The Role of Educators in Early Learning: Supporting Children’s Growth, Development and Success

Early Learning programs are unique places of learning and development for young children. Early childhood educators are central to the effectiveness of an early learning program.

Understanding the role of educators in early childhood can empower you to know what to look for when touring early learning services and making decisions about your child’s education and care.

This article will cover some common queries many families have about what educators teach children in early learning.

What is the role of the educator?

Early learning educator responsibilities are numerous in an early learning service.

Caring for Children

First and foremost, educators keep children safe by following quality standards, rules and regulations and providing active supervision during the day. They lead a group of children through a play-based program while ensuring their care needs are met including; nappies or toileting, regular food and water, access to rest or naps, and any other care needs. Educators also care for children by being friendly and responsive, by listening to children and actively engaging with them across the day.

Helping Children Learn

Equally to care duties, educators are responsible for planning for their learning needs. Educators work together to develop learning program plans for children that help develop their skills across 5 key Learning Outcomes; Identity, Community, Wellbeing, Learning and Communication. Their learning programs meet the regulatory requirements in Victoria and/or Tasmania and align to the Early Years Learning Framework (EYLF) and/or Victorian Early Years Learning and Development Framework (VEYLDF). Educators assess children’s progress regularly and set goals to help each child develop the skills they need to thrive as learners.

What does an early childhood educators do during the day?

If you were to step into the classroom of a great early years educator, you would see them interacting with children during the day and being playful.

Educators speak with, listen to and engage with their colleagues and the families at the service. They’ll be organised and have lots of information on the walls for children and families to see.

You would see them playing games alongside children during the day as well as helping with children’s care needs – like helping someone changing clothes after jumping in muddy puddles. You would also notice them supporting children through important formative moments, such as learning to wait for a turn, solve conflicts, share ideas and build friendships.

Great educators are active with children, adding ideas to the play and asking lots of questions. They sing songs, tell jokes and read books. They prepare lots of toys and experiences for children for the day. They are busy, but passionate about what they do. And most importantly, they will keep children safe and well while at the service.  

The Importance of Early Childhood Educators and Teachers

When it comes to your child’s early years, both early childhood educators and teachers play an important role in helping them learn, grow and thrive. The importance of early childhood educators lies in the caring, supportive relationships they build with children every day, fostering confidence, curiosity and social skills through play-based learning. Early childhood teachers bring additional expertise in curriculum planning and child development, ensuring children are well prepared for their learning journey. Together, they create safe, engaging environments that support every child’s development and set strong foundations for future success.

How do educators in early learning differ from teachers in schools?

The model of teaching and learning in the early years differs from the school system.

Rather than leading a whole group of learners through one activity at a time, as seen in schools, early years teachers and educators tend to work in teams and offer a variety of activities for children across the day. This will include a combination of:

Whole group times: where all children are invited to come together for songs, stories or discussions;

Small group play: where educators have planned a range of play-based small group experiences for children to choose to engage in. Some of these might be guided by an educator, while others will be child-led where all the toys and resources children will need have been intentionally set out to invite children to get started in play, and;

Free play: open choice, or free play, is where children choose where they would like to play from the selection educators have prepared in the learning environment. This might include a choice between playing indoors or outdoors, to move their body in play, play pretend with other children, or choose to take some time for restful play reading a book or finding a quiet cosy corner for themselves. This supports all children to make choices that will suit their learning and care needs for the day.

You can ask to see a daily rhythm or routine for your child’s room to get an understanding of what this look like at each service.

The Learning Environment

Educators use the environment to help support your child’s learning.  They do this by intentionally setting lots of different play experiences for children to use throughout the day; some tricky play, sensory play, messy play, active play and more!

 As your child gets more comfortable in the learning environment, they will approach more of these unique play opportunities with interest and confidence.

Having choice of what to play with gives your child the chance to practice their agency, to try new things and to increase their knowledge of how to work with others in play, too.

How educators support your child’s development learning through play

Adding Language to Play

Educators play an important role in supporting children’s learning in play by communicating often with your child about what they are playing, and what they are thinking about as they play. Adding this layer of language to play can transform what can appear to be simple activity – like playing in the sandpit – into a rich conversation about numeracy; Is it heavy? Can you tip it? How many scoops will it take to fill the bucket? This is how educators help your child grow and learn.

When chatting with children in play, educators increase children’s vocabulary by introducing new words and phrases they might not have heard before, or exposing children to new technical terms or language related to the play. From knowing the dinosaur names to understanding the difference between ‘under’ and ‘over’, children’s learning is richer when accompanied by an engaged and supportive educator.

Teaching Skills in Early Learning

During the day, there are a number of teaching techniques educators use to help your child make new connections, challenge themselves and develop learning skills while they play.

Asking Questions and Making Suggestions

Educators will engage your child in conversations about their play by asking questions, making suggestions and describing what they see. Hearing this verbal feedback helps your child get the most out of their play.

Role Modelling

Educators often role model behaviours like washing hands, putting on sunscreen or reading a book, so children can see an example of how to do something. This can empower children to complete tasks for themselves.

Educators also role model common interactions; the way to ask a question, raise a concern, or share an idea with the group. This helps give children a blueprint for how interactions between people work.

Listening

Listening is a key teaching skill educators use to encourage your child to share their thinking and ideas. Educators listen carefully to your child’s thoughts and ideas about the world around them, which helps the team know your child better and understand how they learn and what they are interested in.

