Practical steps to help your child get ready for Kindergarten

Practice daily routines at home

On kindergarten days, it’s a great idea to establish a morning and evening routine to make the first days smoother. Consistency helps provide markers and reassurance for your child and sets their expectations..

In the mornings, keep things calm and steady with a regular wake-up time, breakfast, and a cheerful chat about the day’s plans. Involving your child in daily tasks, like packing their bag or choosing their outfit, can give them a sense of independence and control, easing any nerves.

In the evenings, a predictable routine—like dinner, bath, and a calming bedtime story—helps children wind down and prepare for a restful sleep after a stimulating day. It may even be beneficial to discuss their experience for the day. 

Preparing a Kindergarten-ready backpack

In your child’s backpack for the first day of kindergarten, you should include:

  • A sun hat
  • A change of clothes 
  • A change of underwear in case of accidents
  • A jacket or jumper in case of weather changes
  • A water bottle
  • Healthy lunch and snacks

Ensure everything including the bag itself is labelled with your child’s name.

Teach basic hygiene skills

Teaching your child good hygiene, like proper handwashing and using tissues, is a great way to help keep everyone healthy. Encouraging good habits like making sure they can wash their hands with soap and reminding them to cover sneezes and coughs with a tissue or their elbow can make a big difference in a group setting.

Social skills your child will need for Kindergarten

Practicing sharing and taking turns

Teaching your child to share and take turns is a fun way to prepare for kindergarten. Playing games at home that involve waiting for their turn, and encouraging sharing within playtime together can help your child feel more at ease in a larger group. 

Respecting personal space and boundaries

In a kindergarten setting, respecting each other’s space helps create a positive, safe environment where all children can feel comfortable and valued. Parents can model this by teaching their child to be aware of others’ personal space.

Making friends and introducing themselves

A simple way you can help encourage your child to make new friends in kindergarten is by practising introducing themselves. Role-play scenarios at home where your child gets the opportunity to ask someone’s name, tell a friend their own name or invite a friend to join them in play or activity. 

How to emotionally support your child on the first day of Kindergarten

Reinforce positive feelings about Kindergarten

Being genuinely enthusiastic prior to drop off on the first day of kindergarten is a wonderful way to reinforce positive feelings.

Reassure them that it’s okay to feel nervous

Phrases like “I understand you’re feeling nervous, it’s okay to feel like that” help children feel heard and supported. In addition to this, encouraging your child to discuss any worries or concerns they have with you can help alleviate their nerves. You may like to also offer reassurance by saying something positive like, “School is such an exciting place where you’ll make new friends and do lots of fun activities”.

Create a goodbye ritual for drop-off

When it’s time for drop-off, you can reassure your child by using simple, clear language. Reiterate that you’ll be back to pick them up at the end of the session. Rather than giving them a specified time, it can be helpful to provide a reference point for pick up such as “I’ll pick you up after your afternoon tea.” Your child’s educators will also be on hand to provide support to help ease any nerves and ensure your child can settle nicely into their fun day ahead.

Ready to make your child’s first day of Kindergarten a success?

Set your child up for success as they take their first big step into kindergarten. By applying these tips, you’ll help them feel confident, independent, and ready to learn, grow and thrive. Explore our resources on kindergarten readiness for more expert guidance on how to prepare for the first day of kindergarten.

FAQ s 

What should we pack for the first day of kindergarten?​

  • Sun hat: For outdoor play, ensure you pack a sun hat with your child’s name on it.
  • Snacks: Pack healthy, easy-to-eat snacks, such as fruit slices or crackers.
  • Lunch: A nutritious lunch including some of your child’s favourite foods
  • Water bottle: Ensure your child has a spill-proof water bottle with their name on it to stay hydrated throughout the day.
  • Extra clothes: Include a full change of clothes—top, bottom, socks, and underwear—in case of spills or accidents.

What should my child wear on their first day of kindergarten?

Comfortable, weather-appropriate clothing is important for kindergarten and clothing that children can easily manage themselves if they need to use the toilet for example. Also, bear in mind the clothing is likely to be subject to outdoor activities and experiences such as painting, water play, climbing, jumping and running. Footwear should include secure, closed-toe options like boots, sneakers or closed-toe sandals. 

What if my child cries during drop-off?

It’s normal for children to experience some separation anxiety at drop-off, especially on the first day at kindergarten. The best approach is to maintain a calm and positive attitude yourself, offering a brief and reassuring goodbye. Let your child know that you will be back to pick them up and trust the educators to provide comfort and support during the transition. Most children will settle in after a few minutes of reassurance.

Should I pack extra clothes for the first day?

Yes, packing extra clothes is strongly recommended. Accidents, spills, or muddy play can happen, and having a spare set of clothes, including socks and underwear, will help ensure your child is comfortable throughout the day.

Increased childcare subsidy provides cost of living relief for families.

The government’s recent increase to Child Care Subsidy (CCS) on July 10 is helping Thuy put her family through childcare.

With her eldest son now in school, Thuy’s two youngest access a combined 80  hours of childcare a week at a Uniting early learning centre in Melbourne.

“They love it here,” says Thuy.

“They love their teachers, the playground, the learning. Every day they come here they’re very happy.

“If I have more children they’re going to come here.”

Thuy says her updated subsidy has helped her and her husband return to work and comfortably pay for their children’s care.

“I think this subsidy is really helping families. It is helping parents go back to work and be able to afford to.

