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Child Safe Self-Assessment | Office of the Children’s Guardian

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The Child Safe Self-Assessment will help your organisation identify strengths and opportunities for improvement in implementing the NSW Child Safe Standards.

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This webinar will look at what it means to be intentional and how this will influence our interactions, behaviours, experiences & environment. You will be encouraged to reflect on your spaces and engagement with children and receive strategies and ideas as to how you can become more intentional.

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Overview

As of February 2019, the National Principles for Child Safe Organisations have been endorsed by members of the Council of Australian Governments, including the Prime Minister and state and territory First Ministers. The principles aim to provide a nationally consistent approach to creating organisational cultures that foster child safety and wellbeing.

The National Principles reflect ten child safe standards recommended by the Royal Commission into Institutional Responses to Child Sexual Abuse, and are the vehicle for giving effect to recommendations relating to the standards. The National Principles have a broader scope that goes beyond child sexual abuse to cover other forms of potential harm to children and young people.

The National Principles are:

1. Child safety and wellbeing is embedded in organisational leadership, governance and culture.

2. Children and young people are informed about their rights, participate in decisions affecting them and are taken seriously.

3. Families and communities are informed and involved in promoting child safety and wellbeing.

4. Equity is upheld and diverse needs respected in policy and practice.

5. People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.

6. Processes to respond to complaints and concerns are child focused.

7. Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.

8. Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.

9. Implementation of the national child safe principles is regularly reviewed and improved.

10. Policies and procedures document how the organisation is safe for children and young people.

The National Principles are:

Underpinned by a child rights, strengths-based approach.

Designed to allow for flexibility in implementation across all sectors engaging with children and young people, and in organisations of various sizes.

Aligned with existing child safe approaches at the state and territory level.

Download the National Principles for Child Safe Organisations.

Development of the National Principles

As part of the Child Safe Organisations project, the Australian Government commissioned the National Children's Commissioner, Megan Mitchell, to lead the development of National Principles for Child Safe Organisations.

The National Principles were developed in 2017-2018 through a consultation process that included Australian governments, national peak bodies from sectors that work with children and young people, national advocacy and research organisations, and children and young people.

The National Children's Commissioner undertook targeted consultations in the first half of 2017 with Australia's Children's Commissioners and Guardians, the National Coalition on Child Safety and Wellbeing, and peak organisations from key sectors such as health, education, sport and recreation. The National Children's Commissioner also met with Royal Commission representatives involved in the development of the child safe standards.

In October 2017, Community Services Ministers in Commonwealth, State and Territory Governments endorsed draft National Principles for further consultation.

The National Children's Commissioner established two advisory groups to assist with development and implementation of the National Principles. The list of advisory group members is available here.

In January 2018, the Child Safe Organisations project held a forum on cultural safety for Aboriginal and Torres Strait Islander children and young people, which sought feedback on the draft National Principles from a cultural safety perspective.

The draft National Principles were refined through consultations held between October 2017 and March 2018 with representatives of the sports, disability, health, education, early childhood, arts and recreation sectors; child and family support services; and religious bodies. The National Children's Commissioner also consulted with children and young people about what was important to them in terms of safety and wellbeing.

As of February 2019, the final National Principles have been endorsed by members of the Council of Australian Governments, including the Prime Minister and state and territory First Ministers.

Implementation of the National Principles

The Royal Commission recommended that all institutions in Australia that engage in child-related work be required to implement ten child safe standards, which have been incorporated into the National Principles for Child Safe Organisations.

In June 2018, the Australian Government tabled its response to the Royal Commission's recommendations. As one element of its response, the Australian Government established the National Office For Child Safety in July 2018. The key activities of the National Office will include leading national coordination and implementation of the National Principles, working with the National Children's Commissioner, states and territories and the non-government sector.

In order to allow flexibility in implementation, and in recognition of the variety of organisational types, sizes and capacities, the National Principles outline at a high level the ten elements that are fundamental to making an organisation safe for children.

The National Principles include guidance to help leaders, staff and volunteers in organisations understand the important aspects of creating a child safe culture.

Each principle is accompanied by key action areas and indicators. The key action areas reflect the core components of the Royal Commission's child safe standards. The indicators act as a guide as to whether an organisation is implementing that principle in practice.

Practical tools and training resources are available to help organisations implement the National Principles.

At present, the National Principles are not mandatory. However, organisations that implement them will be demonstrating their leadership and commitment to child safety and wellbeing. These organisations will become 'organisations of choice', because children, young people, families and communities will feel confident that they provide safe environments where children's rights, needs and interests are met.

Organisations that engage with children and young people must continue to meet existing child safe requirements in their state or territory. This includes background check schemes for those seeking to work or volunteer with children. Links to state and territory child safe requirements and resources are available here.

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As of February 2019, the National Principles for Child Safe Organisations have been endorsed by members of the Council of Australian Governments, including the Prime Minister and state and territory First Ministers. The principles aim to provide a nationally consistent approach to creating organisational cultures that foster child safety and wellbeing.

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Blacktown Council Aboriginal communities & support 

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Blacktown Council Aboriginal communities & support 

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Blacktown City is proud to be home to the largest urban Aboriginal and Torres Strait Islander population in Australia. With 11,903 people identifying their Aboriginal or Torres Strait Islander heritage, this group comprises 3.0% of our population, compared with 1.9% for Greater Western Sydney Region and only 1.5% for Greater Sydney.

For information on statistics, you can visit our Aboriginal and Torres Strait Islander Profile.

We have an Aboriginal and Torres Strait Islander Social Profile Snapshot(PDF, 2MB) that identifies social issues and strengths.

We acknowledge the Darug tribe as the traditional custodians of Blacktown City.

As a mark of respect, our events, official meetings, functions and other special occasions begin acknowledging the Country on which we meet and pay respect to the many Aboriginal nations represented in our community. We encourage other organisations to include a Welcome to Country and/or Acknowledgement of Country on appropriate occasions.

We acknowledge that the Darug people were the original custodians of the land on which we meet today. We pay our respects to elders past and present, and acknowledge the Aboriginal people for their custodianship on this land. We will work together for a united city that respects this land and values the contribution to our community and culture of all people of Aboriginal heritage.

Our Aboriginal Advisory Committee consists of people who live or work in Blacktown City. The committee advises Council on the needs of our Aboriginal communities. We aim to:

Raise community issues and develop policies related to the needs of Aboriginal people

provide communication between communities and Council

provide input to broader planning and activities.

Our Reconciliation Action Plan(PDF, 5MB) is Blacktown City's strategy to build positive relationships between Aboriginal and Torres Strait Islander people and other Australians.

This is one of the largest Aboriginal interagencies in the Sydney metropolitan area. Meetings are held monthly (except January and December) with the aim of providing support and networking for Western Sydney Aboriginal community workers.

This program is designed to improve public speaking skills, self esteem and general confidence. It encourages Aboriginal and Torres Strait Islander people to try our cultural support program to improve these skills.

The program is not exclusively for Aboriginal and Torres Strait Islander people but we aim to have at least 50% of members who are from Aboriginal or Torres Strait Islander Heritages.

For more information, contact our Community Development Team on 9839 6203 or visit the Mount Druitt Koori Toastmasters web page.

NAIDOC Week

National Aboriginal and Islanders Day of Celebration (NAIDOC) is celebrated each year in July. The day represents a celebration of Aboriginal and Torres Straits Islander cultures and recognises the contributions of Aboriginal and Torres Strait Islander first Australians in various fields. For events within Blacktown LGA click here.

National Reconciliation Week

National Reconciliation Week runs annually from 27 May - 3 June. These dates mark two milestones in Australia's reconciliation journey: The 1967 referendum and the historic Mabo decision, respectively.

Reconciliation is the building of mutual and respectful relationships between Indigenous and Non-Indigenous Australians to help both cultures unite as one.