Observing

Educators makes lots of observations about children during play. Educators will often capture these as documentation of your child’s learning, which they may share with you. Sometimes, observing children’s behaviour or learning can look like a more formal piece of assessment, other times it will be more informal.  Observing children’s learning is the best way to understand what your child knows and can already do, and what might be the next goal for them to take their learning and knowledge to the next level.

Educators play an important role in children’s early years learning. Without them, many of the incredible learning opportunities that occur through play, relationships and everyday experiences could go unnoticed. Through thoughtful guidance, encouragement and support, educators help children build confidence, curiosity, resilience and a love of learning. They nurture key social, emotional and communication skills, support children to navigate challenges and friendships, and help lay the foundations for school readiness, ensuring children feel capable, confident and prepared for their next stage of learning.

Things to look for to learn more about the role of the educator

Experience – It can be helpful to know how long an educator has worked at a service. This can tell you a little bit about each educator and how engaged they are in the local community.

Knowledge – Some educators have great knowledge from many years on the job, whereas other have great knowledge from completing their studies more recently. Lots of years as an educator isn’t the only way to have valuable knowledge. Asking about an educator’s qualification is a good way to find out more about their experience and knowledge.

Passion – The best educators have a genuine passion for children and a belief that early learning can make a difference for your child.

Playfulness – Educators who can be playful with children, despite being busy with their other responsibilities, are the most effective at help children’s learning progress. Look for teams where there is a good combination of educators completing operational tasks to look after children and get things done, as well as being playful with children and being at their level in the play. The best teams of educators can do both.

Professionalism – Great educators take pride in their work, and families can see this in the professionalism in communications to families, and in the organisation of the program, and learning environment. You can always ask your educator if you want to hear more about what they are offering int eh learning program for children. Professional educators will love to share more with you.

Friendliness – Children and educators chat and play together. You’ll notice the educator listening to what children are saying to them and responding thoughtfully. Educators can be an important, trusted adult for children – in some cases, the first trusted adult children will know outside their immediate family. This is an opportunity to show children how they can trust other safe adults in their life – it’s an important responsibility educators take seriously.

Interactions – great educators will be seen talking to children and colleagues during the program, being active in the learning program. Early Learning programs involve team-teaching most of the time, where collaboration between two or more educators is what makes the program possible. You should see educators speaking with each other often as a sign of an effective program.

 

Want to know more about the role of an educator at a Uniting service near you?

At Uniting Early Learning, we know that great educators can make a lasting difference in a child’s early years. Our teams create warm, welcoming environments where children feel safe to explore, learn, make friends and grow in confidence. Through play-based learning and genuine relationships, our educators support each child’s unique development while helping build the foundations for school and beyond.

If you’re looking for an early learning service where experienced, caring educators are at the heart of the experience, we’d love to meet you.

Contact us or book a tour to see our learning environments in action and learn more about how we can support your child’s early learning journey.

Healthy Habits: Nutrition and Physical Activity in Day Care

The habits children develop in their early years can stay with them throughout their lives. In day care settings, where children spend much of their day, their diet and activity levels influence their health and learning. This article offers you practical, evidence-based suggestions for nurturing these healthy habits.

Why healthy habits matter in Early Childhood

Balanced nutrition and regular activity in the preschool years support growth, immunity, brain development and emotional regulation. The benefits of healthy eating in early childhood are well-documented. Children eating a variety of whole foods tend to concentrate better and sleep more soundly. They can even develop stronger language and motor skills. Combined with daily active play, healthy eating establishes patterns that children carry into their school years and beyond.

The role of day care in promoting healthy lifestyles

Children who attend long day care, family day care or kindergarten programs share meals and snacks along with active play with their peers. Their experiences in these core environments during early childhood are powerfully influential for developing habits. Educators model healthy choices as part of daily routines, creating positive experiences with food and movement. Quality services follow guidance such as the Nutrition, Oral Health and Active Play Policy and align with the Early Years Learning Framework.

Nutrition practices in day care settings

Well-thought-out menu planning and a respectful approach to food culture make all the difference in a day care setting. Each menu at Uniting Early Learning is unique, and designed to balance familiar foods children will enjoy, with new foods or textures your child might not have seen, to continue developing your child’s palate.

Providing balanced and nutritious meals

A healthy menu draws from the five food groups: vegetables, fruit, wholegrains, lean proteins and dairy or alternatives. Portion sizes should reflect your child’s age, with smaller serves offered more often rather than larger, overwhelming plates. Planning meals that include dishes from different cultures can help to broaden your child’s awareness of tastes, flavours and textures.

Healthy snack ideas for young children

Some simple, nourishing healthy eating ideas for preschoolers include:

  • fruit skewers
  • wholegrain sandwiches
  • veggie sticks with hummus or tzatziki
  • cheese with wholemeal crackers
  • yoghurt with berries or rice cakes with avocado.

Offering dishes from different cuisines, such as dahl or rice paper rolls, can broaden your child’s palate and interest in cultural diversity.

Managing dietary requirements and allergies

At Uniting, our early learning services are equipped and experienced at catering for children with allergies, intolerances, religious or cultural preferences, or vegetarian and vegan diets. Open communication between parents and educators is central to this. Staff who have undergone allergy training make sure food is clearly labelled and that separate surfaces are used for food preparation, helping to keep your child safe.