“It’s good for children too, they can come to care, see other children, and learn quicker. They aren’t just at home.”

Thanks to the subsidy, Thuy’s fees are subsidised by up to 95%. In a typical fortnight, Thuy’s unsubsidised fees total over $17,500, but her out of pocket costs once the subsidy is applied total less than $2,500. With the recent subsidy increase, Thuy now saves an additional $80 per fortnight.

Uniting Early Learning coordinator, Lisa, says the increased subsidy has been a great help to many families at her centre.

“Most families are paying less, so their fees have reduced since the increased Child Care Subsidy has come in,” says Lisa.

“Especially, for families that have a second or third child coming into the centre.”

Lisa stresses that the increased cost of living is pushing families to return to work quicker, meaning childcare is a necessity for many.

“Child Care Subsidies are an important part of the family budget. I don’t think some families would be able to afford care if they had to pay the full fee.”

Lisa and her team go above and beyond to ensure families are getting the most support possible with their fees.

Thuy’s middle son, Tyler, lives with autism and requires additional support, however, the family were not aware of the inclusion subsidies that were available to them.

“We worked with Thuy to seek out additional support for kinder inclusion subsidies and inclusion support subsidies across our two programs. So, the subsidies have allowed us to better support Tyler and his family the best we can,” says Lisa.

“I didn’t know Tyler could get support through the NDIS. Lisa helped me apply,” added Thuy.

Lisa urges families who are looking into childcare to apply for the CCS as soon as possible.

“As soon as a family comes for a visit to the centre, one of the first things I ask is if they have applied for the Child Care Subsidy,” she says.

“I always suggest they apply as soon as possible. Even if they aren’t thinking about starting childcare for a few months.”

Thuy also encourages others to look into the subsidy. She says it has made a huge difference for her family.

“We are very happy, we didn’t expect to save so much money,” she says.

We’re still accepting enrolments for 2024. Find a centre near you and register today.

Empowering and connecting children post-COVID

For most of us, the COVID-19 pandemic was anything but normal. However, for the children born during its wake, a life of lockdown is all they have ever known.

“At the start of this year, we had some three-year-olds who grew up under the shadow of COVID and had consequently experienced a form of social isolation,” said Uniting early childhood teacher, Charlotte.

“These children have been raised in a world where everyone wears masks. They don’t know how to read expressions.”

Charlotte quickly realised her regular approach to early learning had to be adapted.

“The first couple of weeks [of kindergarten] were such a challenge. These children didn’t know how to exist in the same space together,” she said.

“They had never been in care before or been away from their primary caregivers.

“Anxiety was far higher than past years, and many children lacked the social skills to be able to play together. Some children could not tolerate a peer playing alongside them.”

Charlotte brought her team together for some critical reflection.

“As a team we had to think, ‘what can we do to make this work?’ We tuned into the children’s pace and rhythm. We reflected on our individual educational philosophies and the areas of commonality,” she said.

“We then incorporated the values of our parents and families, and the voices of the children, to redesign our service philosophy.”

Bringing peers together

Charlotte believes the integration of three and four-year-olds in her class has really contributed to a nurturing and peer-led learning environment.

“I have seen a huge difference between the children who are in integrated classes,” she said.

“We are here to develop children’s resilience and capacities and if you apply that to all children, aged three and four, then you’re going to teach them the skills to help themselves.

“They have amazing outcomes. It’s a great opportunity for peer learning.”

Charlotte and her team have heavily drawn on slow pedagogy to support their children’s learning. An approach to education that focuses on being attentive to a child’s pace, rhythm and interests, and creating opportunities for observation, listening and reflection.

“We embraced slowing down and ‘being and seeing with the children’, fostering a sense of belonging, inquiry-based leaning, empowering children’s agency, and valuing the natural world and indigenous perspectives,” said Charlotte.

“We have been following the children’s lead and really noticing what they’re interested in. It’s about allowing them the agency to learn what they want to learn, to create, to work together and to co-orporate.”

Charlotte explains that as an educator it’s easy to fall into a rhythm of busyness – tidying, organising, and cleaning, instead of being present and available to the children.

“We can also find ourselves too often taking control of the direction of the learning, instead of following the child’s lead and extending on their learning and ideas in a natural way,” she said.

“Slow pedagogy allows a richer understanding of and connection with the children in our care, their strengths, and their capacities.”

A love of learning

Charlotte and her team have been receiving incredible feedback from families.

“We plan with the mindset that we need to meet every child’s needs. We want them to want to be here and they do. They do ridiculous things to try to come to kinder on non-kinder days,” she said.

“One mother was telling me just the other day that her son got dressed in his kinder clothes and tried to convince her that it was a kinder day.”

Charlotte recalls another child who previously couldn’t make it through a full day of kindergarten.

“We had this one beautiful child who would get very upset and miss his Mum,” she said. “Apparently last year he never made it through a single session of kindergarten.

“His Mum waited for the call all day but he made it through the whole session. And to this day he’s never gone home early, he loves kinder.”

Despite initial worries, Charlotte was amazed to see how quickly the children’s skills, confidence and resilience developed.

“It’s so incredible to see that a group of children who couldn’t even walk through the front door on their first day are now so connected and empowered,” she said.

“They are so skilled. They share, they take turns, they know how to be a good friend.”

Enrolments for 2024 are now open. Find your local centre today.