National Sorry Day

The first National Sorry Day was held on 26 May 1998, 1 year after the tabling of the report Bringing Them Home, which was an inquiry into the removal of Aboriginal and Torres Strait Islander children from their families. One of the recommendations of the report was that a National Sorry Day should be declared.

Each year since then, events have been held across Australia on, or around, 26 May each year to acknowledge the impact of the removal of Aboriginal children from their families.

Read the full national apology to the Stolen Generation.(PDF, 41KB)

Please see below a list of local Aboriginal services:

Nomination's for Blacktown City Council's 2023 NAIDOC Awards have opened. The awards celebrate the outstanding achievements and contributions of Aboriginal and Torres Strait Islander people in Blacktown City.

This year we will be awarding the following categories:

1. Aboriginal and Torres Strait Islander Citizen of the Year

2. Aboriginal and Torres Strait Islander Young Achiever of the Year (12-25)

3. Aboriginal and Torres Strait Islander Sports Person of the Year

4. Aboriginal and Torres Strait Islander Person Living with a Disability Award.

Click HERE to nominate. Nomination's close 11.59pm Monday 19 June 2023.

For further information, contact our Community Development Officer - Aboriginal on 9839 6203 or Mark.Gibson@blacktown.nsw.gov.au

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Learn about the Traditional Owners of this land, the Darug people.

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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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Narragunnawali: Reconciliation in Education - Reconciliation Australia

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Narragunnawali supports schools and early learning services to foster knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Reconciliation Action Plans Create a Reconciliation Action Plan (RAP) for a school or early learning service Professional learning Strengthen staff understanding of reconciliation with teacher-led professional learning Curriculum resources Bring reconciliation and Aboriginal [...]

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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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Reconciliation Australia's vision is for a just, equitable and reconciled Australia.

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This map attempts to represent the language, social or nation groups of Aboriginal Australia. It shows only the general locations of larger groupings of people which may include clans, dialects or individual languages in a group. It used published resources from 1988-1994 and is not intended to be exact, nor the boundaries fixed. It is not suitable for native title or other land claims.

Source

David R Horton (creator), AIATSIS, 1996. No reproduction without permission. To purchase a print version visit: www.aiatsis.ashop.com.au/

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This map attempts to represent the language, social or nation groups of Aboriginal Australia. It shows only the general locations of larger groupings of people which may include clans, dialects or individual languages in a group. It used published resources from 1988-1994 and is not intended to be exact, nor the boundaries fixed.

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CHCECE054 Indigenous Approaches to Learning

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Aboriginal early childhood consultancy based in Sydney’s inner west assisting educators in the inclusion of Aboriginal perspectives in early childhood curriculums. Aboriginal and indigenous resources for children, professional development, workshops and more.

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We acknowledge the Dharug people as the Traditional Custodians of the land on which we live and work. We acknowledge the Elders, both past and present.

Muru Mittigar seeks to create a better understanding of Aboriginal culture in the wider community; create new jobs; develop workplace skills training and increase sustained employment opportunities for Indigenous Australians.

The organisation achieves this by providing quality contracting and consulting services to Government and business, in Land Management, Education and Tourism and through investing in well-being and financial counselling services for the Aboriginal community.

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Muru Mittigar is a leading Indigenous Social Enterprise, established in 1998 providing 'real time' employment and training opportunities in the workplace.

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You've come to the right place. And you're not alone. Many want to learn more about Aboriginal culture, sometimes for the first time.

Creative Spirits is an extensive resource for students, teachers and those hungry to know what they weren't taught-the truth.

I've distilled hundreds of sources into in-depth articles, an ebook, infographics and multimedia for you to explore.

Start by checking if you still believe the myths you have been told. Get your free list now!

Get the myths list

Thanks for spreading the word-and thank you for your cultural sensitivity.
- Laura, Wamba Wamba people

Archived by Pandora, Australia's Web Archive, est. by the National Library of Australia.

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Helping you learn and teach about Aboriginal culture

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Creative Spirits: Learn about Aboriginal culture and browse teacher & student resources like infographics, films and music.

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Listed below are my current topics available. To browse the selection of workshops and their content please click on the link below " PD Session Information" for a PDF flyer (prices listed on the flyer are for online webinars- discounts provided for group bookings)

These sessions are delivered via online access anytime webinar or live online webinar (dependent on availability)

To book please email me or use the booking form here: workshop booking sheet

Workshops & Content: PDF Flyer here: PD Sesssion Information

To purchase available "access anytime" PD webinars please go to "PURCHASE WEBINAR" tab

or contact Kirsty Fantini and discuss your specific needs & request a recorded PD session for your team: Mobile 0408 974 629 or email kirsty@earlyyearstraining.com.au

Current List of Topics available:

All about Compliance & Quality Practices

Child Protection Re-fresher

CHCPRT001 Identify & Respond to children & young people at risk

Supervision - are we actively engaged?

The Rights of the Child

Communicating with Families- even when it's hard!

Building & maintaining an effective Team

The Role of the Educational Leader

Leadership in Early Childhood

Being a Professional Educator

Getting ready for the A&R visit- what should we expect?

Leadership in ECEC & Supporting Team Wellness

The Magic of Learning Stories

Quality Documentation & links to EYLF & theory

Making Connections with & Embedding Theoretical perspectives

The Planning Cycle - let's make it easy!

The Project Approach

Becoming a Reflective Educator

Being an Intentional Educator

Researchers & Scientists

EYLF v2.0- what's changed & what does it mean for me?

All about the environment and spaces

Creating Meaningful Play Spaces

Creating Natural Play Spaces

Loose Parts Play

The Indoor / Outdoor Approach

Celebrating the Outdoors

Sustainability- embedding & connecting with nature

All about Inclusion and Cultural Competence

Supporting children with additional needs

Autism- seeing through their eyes

Being Culturally Competent

Christmas, Conversations & Cultural Competence

Celebrations- what makes these meaningful?

Understanding & Celebrating Behaviour

Understanding Behaviour & Family Expectations

Behaviour, Inclusion & supporting additional needs

Understanding Behaviour, Developmental Theories & working with families

Creating a Meaningful Transition to School

Understanding Protective Behaviours & Supporting Resilience

The Creative Arts & Brain Development

Supporting Children's emotional well-being & resilience

Supporting the needs of Infants

Supporting Families with Anxious Children

The Toddler Phenomenon

The Importance of Sleep & Rest for children

Celebrations - what makes them meaningful?

Relationships, Risk & Resilience

Supervision, engagement & circle of security

Child Development, Theories & our Practices

Risky Play- the benefits & considerations

Plus... sessions for Families

Understanding my child's Behaviour

The Transition to School- how do I know my child is ready?

Protective Behaviour

Anxiety- when should I be concerned

Help! I have a fussy eater!

Feel free to request other topics

kirsty@earlyyearstraining.com.au

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Staff Professional Development - Topics available

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Listed below are my current topics available.

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Child safe Standards- Empowerment & participation (how to implement)

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Child safe Standards- Empowerment & participation (how to implement)

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One of the most important things you can do for your children is to make sure they get enough sleep. "It's almost like another vaccine we can give our kids to help them fight off illness and promote physical well-being," says Cora Breuner, MD, of the American Academy of Pediatrics.

That doesn't just mean sending them to bed at a certain time, although that's a big part of it. You should also make sure your children fall asleep easily, stay asleep throughout the night, and wake up refreshed so they have energy to make healthy choices during the day.

How you do that will change as your kids get older. But remember that good slumber is essential at every age, and that it will help your kids grow, learn, and stay safe, whether they're 18 months old or 18 years old.

How much sleep does my child need?

It depends on their age and their stage of development, according to guidelines from the National Sleep Foundation:

Newborns 0 to 3 months should sleep 10 1/2 to 18 hours a day, but they don't have a regular schedule. They may sleep from a few minutes to several hours at one time.

Babies 4 to 11 months should start to sleep through the night, for 9 to 12 hours at a time. They should also take naps throughout the day, ranging from 30 minutes to 2 hours.