Teaching children about healthy food choices

Hands-on healthy eating activities for preschool children make nutrition tangible and fun. You may like to try blind taste tests, sorting foods into colour groups, planting a herb garden or preparing simple snacks together. These experiences build your child’s food vocabulary. They also encourage curiosity and will likely encourage your child to show greater interest in their food at mealtimes.

Physical activity programs in day care

Recommended activity levels for young children

For preschool-aged children, movement is an important part of every day. Australian guidelines recommend that children aged 3 to 5 years are physically active for at least three hours daily, including around an hour of energetic play that gets them moving, jumping and exploring. It’s also important to keep screen time to a minimum where possible and encourage activity throughout the day, rather than all at once.

Indoor physical activities

On rainy days or in restricted spaces, indoor activities keep children moving. Action songs, kids’ yoga, balloon games, indoor obstacle courses and dance breaks all work exceptionally well. Even simple stretching routines before meals can help your child regulate their body and reset before their next transition.

Outdoor play and exploration

Outdoor settings in the fresh air provide excellent opportunities for full-body movement and sensory experiences. Play experiences like sandpits, gardens, climbing frames, bike paths and exploring in nature give children the space to run, lift, balance, and discover at their own pace.

Developing gross and fine motor skills

Activities like hopping, throwing beanbags, balancing along lines, threading beads and digging in the garden help build your child’s coordination, strength, and dexterity. These skills underpin everything from handwriting to sports later in life.

Healthy Eating and Physical Activities For Preschoolers

Interactive cooking and snack preparation

Children love to have a task to do. Let your child assemble fruit kebabs, roll their own veggie wraps or blend simple smoothies. They’ll learn ingredient names and build fine motor skills along the way.

Food-themed games and activities

Games such as Food Bingo, Guess the Veggie and Sorting the Rainbow turn learning about nutrition into play. Picture cards or real produce kick off conversations about where food comes from and what makes it good for us.

Movement challenges and active play

Obstacle courses, dance sessions, parachute games and ‘move like the animal’ challenges build your child’s confidence and stamina, encouraging indoor as well as outdoor activity.

Storytelling and role play

Stories about gardening, cooking or farmers’ markets and role-play about kitchens and cafés link food to your child’s imagination, supporting healthy eating and play-based learning.

Benefits of healthy habits for children

Improved physical health

Children who eat well and move frequently enjoy stronger immunity, healthier weights and steadier energy levels throughout their day.

Enhanced cognitive development

Good nutrition supports brain development, while physical activity boosts focus and learning capacity. Both are essential for school readiness.

Better social and emotional wellbeing

Shared meals and active play promote turn-taking and emotional regulation, helping your child handle stronger feelings in healthier ways.

Increased confidence and independence

As children learn to try new foods and master physical skills, their confidence and sense of autonomy grow.

How parents and educators can work together

Reinforcing healthy habits at home

Sharing meals as a family, involving children in shopping and cooking and offering choices within healthy options all reinforce day care routines. Positive language (‘our bodies love this’) tends to work better than pressure around finishing food.

Maintaining consistent routines

Aligning meal and rest times across day care and home life helps your young child feel secure. Educators can share weekly menus so you know what’s been served and can plan complementary meals.

Encouraging active family activities

Family bike rides, weekend bushwalks, dancing in the lounge room and trips to the local playground give your child regular opportunities to move their bodies outside of care hours.

Choosing a day care that supports healthy development

When comparing day care services, ask about menu planning, food provision, daily activity routines, outdoor play time and how dietary needs are managed. Our quality child care programs are transparent about their approach to nutrition and movement.

FAQs

How can I involve children in meal planning without making it messy?

Start small. Let your child choose between two fruits, tear lettuce leaves or arrange ingredients on a plate. An apron and a designated kitchen helper space contain most of the mess.

Offer an unfamiliar food with a familiar favourite, giving tiny tasting portions. It’s important to stay neutral and not expect your child to finish. Repeated low-pressure exposure is what builds acceptance over time.

Indoor obstacle courses, action songs, animal-movement games and short dance breaks scattered through the day all work beautifully. Even ten-minute bursts of movement add up.

Yes. Stable blood sugar and adequate hydration, along with regular activity, help children regulate their emotions and engage more effectively with learning.

Keep routines predictable and model the habits you’d like your child to emulate. Make healthy options the easy default, leaving fresh fruit on the kitchen bench, and water within easy reach. Make time outside a routine part of their day.

Building Strong Parent-Child Relationships Through Play

Parents are a child’s first and best educator. As a parent, you hold expert knowledge in who your child is and how they learn best.

But building strong bonds with children doesn’t always happen by accident. There are lots of things you can do as parents to engage deeply with your child at the right times in their development, having the biggest impact on both your parent child relationship, and their learning and development in the future.

Why play matters in parent-child relationships

For children, play is the main way they interact with, and contribute to, their world. Through play, children experience emotions, have ideas, think through problems and build on their developing knowledge of how the world works. It’s a time where children are mentally laying a foundation of understanding what relationships are and their purpose- foundations that will pave the way for future connections. During this time, children will look to the adults around them for cues on how to interact.

For parents, tuning into, and participating in, children’s play during their early years is a wonderful way to help children experience meaningful connections and positive relationships from a young age.

Different types of play that strengthen family bonds

Different types of play can help support both your child’s learning and development, and a healthy parent child relationship.

