According to the Early Years Learning Framework v2.0, sustainability means “thinking about the future and acting to create healthy, just and vibrant futures for all”. It spans environmental, social, and economic dimensions, emphasizing the interconnectedness between people, animals, plants, lands, and waters.

Educators support children’s understanding of sustainability by embedding it into everyday routines, play experiences, and inquiry-based learning. This includes:

• Environmental sustainability: Caring for nature through gardening, recycling, and exploring ecosystems.
• Social sustainability: Promoting fairness, inclusion, and peaceful relationships.
• Economic sustainability: Encouraging resource conservation and responsible consumption.

Children are seen as active citizens with the right to contribute to decisions that affect their world. Educators engage families by sharing sustainable practices, co-creating eco-projects, and modelling respectful relationships with the environment.

This article Sustainability explores how early childhood teams critically reflected on their own biases and collaboratively developed a holistic, integrated approach to sustainability. It emphasizes:

 

• The interconnectedness of environmental, social, and economic sustainability
• The importance of team dialogue and shared values in embedding sustainable practices
• Children’s capacity to engage meaningfully in sustainability through play, inquiry, and relationships

 

 

Parent engagement:
Invite families to share cultural sustainability practices, participate in garden projects, and reflect on home routines that support environmental care.

 

 

Simple, meaningful ways educators and families can embed sustainability into daily life:

Nature Play

Explore outdoor spaces, observe insects, and collect natural materials

Outcome 2, Outcome 4

 

 Recycling Stations

Sort paper, plastic, and compost with children

Outcome 2, Outcome 5

 

 Storytime

Read books like The Earth Book or One World

Outcome 5

 

Loose Parts Play

Use recycled items for building and creating

Outcome 4

 

 Gardening

Grow herbs or vegetables together

Outcome 2, Outcome 3

 

Social Projects

Discuss fairness, kindness, and helping others

Outcome 1, Outcome 2

 

The National Children’s Mental Health and Wellbeing Strategy defines wellbeing as “a state in which children can grow, learn, and thrive in safe and supportive environments”. It emphasizes early intervention, connectedness, and holistic support. Educators foster wellbeing through relational pedagogy, co-regulation, and inclusive practices. Families are engaged through open communication, shared routines, and collaborative behaviour support strategies.

Parent engagement:
By normalising conversations around emotions and resilience, educators can empower families to nurture mental health at home and strengthen continuity between settings.

Follow this link to help support students.
Empower student learning with the TravelMate Spin B3 - Education Matters Magazine

Hunter Institute of Mental Health (2014)
Published by the Australian Government Department of Education, this evidence-based resource offers practical guidance for educators working with children from birth to eight years. It offers information on:

• The critical role of relationships and interactions in shaping children’s brain development
• The importance of safe, supportive environments for fostering mental health
• Strategies for co-regulation, emotion coaching, and inclusive practice
• The value of educator reflection and family partnerships in promoting wellbeing.

You can access the full document through ACECQA’s official publication.

 

Fine motor development in early childhood lays the foundation for handwriting, keyboard fluency, and cognitive processing in later years. These skills involve small muscle movements- grasping, pinching, twisting, and coordination of both hands- that support independence, creativity, and academic success. 

According to Arthur et al. (21), intentional planning for fine motor development is essential in early years settings and should be embedded across play, routines, and learning provocations. Duncan (2012) further emphasizes that play-based pedagogies naturally support motor development while fostering engagement and autonomy. 

Fine motor skills are linked to:
- School readiness and early literacy
- self-help skills like dressing, feeding, and tool use
- Executive functioning and attention regulation 
- Confidence and persistence in learning tasks

Threading & Beading: Use string, pipe cleaners, or shoelaces with beads or pasta.
Outcome 3, Outcome 4

Cutting stations: 
Provide child-safe scissors and paper strips for snipping. 
Outcome 4

Drawing and scribbling:
Offer crayons, chalk, and pencils for mark-making.
Outcome 4

Playdough play :
Encourage squeezing, rolling, and shaping.
Outcome 3, Outcome 4

Peg and tweezers games: 
Use pegs, tongs, or tweezers to move small objects. 
Outcome 4

Keyboarding practice: 
Introduce typing games or digital storytelling.
Outcome 5

Parent engagement: When families understand the developmental importance of fine motor skills, they're more likely to embed playful, purposeful activities into home life. Parents can access Emowered Parents, designed specifically to help families understand and support their child's development through play based learning.

Fundamental Movement Skills are the building blocks of physical development in early childhood. They include locomotor skills (running, hopping, jumping), stability skills (balancing, twisting), and manipulative skills (throwing, catching, kicking). These skills support children's confidence, coordination, and lifelong participation in physical activity. 

Arthur et al. (2021) emphasise that movement skills are best developed through play-based, intentional experiences that respond to children's interests and strengths. Duncan (2012) highlights the importance of active learning environments where children explore movement through games, challenges, and imaginative play. 

FMS development contributes to: 
- Physical wellbeing and healthy growth. 
- Cognitive and social development through cooperative play. 
- School readiness and classroom participation.
Resilience and self-regulation through movement-based challenges. 

Embed FMS into daily life with: 
Aminal movements
Hope like frogs, crawl like bears, slither like snakes
Outcome 3

Obstacle courses
Use cushions, cones, and tunnels for climbing and crawling
Outcome 3, Outcome 4

Target games
Throw beanbags or balls at targets
Outcome 3

Balance challenges
Walk on lines, stand on one foot, and use balance boards
Outcome 3

Movement songs 
Dance to action songs like "heads, shoulders, knees, and toes
Outcome 1, Outcome 3

Parent engagement: Educators can provide FMS guides, celebrate movement milestones, and invite families to participate in movement-rich events, fostering shared physical development.

WA Education Department - Fundamental Movement Skills: This resource includes downloadable resources, assessment tools, and planning guides for educators and families.

Transition to school is a significant milestone in a child's life, emotionally, socially, and developmentally. According to the Early Years Learning Framework, educators play a vital role in supporting children to feel confident, connected, and capable as they move into formal schooling.

An effective transition is not a single event, but a process of building belonging, relationships, and readiness. Dockett and Perry (2014) define successful transition as one where children and families feel a sense of belonging in their new school community. The literature Review: Transition - A Positive Start to School also highlights the importance of collaboration between families, early childhood educators, and schools to ensure continuity and emotional safety.

A positive transition supports: 
- Emotional well-being and reduces anxiety.
- Social confidence and peer relationships.
- Academic engagement and persistence.
- Family-school partnerships that strengthen learning outcomes.

Everyday practices that support transition:

Storytelling
Reading books about starting school and talk about routines
Outcome 1, Outcome 5

School visits
Arrange orientation days and classroom tours
Outcome 1, Outcome 5

Role Pay
Set up school-themed play areas with uniforms, lunchboxes, and desks
Outcome 1, Outcome 4

Emotional coaching
Talk about feelings, worries, and excitement 
Outcome 1, Outcome 3

Educators can support this by sharing transition checklists and readiness guides with families and encouraging home routines that mirror school expectations (e.g., packing bags, lunchbox practice). Families can be invited to orientation events and collaborative planning meetings.

When families feel involved and informed, children experience smoother transitions and stronger emotional security.

Raising Children Network - School Readiness provides expert advice on emotional, social, and practical preparation.