Toddlers 1 to 2 years need about 11 to 14 hours a day. Most of this should happen at night, but they should also take a nap (or naps) during the day.

Children 3 to 5 should get 11 to 13 hours a night. Their naps should get shorter and happen less often. Most kids don't nap past age 5.

Kids 6 to 13 need 9 to 11 hours of shuteye. Homework and electronic devices keep kids busy at this age, so it's important to set a sleep schedule and enforce a regular bedtime routine.

Teenagers 14 and up need 8 to 10 hours of sleep. Their circadian rhythms shift around the time they hit puberty, so they may find it hard to fall asleep as early as they used to.

Continued

Why Does Sleep Matter?

Sleep is vital whether you're 8 or 80. It's a time for the body to recover and rebuild, and for the brain to process new information. But for children, it's extra important. Their growing brains have a harder time dealing with the effects of sleep loss, says Judith Owens, MD, director of the Center for Pediatric Sleep Disorders at Boston Children's Hospital.

"The learning of new tasks is certainly impacted by not getting enough sleep," she says. Children learn new skills at an enormous rate, whether it's a toddler walking and talking or a high-schooler driving a car and studying for exams.

Kids who get the right amount of sleep are less likely to make unhealthy choices and have behavior problems or trouble focusing in school, Breuner says. Well-rested teen drivers are also less likely to get into car accidents. Plus, sleep also protects kids' immune systems, so they won't get sick as easily.

What Can Parents Do?

Teach your kids the importance of sleep by making it a priority in your house. Try these tips:

Set a smart nap schedule. Younger children should nap during the day, but if they snooze within a few hours of bedtime, it could keep them up at night. Even older children can benefit from occasional late-afternoon naps if they're not getting enough sleep at night, Owens says. But keep them short -- 30 minutes at most.

Limit screen time before bed. At night, the brain naturally produces hormones that help kids (and adults) sleep. But the glow from electronic screens can confuse the brain and stop that process. Keep devices like TVs and video games out of your child's bedroom, and get them to turn off smartphones, tablets, and other screens about an hour before bed, Owens says.

Build a regular bedtime routine. Kids should get used to a relaxing wind-down routine at night so their brains and bodies know that it's time for bed. Keep them from doing anything too active or exciting during this time. Be consistent, even on weekends. "Letting kids stay up late and then sleep in is only going to make it harder to get back on schedule for the week," Breuner says. It's OK to go bed 30 minutes later or sleep for an extra hour, she says, but don't encourage anything more than that.

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Get them moving. Exercise during the day helps children sleep better at night. Running around and playing sports is great, but kids can be active in other ways, too. "Take the dog for a walk, go to the park -- just get them out of the house and get them moving," Breuner says. The CDC recommends at least 60 minutes of activity a day for all children.

Keep caffeine away. Soda, energy drinks, and coffee beverages can keep kids from falling or staying asleep -- even if they drink them hours before bedtime. "In my book, young kids shouldn't be drinking caffeine at all, and adolescents should be really strictly limited," Owens says. Watch out for chocolate before bed, too -- it also has caffeine.

Check their bedroom. Like adults, kids need cool, dark, and quiet spaces to sleep well. Make sure they aren't too hot or cold in bed, and that there are no lights or noises to keep them up. If your child is extra sensitive to noise, a fan or white noise machine may help.

Know the signs of sleepiness. Watch for clues that your kids are well rested, Owens says. Do they wake up easily in the morning when they're supposed to, or do you have to drag them out of bed for school? Are they alert and in a good mood, or do they regularly doze off or act out? If they show these signs of sleepiness during the day, take a good look at their sleep schedule or talk to their doctor about what else you can do.

Sources

SOURCES:

Cora Breuner, MD, MPH; chair, Committee on Adolescence, American Academy of Pediatrics; member, division of adolescent medicine, Seattle Children's Hospital; member, orthopedics and sports medicine department, Seattle Children's Hospital; professor, pediatrics, University of Washington School of Medicine; adjunct professor, orthopedics, University of Washington School of Medicine.

National Sleep Foundation.

Judith Owens, MD; director, Center for Pediatric Sleep Disorders, Boston Children's Hospital; associate professor of neurology, Harvard Medical School.

SleepForKids.org.

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One of the most important things you can do for your children is to make sure they get enough sleep. "It's almost like another vaccine we can give our kids to help them fight off illness and promote physical well-being," says Cora Breuner, MD, of the American Academy of Pediatrics.

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Making sure your child gets good, sound sleep ensures they will have a sound foundation for proper mind and body development.
Stuart J. Meyers, MD on October 21, 2004

Sleep is no less important than food, drink, or safety in the lives of children. Although this may seem apparent, many of us actually do not allow our children to get the critical sleep they need to develop and function properly.

It's certainly not something we do on purpose. As a matter of fact, we often don't think much of it, and that is the problem. With parents working long hours, schedules packed with school, after-school activities, and other lifestyle factors, naps are missed, bedtimes are pushed back, mornings start earlier and nights may be anything but peaceful. Missing naps or going to bed a little late may not seem like a big deal, but it is. It all adds up, with consequences that may last a lifetime.

To understand the critical nature of sleep to our children's growth and development, we need to understand more about what sleep does, what healthy sleep is, and what happens when children do not get either the right amount of sleep, the best quality sleep, or both. We also need to understand the role sleep plays in being alert or drowsy, stressed or relaxed, and how that in turn may affect temperament, learning, and social behavior.

In his book Healthy Sleep Habits, Happy Child, Marc Weissbluth, MD, provides these insightful comments on the functions of sleep:

"Sleep is the power source that keeps your mind alert and calm. Every night and at every nap, sleep recharges the brain's battery. Sleeping well increases brainpower just as weight lifting builds stronger muscles, because sleeping well increases your attention span and allows you to be physically relaxed and mentally alert at the same time. Then you are at your personal best."

Essentials of Healthy Sleep

Healthy sleep requires:

A sufficient amount of sleep

Uninterrupted (good quality) sleep

The proper number of age-appropriate naps

A sleep schedule that is in sync with the child's natural biological rhythms (internal clock or circadian rhythm)

If, over time, any of these essentials are not optimal, symptoms of sleep deprivation may occur.

Optimal alertness: Healthy sleep allows us to function optimally when we are awake, to have what is called optimal alertness. We have all experienced varying degrees of being awake, from groggy to alert to hyper-alert. Being optimally alert is the state in which we are most receptive to and interactive with our environment, when we have the greatest attention span and can learn the most. You can see this in a child who is calm and attentive, pleasant, with wide eyes looking around, absorbing everything, one who socially interacts with ease. Altered states of alertness interfere with learning and behavior.

Length of sleep: Children simply must have a sufficient amount of sleep to grow, develop, and function optimally. How much is right for your child varies by age. Remember, each child is unique and individual variation occurs.

Quality of sleep: Quality sleep is uninterrupted sleep that allows your child to move through all the different and necessary stages of sleep. The quality of sleep is as important as the quantity, playing its essential role in nervous system development.

Naps: Naps play a large role in the healthy sleep of children. They help optimize your child's alertness and have an impact on their learning and development. Naps are also quite different from night sleep. Not only are they not the same kind of sleep, naps at different times of the day serve different functions. That is one reason why the timing of naps is important, and why they need to occur in sync with your child's natural biological rhythms.

In sync: We wake; we are alert; we become drowsy; we sleep. This ebb and flow, the fluctuations in alertness, all happen as part of our natural daily biological rhythms.

These rhythms are irregular in the first few months of a child's life, but gradually become more regular and develop with maturity. When sleep (naps and nighttime) is in sync with these rhythms, it is most effective, most restorative. When out of sync, it is not and can disturb the rest of the rhythm or cycle, making it more difficult to fall asleep or stay asleep, for example. This may result in your child becoming overtired and stressed. So it is important to be aware of the timing of your child's sleep needs and adjust your schedule as best you can to be in sync with theirs.