Imaginative play

Sometimes called make-believe or pretend play, imaginative play involves using toys, objects or costumes to support storytelling. Imaginative play can be an enticing way to engage your child in play with you. For example, using a block as a phone to dial and call your child (and offering them a block as a phone to answer your call) is a playful way to pretend together. Through imaginative play, children explore the emotions of others and make up stories or reenact activities that they regularly experience. It’s also a good time for your child to express empathy and start to use more language in their play.

Here are some other ideas for pretend play:

  • Play kitchens or home corner using play food, or boxes from the recycle bin
  • Make a cubby and pretend you’re going camping
  • Role Swap – pretending you’re the child and they are the adult, and reenact a regular routine like getting ready for bed
Active play

Being active together is an excellent way to spent time with your child and build a good parent child relationship. It’s also great for your child to see you being active, healthy and moving your body in play. Active play can be as simple as:

  • Kicking or throwing a ball together
  • Ride a bike or take a walk
  • Practice running, jumping or skipping
  • Play a game with rules, like basketball
  • Climb on the playground together
  • Play on the swings, tumbling and roll to support your child’s proprioception and sense of body in space
Real world play

Real world play might look like changing a toy’s nappy together, washing a baby doll in the bath or sweeping the floors to tidy up the kitchen. Remember that shared play doesn’t need to be complicated or involve flashy toys – more often than not your child will want to replicate things you and your family engage in daily.

Creative and Sensory Play

Most children love arts and crafts, and it can feel really special when a grown up sits down to play too. Arts and Crafts play often feels very exciting for children – there’s usually toys and resources on offer that aren’t available all the time.

 When creating together, be mindful not to ‘do’ things for your child, like draw the butterfly or cut the flower out. Instead, remember that arts and crafts are an important place where you can support your child to take age-appropriate risks and have a go at some new skills. Cutting with scissors, for example, is an activity that needs lots of adult support alongside the child in the beginning but can only actually be learned through practice and your child doing it themselves.

This play might look like:

  • Construction play – using masking tape and empty boxes to make a fort
  • Playing playdough or clay
  • Painting
  • Drawing
  • Water Play
  • Cutting with Scissors
  • Using glitter and glue

Simple ways to incorporate more play into daily life

Play is where children learn, but sometimes life can feel too busy to be able to just play! Luckily, children can find play experiences in almost every part of daily life. Taking some time to find more spaces in the day where you can connect with your child during play, even if you are completing other necessary tasks, can be transformational for your relationship with your child.

Making time for play

It can be tricky to prioritise play among the competing priorities of everyday life. Thankfully, children don’t need huge periods of highly engaged play to build strong connections with you; some research suggests even 10 minutes a day of present, uninterrupted play is enough to create the trusting bonds that matter for relationship building.

Alternatively, you might find there are parts of your daily routine where you could inject a little extra playfulness with your child to help connect in small bursts across the day. Singing while in the car, playing action games while getting dressed or playing pretend by putting on lots of pairs of shoes are all ways to inject more friendly, positive play into children’s daily routines. These moments can turn what could otherwise be a dull routine into a treasured ritual for both you and your child.

Everyday tasks as play opportunities

You might have already noticed your child loves helping around the house. What you might not have realised is what a rich learning moment this can be for your child.

Housework

Children are always watching what you are up to around the house, and inviting them into these daily tasks can be really empowering (while still allowing you to get your tasks done!). Try:

  • Folding the washing together
  • Sharing the work by having two dusters, or
  • Ask your child to be ‘in charge of’ the dustpan and brush as you sweep the floor

Experiences like this not only show children that they are capable and helpful, but overtime, instil a shared responsibility and joy of looking after things.

Mealtimes

Preparing meals is another daily event that children can find incredibly exciting to be a part of. Whether simply:

  • watching what you’re doing and listening to you talk about what you’re making
  • helping out with a spoon to mix a batter, or
  • using a measuring cup to prepare the ingredients

Children who can join you in the ‘play’ of preparing meals get some time watching and noticing how you care for them, and yourself, through food and nutrition.

Following your child’s lead

It’s important to notice what your child is interested in to make the most of play opportunities together. Remember that playfulness cannot be forced, and play together will always be more successful and enjoyable if you firstly notice what your child is interested in, and then extend on their interest by getting curious about it too.

  • If your child loves trains, laying on your belly and making a train track yourself will be the ultimate invitation to play for your child
  • If your child loves taking the Tupperware out of your kitchen cabinet, build on this interest by working together to help each container find its lid
  • If your child loves singing, making up your own silly song while you go about your day will captivate your child, show them your playful side and inspire them to create a song or two of their own!

Age-appropriate play ideas for stronger connections

Here are some ideas for age-appropriate ways you might engage in play with your child to build a stronger parent-child relationship. Of course, these are just a few, and there are many more too! Once you get started, it will be easier to see just how many opportunities there are to meaningfully engage and build bonds with your child across the day.

The important thing for relationship building is how present you are when you are with your child. For the list below, even the simplest play moments can become rich moments of connection – you just need to be present, engaged and curious.