Consequences of Sleep Disturbances

Sleep disturbances, for whatever reason, have significant and often serious consequences. In his book Healthy Sleep Habits, Happy Child, Weissbluth states:

"Sleep problems not only disrupt a child's nights -- they disrupt his days, too, by making him less mentally alert, more inattentive, unable to concentrate, and easily distracted. They also make him more physically impulsive, hyperactive, or lazy."

Chronic sleep deprivation: It is important to realize that the effects of chronic sleep deprivation are cumulative: daytime sleepiness increases progressively. This means that even small sleep changes, over time, will have significant negative effects. Likewise, small changes allowing a bit more sleep may have similarly positive effects. It all depends on the type and degree of the sleep problem.

: Even seemingly minor sleep deprivation causes fatigue in children. And for a child, simply being awake a certain amount of time is over-stimulating and fatiguing, even if they are not engaged in any activity at all.

Especially during the day, with friends and family, they want to be part of the action and so their natural response to fatigue is to "fight it." That is, they try to remain awake and alert. This results in the secretion of hormones like adrenaline, which then cause them to become hyper alert. They are now wide-awake but exhausted. Fussiness, irritability and crankiness soon follow. They also cannot be attentive and learn well at this time. This is why overtired children often appear wide-awake, wired, and hyperactive. Now you have a situation where they are so pumped up they cannot easily fall asleep.

Interestingly this also often induces night awakenings. So don't be fooled by your seemingly wide-awake, not-tired child and put them to bed later. Putting them to bed earlier is actually the remedy. Sometimes even 15-20 minutes earlier may have a significant impact and be all that is needed. You may also be surprised to find that a well rested child is easier to put to bed.

Sleep on These

Following are some observations from various studies illustrating some of the difficulties faced and the behavioral changes in children with sleep problems (from Wiessbluth's Healthy Sleep Habits, Happy Child and On Becoming Baby Wise, by Gary Ezzo and Robert Bucknam, MD):

Children do not "outgrow" sleep problems; problems must be solved.

Children who sleep longer during the day have longer attention spans.

Babies who sleep less in the daytime appear more fitful and socially demanding, and they are less able to entertain or amuse themselves.

Toddlers who sleep more are more fun to be around, more sociable, and less demanding. Children who sleep less can behave somewhat like hyperactive children.

Small but constant deficits in sleep over time tend to have escalating and perhaps long-term effects on brain function.

Children with higher IQs -- in every age group studied -- slept longer.

For ADHD children, improvements in sleep dramatically improved peer relations and classroom performance.

Healthy sleep positively affects neurologic development and appears to be the right medicine for the prevention of many learning and behavioral problems.

What Parents Can Do

As parents, it is our responsibility to be sensitive to and protect our children's sleep, just as we do their safety, just as we ensure that they regularly get breakfast, lunch, and dinner. We are primarily responsible for their sleep habits so it is important to start healthy ones early; it is much easier to instill good habits than correct bad ones.

Infuse the importance of sleep with daily attention to it and you will likely have a happier, self-assured, less demanding, and more sociable child. And you just might get some more sleep yourself.

Originally published June 2, 2003.
Medically updated Oct. 21, 2004.

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Making sure your child gets good, sound sleep ensures they will have a sound foundation for proper mind and body development. Stuart J. Meyers, MD on October 21, 2004 Sleep is no less important than food, drink, or safety in the lives of children.

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What a child eats is important not only for their nutritional requirements but it also affects their mood, their behaviour and their day.

There is clear, established a link between additives and food colourings and children's behaviour and mood.

What a child eats or doesn't eat can in fact affect their day and mood.

There are approximately 400 food additives in Australia that must be described by name or number on the ingredients list.

At least 60 of these additives have been linked to children's behavioural problems.

As a result of the constant research results, additives and colourings are being called to be removed from everyday foods and drinks that children consume.

Although it must be noted that research shows that naturally forming food chemicals can also have the same symptoms as food additives if consumed in large amounts or by a person sensitive to them.

Food additives in so many foods can alter, contribute and cause some behaviour in children. Behaviours ranging from temper tantrums, disruptive behaviour, to mood swings, learning difficulties, lack of concentration and much more. It can change the behaviour up to half of our children with just the additives and colourings added to the food they eat.

It's important to note that if an additive is less than 5% of the ingredients it is not required to be listed on the ingredients list.

A perfect example to highlight this glitch in labeling is the antioxidant BHA (320) found in vegetable oil which is often in biscuits and frozen chips is not listed as it is less than 5%. This additive is known to cause behavioural problems if eaten regularly.

Behaviours will vary depending on the personality of the child.

For example, a child who is generally a quiet child will display different behavioural effects than a child who is generally restless.

Sleep issues such as frequent night waking or trouble getting to sleep.

Trouble with their temper and/or aggression.

Lack of concentration.

Irritable.

Talk too much.

Temper tantrums.

Defiance.

Hyperactivity.

Disruptive behaviours such as interrupting others, inability to sit still, etc.

We can help a child maintain their mood during the day rather than have highs and lows by:

Eating breakfast. It has been proven to improve a child's' performance and reduce symptoms such as hyperactivity and even depression.

Provide lots of fluids. This is to prevent dehydration. Children can be more easily affected and can result in headaches as well.

Give regular meals as well as snacks. This can help alleviate the whinges. children often whinge when they are hungry.

Avoid too many processed foods and wherever possible include plenty of fruit and vegetables.

Read ingredient labels.

Choose preservative free where possible.

Choose colour free where possible.

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How food affects a child's mood & behaviour

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What a child eats is important not only for their nutritional requirements but it also affects their mood, their behaviour and their day. There is clear, established a link between additives and food colourings and children's behaviour and mood. What a child eats or doesn't eat can in fact affect their day and mood.

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The odds of catching the common cold or influenza are highest during the fall and winter. However, the weather itself cannot either of these viral illness. It can, however, set the stage for certain factors that decrease your immunity and increase opportunities to catch a cold or the flu.﻿﻿

Cold, Dry Air

There is some evidence to suggest that viruses spread more easily through cold, dry air. Temperature and humidity, therefore, may affect your risk of contracting a virus.

When it is cold outside, the air is drier both outdoors and inside (due to heating), drying out mucous membranes and making it easier for germs to take hold.

The nose is an ideal host for many viruses due to its cooler temperature. The typically core body temperature is 98.6 degrees F, but the nasal cavity temperature is lower at 91.4 degrees F. Research suggests that rhinoviruses do not replicate efficiently at body temperature, but the cooler temperature in the nose may make it an ideal breeding ground for viruses.﻿﻿

One study suggests colder temperatures on their own do not increase the spread of colds and flu, but temperature and humidity fluctuations do. Researchers cross-referenced confirmed cases of rhinovirus with weather data over a set period of time and discovered that decreases in either temperature or humidity over a three-day period increased the risk of rhinovirus infections.﻿﻿

The study, which involved 892 men in the Finnish military, also suggests that breathing cold air may contribute to the spread of infection into the lungs. This is based on earlier research that found lung temperature can be lowered by inhaling cold air. However, researchers also noted that the risk of rhinovirus infection is reduced at subfreezing temperatures and higher humidity.﻿﻿

Warmer air does not necessarily kill viruses, either, as is evidenced by the spread of colds and flu in tropical areas where it does not get cold. Cold and flu cases are more prevalent in tropical climates during the rainy season. This is likely due to people spending more time indoors when it's raining, putting them in closer contact with others than during the dry season.﻿﻿

Reduced Immune Function

People may also be more prone to catching a cold or flu in the winter due to lower immunity. Fewer daylight hours and less time spend outside mean less exposure to sunlight, which the body uses to make vitamin D.