Babies and Toddlers
  • Play peek a boo – games like this encourage eye-contact, give children your undivided attention and help with the concept of object-permanence
  • Lay on your belly or side and play on the floor alongside your baby
  • Go out for a walk and talk about all the things you can see
  • Read books together
  • Smile, talk, sing and make funny faces
  • Play with textures and colours together. Crunch autumn leaves or notice the changing leaves
  • Speak in different, silly voices
  • Play music and dance together
  • Play at the playground or at playgroup together
Preschoolers
  • Read books together
  • Retell well known stories to each other, or make up your own new stories
  • Tell jokes and laugh a lot
  • Play dress ups
  • Pretend play like home corner or doctors
  • Trains, cars and character play
  • Clean up the house or do other household jobs
  • ‘Read’ the shopping list together when buying the groceries
  • Draw or paint together
  • Introduce games with rules and turn-taking, like bingo or snap
  • Feed the dog or cat
School-Aged Children
  • Write a shopping list together, and cross things off the list as you put them in the trolley
  • Play games with rules like Monopoly or Snakes and Ladders
  • Play ball games like footy, basketball, soccer or tennis
  • Learn to skip or make a hopscotch
  • Cook together in the kitchen
  • Make an obstacle course inside with couch cushions
  • Pretend play with the characters your child knows and loves best
  • Read books, or have your child read to you
  • Listen to music – or record some of your own!

Common challenges parents face and how to overcome them

Phones – It is so easy for busy parents to be pulled out of play and back into the business of life if your phone happens to ring while you’re playing. Try putting your phone in another room for ten minutes so you can practice being fully involved in the play.

Screen Time – Although there are many schools of thought around the use of screens, we recommend you don’t use screentime as the tool to connect and build on your relationship with your child – there are just too many non-screen moments that could be used instead!

Screens tend to pull children’s attention, which means they’ll see less of you during the play. We also tend to talk to each other less when a screen is around, meaning your child might be missing out on extra time chatting with and listening to you. Try popping the screen away and out of sight while you engage in rich pretend play with your child. 

Child Resistance – Remember that playing is children’s work, and sometimes it can be too demanding, tricky, overwhelming or not interesting. Do your best to read your child’s cues for when they’ve had enough playtime with you. Don’t forget the importance of following your child’s lead on what to play – as adults it can be very easy to accidentally dominate the decision making! Let your child be the decider of the play, and build from there.

How Play Supports Long-Term Child Development

Play is the primary way your child learns. When your child plays with you, they are learning important social cues and beginning to see how emotions can contribute to or detract from an interaction. Through play, your child practices thinking in new ways, understanding problems and finding solutions. And perhaps most importantly, through play, your child learns to find joy and seek out the things they like in our world – a vital skill for being a connected and curious learner both now and as they develop.  

Creating a play-friendly home environment

Playful spaces give children the best start to a life of learning and play. You can support your child at home by trying the following things:

Observe the space – taking a ‘child’s eye view’ of the rooms in your house and notice what your child can see, reach and play with.

Let your child choose the play – double check the toys and resources you want your child to use are visible and within reach so they can make their own choices (and the things you don’t want touched are out of reach!)

Less is more. Sometimes it can be overwhelming to see every toy at once. Try placing 5-6 toys on offer and storing the rest away. Then, reset new toys across the day to keep things fresh and engaging.

Keep it simple. Remember, children don’t need lots of flashy toys to play and learn. Think of keeping a dustpan and brush, a box of Tupperware, or some of your kitchen utensils handy to spark your child’s creativity and encourage some pretend play across the day.

Make sure there’s room to move – Active play is important for your child, both outdoors and indoors (if possible). See if you can create a space where tumbling is allowed, maybe on a cushy rug or the couch.

Small, or quiet spaces – Children love a nook or a quiet space to play. Place books or soft toys, sensory toys or cuddly blankets to help your child regulate their own emotions and engage in this oh-so-important slow play.

Quality matters more than quantity

A little goes a long way when comes to showing your child you are interested in being a part of their play world. A couple of minutes a day of fully present play with them and their toys, or a couple of minutes of inviting them to play alongside you as you go about your day, really adds up overtime.

Expert Insights from Early Learning Specialists

When children spend quality time with trusting and attuned adults, they experience the benefits of reciprocity and connection that can set the tone for the types of relationships they will come to have across their lifetime. It matters that much.”

Julia Gray, Professional Learning and Development Manager, Uniting Early Learning

Nurturing and responsive relationships build healthy brain architecture, providing a strong foundation for children’s learning, behaviour and health. The relationship a child has with their caregivers literally sculpts their brain and determines the development of brain circuits.”

Professor Frank Oberklaid AM

FAQs

How can I improve my parent child relationship?

Children notice and value when their grown-ups are being present with them. Start small and find ten minutes a day to give your child some undivided attention in play.

There a lots of ways children engage with the adults in their life, and this can look different for each child. It also depends on the age of your child. But generally, when children feel connected to their grown-ups, they will typically seek to engage their adults in play, or show interest in what you are doing and want to be involved. Taking an interest in you, and noticing what you are up to, is a key sign your child is connected to you and interested in spending more time with you.

Play with your child and invite your child to play with you as you go about your day to day. This article provides lots of practical examples of what this might look like for you at home.

Sharing in your child’s interests and showing your child what you are interested in is a great way to strengthen the parent-child bond. Being kind, loving and playful also helps. Spending time in play with your child and not only interacting to give an instruction or to get through a routine, helps to build connection.

Your child’s primary way of learning about and understanding their world is through play. In some ways, play is the only way to truly build a strong relationship with your child. Children need to see and feel that their grown-ups are playful and interested in them in order to open up and connect. As adults, when we take the time to pause our busy days and simply ‘be’ with children in play, we too get to reap the rewards of a shared, trusting relationship in play with our child.

School Readiness: Is Your Child Ready for School?