Vitamin D plays a critical role in the immune system helping to keep you healthy. Vitamin D deficiency is linked to an increased risk of infections.﻿﻿ However, there is insufficient evidence to support the use of high-dose vitamin D for the prevention of viral upper respiratory infections.﻿﻿

People also tend to be less active in cold weather. While it is not clear exactly if or how exercise increases your immunity to certain illnesses, and no solid evidence, there are several theories, about exercise, such as:﻿﻿

It improves circulation, allowing white blood cells to detect and fight an infection faster.

It increases body temperature during and right after a workout, which may work like a fever to prevent bacteria from growing.

It may help to flush bacteria from the lungs and airways, reducing your chances of getting sick.

It lowers levels of stress hormones, which may protect against illness.

Close Contact

Viruses rely on the cells of other organisms to live and replicate. They are transmitted from host to host when infected respiratory secretions make their way into the mucous membranes of a healthy person. This can occur from direct person-to-person contact, by inhaling small droplets in the air, or by touching something that has the virus on it and then touching your mouth, nose, or eyes.﻿﻿

It logically follows, then, that the closer you are to people and the more you share a space, the more likely transmission is. In the winter, many people tend to take their outdoor activities in: school recess is held in a gym, rather than outside; people walk around crowded shopping centers rather than on a track. This close contact during colder months increases the likelihood of passing germs.

Protection From Cold and Flu

The most important thing to remember during cold and flu season is to protect yourself against these germs when you are around other people.

Be sure to wash your hands often or use an alcohol-hased hand sanitizer if you can't get to a sink. Try to avoid touching your face as much as possible, since that is how most respiratory germs enter the body.﻿﻿

You can also protect yourself against illness by getting your yearly flu vaccine, avoiding people who you know are sick, and taking care of your body by eating nutritious foods, exercising regularly, and getting enough sleep at night.﻿﻿

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The odds of catching the common cold or influenza are highest during the fall and winter. However, the weather itself cannot either of these viral illness. It can, however, set the stage for certain factors that decrease your immunity and increase opportunities to catch a cold or the flu.﻿﻿ There is some evidence to suggest that viruses spread more easily through cold, dry air.

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We are more likely to get sick in the winter so naturally people think that cold weather makes us sick. I hear it all of the time in the office, parents think that being outside in the cold, or getting wet in the rain, has caused their child's illness. However, the reason we get typical winter illnesses is because of germs. Colds are caused by viruses. The flu is caused by the influenza virus. Pneumonia, ear infections, and sinusitis are caused by either viruses or bacteria. So why do we get these more in the winter? Let's start with the myth.

What is an old wive's tale?

Many myths exist in medicine. Most of these are old wive's tales passed down from generation to generation. Your mom probably told you not to go out without a coat or not to go outside with wet hair. This was likely told to her by her mother! As I mentioned in Healthline, my assumption is that this myth, cold weather makes you sick, probably stems from the fact that we not only get sick more in the winter, but we also feel sick when we are cold. Shivering and feeling achy is typical in both cold weather and with an illness.

Why do we get sick more in the winter?

Winter viruses, especially influenza, thrive in cold and dry conditions. They will linger longer in the air making it more likely they can infect someone. Furthermore, we spend more time indoors when the weather is bad. This closer proximity to each other increases the likelihood that germs in the air will be passed from person to person.

There is also the theory that our immune system does not work as well in the winter. Less sunlight means less activated vitamin D. Vitamin D plays an important role in keeping our immune system functioning optimally.

What is the best way to avoid getting sick?

It's ok to go out in the rain, that's not how you get sick.

Parent's don't need to stress about making their kids wear a coat or avoid going out in the rain. What they do need to do is stress the importance of good and effective hand washing. Teach kids to wash their hands with soap and water for 20-30 seconds and cough or sneeze into their elbows. This keeps the hands germ free. Parents should also make sure that their kids are getting good sleep, good nutrition and good exercise. Finally, don't forget about getting flu shots for everyone who is eligible.

If you have any concerns about your child or your child's illness, make sure to talk to your pediatrician.

Check out Dr. Friedman on Fox 5 San Diego talking about preventing the spread of germs.

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Does Cold Weather Make you Sick? - Pediatrician | Mom | @DrJaimeFriedman

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We are more likely to get sick in the winter so naturally people think that cold weather makes us sick. I hear it all of the time in the office, parents think that being outside in the cold, or getting wet in the rain, has caused their child's illness.

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Top 5 benefits of children playing outside

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From physical and emotional gains to developmental and social skills, learn the top five benefits of having your children playing outside.

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In this episode, my guest is Dr. Matt Walker, Professor of Neuroscience and Psychology and the Founder & Director of the Center for Human Sleep Science at the University of California, Berkeley. He is also the author of the international best-selling book Why We Sleep and the host of "The Matt Walker Podcast." We discuss the biology of sleep, including its various stages and what specifically happens to those stages when we don't get enough sleep. We also discuss the effects of sunlight, caffeine, alcohol, naps, hormones, exercise, marijuana, sexual activity, and various supplements on sleep. The episode consists of both basic science information and many science-supported actionable tools.
For the full show notes, visit hubermanlab.com.
Thank you to our sponsors
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Timestamps
(00:00:00) Introducing Dr. Matt Walker
(00:02:16) Sponsors: AG1, LMNT, Thesis, Momentous
(00:06:00) What Is Sleep?
(00:10:20) REM (Rapid Eye Movement) aka 'Paradoxical Sleep'
(00:16:15) Slow Wave Sleep aka 'Deep Sleep'
(00:24:00) Compensating For Lost Sleep
(00:32:20) Waking in the Middle Of The Night
(00:39:48) Uberman (Not Huberman!) Sleep Schedule
(00:42:48) Viewing Morning SUNLight
(00:49:20) Caffeine
(01:07:54) Alcohol
(01:14:30) Growth Hormone & Testosterone
(01:16:14) Emotions, Mental Health & Longevity
(01:20:40) Books vs. Podcasts
(01:21:20) Lunchtime Alcohol
(01:25:00) Marijuana/CBD
(01:36:00) Melatonin
(01:54:14) Magnesium
(01:58:10) Valerian, Kiwi, Tart Cherry, Apigenin
(02:15:00) Tryptophan & Serotonin
(02:19:24) Naps & Non-Sleep-Deep-Rest (NSDR)
(02:28:23) Is It Possible To Get Too Much Sleep?
(02:34:35) Sex, Orgasm, Masturbation, Oxytocin, Relationships
(02:47:30) Unconventional Yet Powerful Sleep Tips
(02:59:10) Connecting to & Learning More from Dr. Walker
(03:04:42) The New Dr. Matt Walker Podcast, Reviews & Support
Title Card Photo Credit: Mike Blabac
Disclaimer

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dr. matthew walker: the science & practice of perfecting your sleep

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‎Huberman Lab: Dr. Matthew Walker: The Science & Practice of Perfecting Your Sleep on Apple Podcasts

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In this episode, my guest is Dr. Matt Walker, Professor of Neuroscience and Psychology and the Founder & Director of the Center for Human Sleep Science at the University of California, Berkeley. He is also the author of the international best-selling book Why We Sleep and the host of "The Matt Walke...

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How to Choose the Perfect Time to Go to Bed

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What time should you go to bed based on your age to optimize sleep? Consider sleep needs, preferred wake time, and tips to meet your bedtime goal.

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Sleep is vital for a child’s growth, learning and development. Find out how much sleep children need, and discover new ways to help them sleep well.

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Screen time and digital technology use: how it affects child and teenage sleep

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Did you know that screen time can affect your child’s sleep? Reduce risks by encouraging your child to avoid digital technology in the hour before bed.

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The .gov means it's official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

doi: 10.1016/j.sleep.2020.09.024.

Affiliations

¹ Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong.

² Sleep Assessment Unit, Department of Psychiatry, Shatin Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong.

³ Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong. Electronic address: junau@cuhk.edu.hk.

doi: 10.1016/j.sleep.2020.09.024.

Affiliations

¹ Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong.

² Sleep Assessment Unit, Department of Psychiatry, Shatin Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong.

³ Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong. Electronic address: junau@cuhk.edu.hk.

Abstract

Objectives: To evaluate sleep duration in a representative sample of preschoolers and examine the relationships between screen time and use of different electronic media devices with sleep duration and social jetlag.

Methods: 2903 preschoolers were included. Parent-completed questionnaire provided information on socioeconomic status, electronic media use of the children and sleep patterns of both parents and children. Preschoolers were divided according to whether they met the international screen time recommendations for their age. Comparisons between the two groups in various sleep measures and effects of different devices on sleep were evaluated.

Results: 40% of preschoolers in our cohort did not achieve the recommended sleep duration. Subjects who adhered to the screen time recommendations were from families of higher socioeconomic status, had longer sleep duration and better sleep habits. Each hour increase on portable electronic device use was associated with 11 (95%CI: -15 to -6) and 6 (95%CI: -10 to -2) minutes less of average daily sleep duration in boys and girls, respectively. Every additional hour of non-portable electronic devices use was associated with 3 min shift in social jetlag in boys. Presence of electronic devices in bedroom and their use at bedtime increased risk of social jetlag in boys with an OR of 1.40 (95%CI: 1.01 to 1.92) and 1.39 (95%CI: 1.00 to 1.95) respectively.

Conclusion: A significant proportion of preschoolers does not obtain the recommended amount of sleep. Screen time in preschoolers affects not only sleep duration but also leads to circadian discrepancy.

Keywords: Circadian rhythm; Preschooler; Screen time; Sleep duration; Social jetlag.

Cited by

Impact of ¡Míranos! on parent-reported home-based healthy energy balance-related behaviors in low-income Latino preschool children: a clustered randomized controlled trial.

Ullevig SL, Parra-Medina D, Liang Y, Howard J, Sosa E, Estrada-Coats VM, Errisuriz V, Li S, Yin Z. Ullevig SL, et al. Int J Behav Nutr Phys Act. 2023 Mar 21;20(1):33. doi: 10.1186/s12966-023-01427-z. Int J Behav Nutr Phys Act. 2023. PMID: 36944986 Free PMC article. Clinical Trial.

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national center for biotechnology information

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Sleep duration in preschool children and impact of screen time - PubMed

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The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site. The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

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Download the article Observation, Documentation, and Reflection. Article - Observation Skills Download the activity, Individual Planning

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Social & Emotional Well-Being: Kids Matter 

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Social & Emotional Well-Being: Kids Matter 

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TAPS NQS PLP - Social and emotional learning Part 1 of 3

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You may already know that art is a great way to treat anxiety and stress in children. But did you know that it also positively impacts their cognitive and physical development? Keep reading to learn more about the amazing benefits of art!

Art plays a more important role in child development than you might think. Artistic activities help children learn other subjects such as reading and math. It also promotes visual, motor and social development.

Using art as a vehicle for expression is enriching because children can use it as a communication tool. Different types of art can reveal children's thoughts, feelings, and interests.

Lina Idárraga, educator and specialist in children's visual arts, believes that art allows children to externalize their feelings. Art can also be beneficial for people with disabilities.

Idárraga believes that children communicate ideas and feelings through music, dance, and bodily expression. If adults know how to interpret this language, they'll be able to better understand a child's inner world.

Psychologists also believe that art is positive at any age. Nevertheless, early childhood is the ideal stage to teach children all the different artistic disciplines. This is because, when they're young, their brains are like sponges and easily absorb information.

The importance of art for child development

1. Music

Making music and listening to it helps children develop their intellectual, auditory, sensory, speech, and motor skills.

The musical language is universal and small children who grow up listening to music learn to get along better with other children and relax. Music also stimulates their listening skills and emotional intelligence.

Children's music is a great teaching tool. The rhymes and repetitions, along with hand motions, are a fun way for kids to boost their vocabulary and better understand the meaning of words.

Singing songs with babies and listening to music with them not only produces changes on a physiological level, but it also encourages a strong emotional bond with the parents.

2. Literature

Educational psychologists specialized in early childhood education agree that it's difficult to develop a reading habit as an adult. In general, it's only possible to instill a love of reading in someone during their childhood.

Reading to children is one of the most enriching experiences in the world. It helps them develop cognitive skills such as memory, language, and imagination.

Children discover an incredible world in books. Sharing books and stories with children from a very young age makes them see it as entertainment, not homework. That makes it much easier to incorporate books into their games and free time later on.

Whether children start reading at school or not, this ability has to be reinforced at home for it to fully develop. Also, when you read with your children, you strengthen your bond with them.

3. Drawing and painting

Drawing and painting are two very beneficial activities. They help develop fine motor skills, writing, reading, creativity, and boost self-esteem, among other things.

Not only that, but drawing and painting are excellent ways for children to express their feelings and emotions. And if that weren't enough, they play a significant role in their personality development and psychological maturity.

If you want to encourage natural creativity, experts recommend offering children free drawing and painting opportunities. That way, the child can give free rein to their imagination and creative expression. Give them materials such as crayons, clay, fingerpaint, and watercolors. Let them experiment on chalkboards, cardboard, canvases, and even walls.

"The painter has the universe in his mind and hands."
-Leonardo da Vinci-

4. Theater
Getting involved in theater can help children learn important values such as respect and tolerance.
Children's theater allows children to put themselves in the shoes of characters that are very different from them. Thus, they learn to identify with characters by living their experiences. This helps them be more open-minded and empathetic.

Theater can also open the door to imagination and creativity.

5. Bodily expression

Movement and bodily expression positively impact physical development and healthy growth. Children learn to carry themselves with confidence and maintain their flexibility and natural ability to move, run, and jump. It also helps them with their balance, coordination, and bodily control.

In addition to these physical abilities, bodily expression through movement is beneficial for their emotional intelligence. It also positively benefits their social and creative abilities.

Using the arts to promote child development allows children to express themselves in whatever way they'd like. If you have a little one at home, the best thing you can do for them is to foster their artistic side.

"Imagination does not become great until human beings, given the courage and the strength, use it to create.
-Maria Montessori-

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Here's something really simple you can do to improve your child's chance of future health and success: make sure he spends plenty of time playing outside.

There are many ways in which this generation's childhood is different from that of the last generation, but one of the most abrupt contrasts is the degree to which it is being spent indoors. There are lots of reasons, including the marked increase in time spent interacting with electronic devices, the emphasis on scheduled activities and achievements, concerns about sun exposure - and, for many families, the lack of safe outdoor places to play. It's not just children; adults are spending less time outdoors as well.

Here are six crucial ways playing outside helps children:

1. Sunshine. Yes, sun exposure - especially sunburns - can increase the risk of skin cancer. But it turns out that our bodies need sun. We need sun exposure to make vitamin D, a vitamin that plays a crucial role in many body processes, from bone development to our immune system. Sun exposure also plays a role our immune system in other ways, as well as in healthy sleep - and in our mood. Our bodies work best when they get some sunshine every day.

2. Exercise. Children should be active for an hour every day, and getting outside to play is one way to be sure that happens. They can certainly exercise indoors, but sending them outdoors - especially with something like a ball or a bike - encourages active play, which is really the best exercise for children.

3. Executive function. These are the skills that help us plan, prioritize, troubleshoot, negotiate, and multitask; they are crucial for our success. Creativity falls in here, too, and using our imagination to problem-solve and entertain ourselves. These are skills that must be learned and practiced - and to do this, children need unstructured time. They need time alone and with other children, and to be allowed (perhaps forced) to make up their own games, figure things out, and amuse themselves. Being outside gives them opportunities to practice these important life skills.

4. Taking risks. Children need to take some risks. As parents, this makes us anxious; we want our children to be safe. But if we keep them in bubbles and never let them take any risks, they won't know what they can do - and they may not have the confidence and bravery to face life's inevitable risks. Yes, you can break an arm from climbing a tree - and yes, you can be humiliated when you try to make a friend and get rejected. But that doesn't mean you shouldn't try; the lessons we learn from failure are just as important as those we learn from success.