Kids starting school marks a big milestone for families. As a parent, you might experience a mixture of feelings that span from excitement to anxiety in the lead-up to your child commencing school. It’s good to be aware that school readiness isn’t just a single measure. Rather, it’s a combination of emotional, social, physical and cognitive growth factors that develop at different rates from child to child. This guide clarifies what readiness is, highlights major indicators, provides a checklist to refer to and offers you simple daily strategies to help build your child’s confidence as they prepare for school.

What Is School Readiness?

So, just what is school readiness, and how can you tell if your child has it? In simple terms, school readiness describes a child’s capacity to engage with the routines and learning opportunities of formal schooling. It includes emotional regulation, social confidence, communication skills, basic independence and a healthy curiosity about the world. Academic ability is certainly important, but it’s only one piece of a much bigger picture.

Why School Readiness Matters for Long-Term Learning

When children feel prepared for school, they settle into routines more easily. They’re also good at forming friendships and engaging positively with new experiences. Children who attend quality kindergarten programs usually arrive with stronger foundations in areas like self-regulation, group participation and problem solving. These are all linked to better long-term learning outcomes under the Victorian Early Years Learning and Development Framework. And the benefits go well beyond the first months of Prep. Children who start school feeling capable tend to develop a better sense of belonging. They take more learning risks and recover more quickly from setbacks in the years that follow.

School Readiness Is Not Just About Academics

It’s tempting to imagine a ‘ready’ child as one who already reads and recognises numbers. In reality, schools and educators look for a much broader set of qualities. A child who is curious, willing to try new things, and able to manage their frustration is often better positioned than one who has memorised letters but feels overwhelmed by a classroom.

Emotional and Social Development Matter Too

Settling into school depends on more than letters and numbers. Confidence, emotional regulation, the ability to share, take turns and listen, and the skills to form simple friendships all support a smooth transition. Building social skills for kindergarten begins early and continues throughout the preschool years.

Play-Based Learning Helps Build School Readiness

Play-based learning is the cornerstone of early childhood education in Australia. Through play, children develop creativity, problem-solving, persistence and self-regulation. These are just the right skills to help them do well in classroom settings.

Every Child Develops at Their Own Pace

Readiness timelines vary enormously. A child who isn’t yet writing their name may be excellent at conflict resolution. Another may struggle with shoelaces but have a gift for reciting stories. Your child doesn’t need to master every skill before starting school. What’s most important is their willingness to learn and engage.

Signs Your Child May Be Ready for School

If you find yourself asking, ‘Is my child ready for school?’, there are common developmental signs that frequently indicate readiness. Keep in mind that no child shows all of them simultaneously, and a few gaps are normal and to be expected.

Shows Growing Independence

Can your child go to the toilet without help, manage their clothing, recognise their own belongings or unpack a lunchbox? These small acts of independence all add up at school, where teachers can’t be hands-on with every detail.

Communicates and Interacts Confidently

Watch for the ability to express needs, follow simple instructions, take turns in conversation and join in group play. These signs suggest your child is ready to navigate the social setting of a classroom.

Demonstrates Curiosity and Willingness to Learn

Children who ask ‘why’ often, show interest in books, point things out on walks, want to know how things work, and are drawn to investigate things new to them. These qualities build the foundations for engaged learning. Curiosity is consistently one of the strongest predictors of long-term success.

School Readiness Checklist for Victorian Families

In Victoria, most children start Prep in the year they turn five, although some families choose to delay if their child would benefit from another year of kindergarten. The following is a school readiness checklist Victorian families can use to guide conversations with educators.

Social, Emotional, and Communication Skills Checklist

Look for:

  • Confidence in unfamiliar settings,
  • the ability to manage strong feelings most of the time,
  • good listening skills,
  • willingness to follow simple instructions, and
  • the ability to express needs in words.

These sit at the core of a useful school readiness checklist.

Independence and Physical Skills Checklist

Practical readiness includes managing toileting, dressing and undressing for activities, washing hands, opening lunch containers and drink bottles, holding a pencil with reasonable control and concentrating on short tasks.

Questions to Ask Educators About School Readiness

Talk with your child’s kindergarten teacher about how your child is progressing in group settings. Find out how they manage challenges and what kinds of support might help them in Prep. Educators often have valuable insights that you may not see at home.

Common Myths About School Readiness

A few persistent myths deserve a respectful farewell. Children don’t need to read before starting school. That’s what Prep is for. They don’t need to sit still for long hours because classrooms include movement breaks and active learning. Quiet children aren’t behind, and chatty ones aren’t ahead.

Starting school later also isn’t a failure. For some children, an extra year of kindergarten helps them build the confidence they need to last through primary school and beyond. When you’re researching ‘schools readiness’ online, it helps to keep in mind that holistic development always tops box-ticking, and that comparing your child to others is rarely useful.

How Parents Can Support School Readiness at Home

Everyday family life itself builds school readiness. Read out loud together, talk about feelings during the day, encourage your child to dress themselves, set predictable routines and create opportunities to play with other children. Simple literacy activities for preschoolers, like sharing stories, naming objects on walks, or singing nursery rhymes, make a big difference over time.

Visiting the local library, helping in the kitchen, walking to the shops and tackling small problems together also build confidence and independence in ways that are naturally integrated into day-to-day life.

How Early Learning Centres Help Prepare Children for School

Quality early learning centres bridge the gap between home and school. Through play-based learning and structured group activities, children build communication, cooperation and problem-solving skills. Programs like Pre-Prep Kindergarten specifically support the year before school, while 3-year-old and 4-year-old kindergarten programs lay the broader foundations.

When to Seek Extra Support

If you have concerns about your child’s communication, behaviour, motor skills, or social engagement, speak with their educator or your GP. Early intervention is the most effective way to support development, and asking questions doesn’t mean anything is wrong, but it does indicate you’re paying attention to your child.

Encouraging Speech and Language Development in Toddler aged children

 is an exciting time when it comes to language development – there’s nothing quite like hearing a child say the name of a loved one and begin to navigate their world using words.

Parents and caregivers commonly ask, “when do kids start talking?” While children do develop speech and language at different rates, it is during toddlerhood that most children will begin to transition from the coos and cries of babyhood and begin to express themselves using language.

This natural curiosity for spoken word, combined with some intentional actions from families and caregivers, can create the perfect environment for a child’s language development to flourish.

Understanding Speech and Language Development in Toddlers

There are many ways children communicate before they begin speaking. Language development starts with listening to the voices, words, tone and interactions around them.

As babies and toddlers grow, they use non-verbal communication such as facial expressions, gestures and eye contact to express needs, share ideas and engage with others. They may point, raise their eyebrows or shake their hands to communicate.

Toddlers develop communication skills through language-rich environments, play and opportunities to practise interacting with others. By 12 months, many children understand familiar names and words and may use pointing or simple words to start conversations and make requests. Around 2–3 years, they begin joining ideas together using words like “and.”

Following your child’s interests, talking about them, and pausing to allow time for a response encourages meaningful communication.

Why Early Speech and Language Development Matters

Spoken word plays an important role in our world – its one of the key ways we connect with each other. It is vitally important your child has the tools they need to communicate their own ideas, to listen to others, and to express their wants and preferences.

Children’s communication skills support their learning, play, and social connections. Being able to communicate can also help keep your child safe and well. Your child can practice using words and communicating with others through everyday activities and play. They don’t need fancy toys or screen time to learn words and how to communicate. Instead, they need time to practice having one-one interactions with a trusted adult.

When children can express themselves, they are able to see themselves in the world and gain a greater understanding of the world around them.

Benefits for Learning and Social Skills

Knowing words is particularly useful to progress your child’s learning and social skills.

When it comes to learning, as children become aware of how words and objects connect and relate, they increasingly notice the relationship between things in our world. The oven is hot. The ice is cold. The teddy is soft and cuddly. This is an important leap in learning.

Children use their whole body senses to explore the world, and language is one way they will express, process and store the information they are collecting about the world. Having a range of vocabulary and some developing language skills will assist children in problem-solving in play, making decisions and thinking through challenges.

Being able to listen to and follow instructions is also important, and developing communication skills will mean your toddler can increasingly listen to and follow through on the guidance you provide; like finding their water bottle, picking up their shoes or putting a toy away.

This leads to a major confidence boost as children are increasingly able to look after their belongings and make choices that matter to them. Socially, being able to communicate and having the words to engage with others is paramount as toddlers begin to develop an interest in playing with and alongside other children.

In our Early Learning settings, toddlers work with our supportive educators to practice communicating effectively with their peers – by asking to play with someone, offering to share a toy and by telling educators and others what their favourite games are.

Building Confidence Through Communication

When children can communicate, their confidence grows. It can be exciting for toddlers to recognise they can say ‘yes’ or ‘no’ to something, to ask for a particular food for breakfast or let you know what they’d like to play next. Listening to these ideas and helping bring them to life, where appropriate, is a powerful way to build children’s confidence and show your child that their ideas are valuable and valid.

Having a good repertoire of language makes it possible for children to share their thoughts and feelings, to express themselves. Around toddlerhood, children are beginning to understand how their thoughts are their own, and they need to say things out loud in order to be understood. This is a major cognitive transition and part of developing their sense of self.

Having access to a range of language and being able to name everyday objects will help your child to be able to exert more independence. With the use of language, children can change their minds, show their thinking and let you know what they are planning to do next. It can be wonderful to hear children describe their intentions and let you know what they are thinking about!

You can support this by inviting your child to share what they think, to make a choice out of two or more choices and follow through with their ideas both during play and over the course of the day. When children see they can help co-construct their world, they will begin to truly see themselves as effective communicators.

Practical Ways to Encourage Speech and Language Development in Toddlers

When encouraging your child to communicate, it’s important your child doesn’t feel pressed to speak before they are ready. Likewise, there is no need to correct mispronunciations or push your child to rote learn words. What’s more important is to immerse your child in a world full of communication and language, and to take a playful approach to communication.

Here are some ways to encourage speech and language development in your toddler in playful ways at home:

Word Games

Once your child has a good range of vocabulary, playing word games like seeing their grown ups ‘make mistakes’ with language can be really exciting. For example, handing your child the blue cup but announcing it as the green cup – and then pulling a face to let your child know you’re trying to trick them – can allow you to do a playful knowledge-check on what your child knows about some of the common words in their world.

Model Vocabulary

Try to use descriptive words, different words and a combination of long and short words when you describe the world to your child. Remember, your child repeating a word back to you isn’t the goal, many children are listening, comprehending/understanding and processing the words they hear, even if they won’t use the word on their own yet. At this age and stage, immersing your child in a language rich environment is the aim – and that means using lots of different and interesting words yourself.

Use Different Voices

Communicating doesn’t need to be about duties or instructions – it can be really engaging for children to see the adults in their life being silly, goofing around and using funny voices at unexpected times. Not only is the change in pitch and tone highly engaging, but your child will also see you as a playful person – which is terrific for building a kind and trusting relationship.