5. Socialization. Children need to learn how to work together. They need to learn to make friends, how to share and cooperate, how to treat other people. If they only interact in very structured settings, such as school or sports teams, they won't - they can't - learn everything they need to know.

6. Appreciation of nature. So much of our world is changing, and not for the better. If a child grows up never walking in the woods, digging in soil, seeing animals in their habitat, climbing a mountain, playing in a stream, or staring at the endless horizon of an ocean, they may never really understand what there is to be lost. The future of our planet depends on our children; they need to learn to appreciate it.

So try it. Do what our parents did: send your children outside. Even better, go with them. And do everything you can to be sure that every child can do the same.

Follow me on Twitter @drClaire

About the Author

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6 reasons children need to play outside - Harvard Health

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Creating worldwide change isn't done with just one person; it has to involve everyone. In order to involve more people in the efforts to help the environment, it's important to get younger generations involved in the effort. By fostering a concern for the environment and sustainable habits early, parents can raise children who will be more aware of environmental issues. Though schools will teach a bit about sustainability, the real work starts much earlier at home.

By establishing good habits like recycling at a young age, those habits are more likely to stick with kids as they get older. Younger generations are already becoming more conscious consumers, and instilling environmental values at a young age will help. Encouraging an interest in the outdoors will allow them to appreciate what they love about the environment. Children are our future, so it's important to teach them about environmental issues so they can continue to help create change together.

Establishing Good Habits

It's a lot easier to establish a habit in children than to teach them a new habit as they get older. Though some green living habits won't come into play until a child gets older, there are plenty of habits for them to learn and witness in their parents. Teach them about recycling and which items go into which bin. Teach them about littering, keeping lights off, and turning off the water when they brush their teeth. If you use reusable bags to grocery shop, they will interpret that as the normal way of shopping and are more likely to do the same as an adult.

In your child's early years, try to focus on social-emotional learning in order to help them adopt a conscientious mindset. In the words of childcare experts at Kindercare, "The vast majority of brain development happens between the ages of zero to three - the perfect time for children to build the positive social-emotional skills they'll need." During these formative years, focus on teaching them foundational skills required for critical thinking, social interactions, and creativity. Later in life, these skills will enable them to analyze environmental issues, communicate those ideas to peers, and ultimately find solutions.

There are also plenty of online tools that can help to explain some of the more complex ideas behind environmental issues as your child gets older. As they age and ask more questions about the habits you teach them, these tools can help answer some of their questions in a way that your children can understand.

Raising Environmentally Conscious Consumers

Becoming environmentally conscious from a consumer standpoint was something learned for many adults. For older generations, paying attention to your own role as a consumer and how that affects the environment wasn't something many people thought about. However, parents today can change that for their children. This means focusing on recycled items, buying sustainably sourced food, finding energy-efficient appliances, and using biodegradable cleaning products. Even a few sustainable choices make a huge impact, and children tend to emulate these purchasing decisions as adults.

Being an environmentally conscious consumer is more than what you purchase; it's who you purchase from. The evolution of sustainability from government initiatives to social change and corporate leaders making sustainable products has been happening for decades. However, many companies still operate without the environment in mind. Teaching your children about researching their purchases and giving their money to companies that value environmental issues will help them to continue that practice as they get older.

Encouraging an Interest in the Outdoors

It's easier for people to care about an issue if it hits close to home for them. An emotional investment in an issue is hard to break, which is why encouraging an interest in the outdoors can be helpful for your child's future interest in environmental issues. Lead by example and provide them with activities. Take them on walks, hikes, and outings to the lake or ocean. Allow them to climb trees, look at bugs, and admire wildlife. Encourage their interest and questions and foster their appreciation. By providing them with more outdoor experiences, they will begin to associate their environment with interest and happiness.

Not only will a love for the outdoors help them to have an emotional connection to environmental issues, it'll also help them to be even more sustainable. They may be more interested in walking or biking instead of driving as they get older. They may adopt more outdoor hobbies like gardening. Not only that, but the outdoors encourage us to move more and stay healthier overall.

Children Are the Future

Each generation needs to be better than the last. Children need to learn how to protect their environment, be kind to each other, and make decisions that benefit the world as a whole. Environmental education and conservancy has been a public virtue since the 19th century, but in recent decades it's been a hotly debated topic tied to political interest and financial gain instead of science. Because of this, it's even more important to teach children about the environment and sustainability at home. Without action, the environment will suffer - and each generation along with it.

No one needs to be perfect in order to teach children about the environment. Each small, sustainable change makes an impact. It's one fewer piece of plastic in a landfill, one fewer marine animal in peril, or one fewer dollar spent on oil. Teaching children that they can make a difference will help to raise a generation of adults who are more aware and environmentally conscious than the generation before them.

It's important to teach your children about the environment at an early age because these teachings will become their normal. The environmental habits they learn, the environmentally conscious consumer choices they see, and the time they spend learning to love and appreciate the outdoors will shape them into the future of environmental sustainability.

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Children And The Environment: Why It's Important To Teach Them Young

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Creating worldwide change isn't done with just one person; it has to involve everyone. In order to involve more people in the efforts to help the environment, it's important to get younger generations involved in the effort. By fostering a concern for the environment and sustainable habits early, parents can raise children who will be more aware of environmental issues.

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Pinterest - Loose Parts -Nature & recycled

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Pinterest - Loose Parts -Nature & recycled

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When it comes to children's mental health, things are never black and white.

It's easier to understand children's mental health through risk and protective factors. The relationship between these two factors can influence mental health in a substantial way.

In other words, your goal as a parent or carer in promoting your child's mental health is to reduce risk factors while increasing protective factors. This strategy is known to have a positive effect on children's mental development.

Let's try to understand the influence risk and protective factors can have to your child's wellbeing.

Understanding risk and protective factors

Environmental factors play an important part in your children's development (both physical and mental).

As complex as the relationship between risk and protective mental health factors can be, it's important to understand one simple rule. Risk factors increase the likelihood of mental health difficulties while protective factors balance out the risks for mental health difficulties.
How can you identify these two types of risks in your own family environment?
Let's take a look at some their characteristics and a few examples...

Mental health risk factors are the liabilities in your child's environment. They can increase the chance of mental health difficulties down the line. These may be specific events that threaten your child's emotional or social development. They may include events like:

Family conflict or separation

Parents or carers suffering from mental health difficulties

Experiencing natural disasters, stressful events, trauma or abuse

The lack of social support such as a supportive family and close friends

Sometimes these risk factors can seem out of a parent's or carer's control. The best solution whenever struggling with these events is to ask for help. Reaching out for help is a sign of strength and the first step to recovery. There are so many great organisations that are not only helpful but also willing to give a hand.

Tip: Addressing risk factors as early as possible can have a tremendous influence on your child's mental and physical wellbeing.

Mental health protective factors encourage a stable environment for your child. Protective factors can balance out the risks, offering you a certain amount of control over the prevention of mental health difficulties. They help build a family environment that nurtures resilience. Resilience is the ability to bounce back and recover from life's difficulties. Protective factors include:

A stable and warm home environment

Supportive parents or carers

Ambition to overcome life challenges

Supportive community: family, close friends and neighbours

Routine and consistency

Knowing how mental health risk and protective factors can influence your child's mental health can help parents in a number of ways. They can plan and support those resources that improve their child's wellbeing.

Parents can focus on creating a supportive family environment for their children. A warm home environment can increase your children's sense of belonging and connection, which can protect children from emotional vulnerabilities.

Try to assist your child's social and emotional development. Initiate activities that promote a healthy development and celebrate developmental milestones. This will strengthen the bond with your child. Most of the time, strong family relationships promote healthy emotional development.

How can parents and carers promote their child's mental health?

Understanding the factors that influence your child's well being is the first step in promoting your child's mental health.

Finding practical ways to do it is the next step.