Talk to Your Toddler Throughout the Day

It’s easy to underestimate the power of your child simply hearing spoken words across the day. But by narrating what you are doing, or describing your child’s actions back to them is doing wonders for your child’s language and speech development.

Repetition is key

Match words with actions, routines and everyday activities to help your toddler learn how words connect to everything in the world around them. Repetition of words with the daily rhythm of the day is very reinforcing for children, and your child will soon pick up on the words that connect best to each part of their routine.

Songs and Rhymes

The rhythm and cadence of songs and rhymes are highly attractive to children, so finding ways to weave them into the day can be helpful, particularly if you are trying to invite your child to become more of a communicator across the day. Singing and rhyming is a low-stakes way for your child to join you in language play.

Read Books Together Every Day

Reading storybooks is one of the most powerful things you can do to increase your child’s language skills and word knowledge. Exposing your child to new words, and a wide range of vocabulary in this critical period of brain development creates the neural pathways that will support later language learning through school and life.

When reading, point to objects and name the things you see on the pages. You can read the words on the page or skip the story line completely and simply chat about what you can see on the page. Doing this helps encourage your child to truly engage with the text, and ‘read’ the pictures.

Ask closed and open questions

Asking your child questions is a great thing to do, even if your toddler doesn’t respond to you just yet.

Sometimes, supporting good communication skills is about showing children where they will progress to next, and asking open ended questions is a good example of this. An example could be, ‘What do you feel like for dinner?’ In time, your child will be able to respond to your questions with their own ideas.

For right now, you might ask your child closed questions like, ‘What would you like for dinner’, and give an option of two choices, ‘Chicken Pasta or Chicken Rice?’

Asking closed questions that call for either a ‘yes’ or ‘no’ response, or a choice of two options, is a precursor skill to understanding the pattern of asking and answering questions.

Power of the Pause

When speaking with your toddler, remember to leave time between what you say, to invite your child to respond. Toddlers need time to not only process what they’ve heard, but to think of what they will say in return. Pause and allow your child time to really see the invitation you’re giving them to connect with you through language.

Signs Your Toddler May Need Extra Support

  • Your toddler may need some additional support if you notice they don’t do the following:
    Does not point, wave, or use other gestures by 12-15 months.
  • Does not respond to their name by 12 months.
  • Is not saying any words by 18 months.
  • Does not put two words together by 24 months, or
  • Loses the speech or social skills they once had

Seeing one of these traits in your child may not always mean your child needs additional support, but it could be an indicator. Remember that children progress in their language and speech development as different rates, and there are many variables that affect this for each child.

How Speech Pathologists Can Help Toddlers

Speech pathologists play an important role in supporting toddlers’ communication development. If you have concerns about your child’s speech, language, understanding, social communication, feeding, or early literacy skills, a speech pathologist can provide guidance and support in a friendly, family-centred way.

The process usually begins with an assessment, which may involve observing your child at play, talking with parents or caregivers, and using age-appropriate activities to understand their strengths and areas where they may need support. Assessments help identify whether a child is developing as expected or could benefit from additional assistance.

Based on the assessment, speech pathologists create tailored therapy plans to suit each child’s needs. Therapy may focus on building vocabulary, improving speech sounds, supporting understanding and following instructions, developing social communication skills, or addressing feeding and swallowing concerns.

Sessions are often play-based, engaging, and designed to fit naturally into a toddler’s everyday routines.

Early support can make a meaningful difference by helping children communicate their needs, build confidence, strengthen relationships, and participate more fully in home, childcare, and community settings.

Professional support is not about labelling a child—it is about helping them reach their potential and giving families practical strategies to support development every day.

When to Seek Professional Advice

It’s ok to have questions about your child’s progress when it comes to communication, expression and speech. You can consult with your maternal child health nurse or family doctor at any time. From there, your doctor might refer your child to a speech pathologist or other early intervention health professional.
If something doesn’t feel right, it’s best to check in with a medical professional to ensure the right supports are in place.

Detecting the need for support early is one of the best things you can do if you are worried your child might need a little extra help communicating. Strategies to support in the toddler years are often small adjustments that can make a meaningful difference to your child’s progress.

Supporting Your Toddler’s Communication Journey

In most cases, families may be surprised to learn they are already doing much of what it takes to set their children up to be strong and confident communicators. It can be reassuring to hear that actions like reading together daily, narrating the day and singing nursery rhymes are creating the ideal environment for your child to build their communication and speech skills.

Every time you spend time speaking with, and listening to, your child, you’re doing an incredible job at supporting your child’s language development.

FAQs

Can screen time affect my toddler’s speech development?

Screen time can affect speech development simply because language is learned through two-way, back and forth communication. When children are engaged in passive screen time, they receive less opportunity to be in dialogue with a trusted adult.

You can encourage your child by naming objects in their world, narrating your day, and by using lots of two-word phrases, like, ‘More fruit?’ or ‘big puddle’ to help show your child how words can work together to add meaning.

Speech development is not gendered, although all children develop words at different rates and in different orders. There are many variables that will influence a child’s language development.

Speaking your home language is one of the best things you can do for your child if you are supporting them to develop language skills. You can read more about this here

Yes it can! Singing and rhymes are attractive to children and can help engage them in communication with you. It’s also a great way to increase the number of unique words your child will hear across the day.

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.