How can you find practical ways to promote their mental health? Here are a few effective ways you can try...

Teach and help your child to understand, express and manage their feelings. It will help them create healthy coping mechanisms;

Talk about your child's feelings and try to understand and respect them. This will create a strong bond between you and your child, which will help them feel safe and protected;

You can help your child to cope with difficult situations by being supportive;

Teach and help your child to understand stress, loss and grief are normal emotions we all go through in life;

Try to create and maintain routines, as this will create a consistent environment that can help your child feel safe;

Create and maintain a supportive relationship with close family members, it will create a secure environment for your child;

Encourage and initiate activities that stimulate your child's social and emotional skills, such as expressing and managing their emotions. Be on the lookout for fun and interesting ways to stimulate their emotional development;

Look for opportunities to build partnerships and relationships with other parents and carers to support your child;

Observe your child's behaviours and whenever you notice concerning tendencies, don't hesitate to ask for specialised help.

Mental health difficulties can seem overwhelming and scary. The good news is that a supportive and stable environment can go a long way when it comes to supporting your child's wellbeing.

It's important to be involved in your child's development and pay attention to their tendencies and behaviours. Whenever there's cause for concern don't hesitate to ask for specialised help. It can make a big difference in your family's life.

Remember, struggles are meant to be shared.

Content for this article was provided by: KidsMatter Early Childhood. Click here to read a more in-depth article on this topic

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Effective Ways Of Promoting Mental Health In Young Children

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When it comes to children's mental health, things are never black and white. It's easier to understand children's mental health through risk and protective factors. The relationship between these two factors can influence mental health in a substantial way.

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The Environment as the Third Teacher explores spaces, places and relations that enable rich pedagogy and practices.

This full day workshop includes:

Big picture considerations - exploring the role of theories, principles and images, to provide a foundation for the exploration of environments in early childhood contexts.

Designs and dimensions of environments - examining architectural principles and case studies in local Australian contexts to provoke thinking and open possibilities.

Applications - to enable participants to make connections between theories, principles and practice to put in place possibilities (and consider missed opportunities) within educators' own contexts.

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The Environment as the Third Teacher explores spaces, places and relations that enable rich pedagogy and practices. This full day workshop includes: Big picture considerations - exploring the role of theories, principles and images, to provide a foundation for the exploration of environments in early childhood contexts.

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ACECQA- Supporting children to regulate behaviour 

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ACECQA- Supporting children to regulate behaviour 

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Child development theories focus on explaining how children change and grow over the course of childhood. These developmental theories center on various aspects of growth, including social, emotional, and cognitive development.

The study of human development is a rich and varied subject. We all have personal experience with development, but it is sometimes difficult to understand how and why people grow, learn, and act as they do.

Why do children behave in certain ways? Is their behavior related to their age, family relationships, or individual temperaments? Developmental psychologists strive to answer such questions as well as to understand, explain, and predict behaviors that occur throughout the lifespan.

In order to understand human development, a number of different theories of child development have arisen to explain various aspects of human growth.

History of Developmental Theories

Child development that occurs from birth to adulthood was largely ignored throughout much of human history. Children were often viewed simply as small versions of adults and little attention was paid to the many advances in cognitive abilities, language usage, and physical growth that occur during childhood and adolescence.

Interest in the field of child development finally began to emerge early in the 20th century, but it tended to focus on abnormal behavior. Eventually, researchers became increasingly interested in other topics including typical child development as well as the influences on development.

More recent theories outline the developmental stages of children and identify the typical ages at which these growth milestones occur.

Why Developmental Theories are Important

Developmental theories provide a framework for thinking about human growth and learning. But why do we study development? What can we learn from psychological theories of development? If you have ever wondered about what motivates human thought and behavior, understanding these theories can provide useful insight into individuals and society.

An understanding of child development is essential because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational growth that children go through from birth and into early adulthood.

Why is it important to study how children grow, learn, and change? An understanding of child development is essential because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational growth that children go through from birth and into early adulthood.

7 Best-Known Developmental Theories

There are many child development theories that have been proposed by theorists and researchers. Some of the major theories of child development are known as grand theories; they attempt to describe every aspect of development, often using a stage approach. Others are known as mini-theories; they instead focus only on a fairly limited aspect of development such as cognitive or social growth.

Freud's Psychosexual Developmental Theory

Psychoanalytic theory originated with the work of Sigmund Freud. Through his clinical work with patients suffering from mental illness, Freud came to believe that childhood experiences and unconscious desires influenced behavior.

According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behavior. Freud proposed one of the best-known grand theories of child development.

According to Freud's psychosexual theory, child development occurs in a series of stages focused on different pleasure areas of the body. During each stage, the child encounters conflicts that play a significant role in the course of development.

His theory suggested that the energy of the libido was focused on different erogenous zones at specific stages. Failure to progress through a stage can result in fixation at that point in development, which Freud believed could have an influence on adult behavior.

So what happens as children complete each stage? And what might result if a child does poorly during a particular point in development? Successfully completing each stage leads to the development of a healthy adult personality.

Failing to resolve the conflicts of a particular stage can result in fixations that can then have an influence on adult behavior.

While some other child development theories suggest that personality continues to change and grow over the entire lifetime, Freud believed that it was early experiences that played the greatest role in shaping development. According to Freud, personality is largely set in stone by the age of five.

Erikson's Psychosocial Developmental Theory

Psychoanalytic theory was an enormously influential force during the first half of the twentieth century. Those inspired and influenced by Freud went on to expand upon Freud's ideas and develop theories of their own. Of these neo-Freudians, Erik Erikson's ideas have become perhaps the best known.

Erikson's eight-stage theory of psychosocial development describes growth and change throughout life, focusing on social interaction and conflicts that arise during different stages of development.

While Erikson's theory of psychosocial development shared some similarities with Freud's, it is dramatically different in many ways. Rather than focusing on sexual interest as a driving force in development, Erikson believed that social interaction and experience played decisive roles.

His eight-stage theory of human development described this process from infancy through death. During each stage, people are faced with a developmental conflict that impacts later functioning and further growth.

Unlike many other developmental theories, Erik Erikson's psychosocial theory focuses on development across the entire lifespan. At each stage, children and adults face a developmental crisis that serves as a major turning point.

Successfully managing the challenges of each stage leads to the emergence of a lifelong psychological virtue.

Behavioral Child Development Theories

During the first half of the twentieth century, a new school of thought known as behaviorism rose to become a dominant force within psychology. Behaviorists believed that psychology needed to focus only on observable and quantifiable behaviors in order to become a more scientific discipline.

According to the behavioral perspective, all human behavior can be described in terms of environmental influences. Some behaviorists, such as John B. Watson and B.F. Skinner, insisted that learning occurs purely through processes of association and reinforcement.

Behavioral theories of child development focus on how environmental interaction influences behavior and is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B. F. Skinner. These theories deal only with observable behaviors. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement.

This theory differs considerably from other child development theories because it gives no consideration to internal thoughts or feelings. Instead, it focuses purely on how experience shapes who we are.

Two important types of learning that emerged from this approach to development are classical conditioning and operant conditioning. Classical conditioning involves learning by pairing a naturally occurring stimulus with a previously neutral stimulus. Operant conditioning utilizes reinforcement and punishment to modify behaviors.

Piaget's Cognitive Developmental Theory

Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world.

Theorist Jean Piaget proposed one of the most influential theories of cognitive development.

Piaget proposed an idea that seems obvious now, but helped revolutionize how we think about child development: Children think differently than adults.﻿﻿

His cognitive theory seeks to describe and explain the development of thought processes and mental states. It also looks at how these thought processes influence the way we understand and interact with the world.

Piaget then proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development.

Sensorimotor Stage: A period of time between birth and age two during which an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli.

Pre-Operational Stage: A period between ages 2 and 6 during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people.

Concrete Operational Stage: A period between ages 7 and 11 during which children gain a better understanding of mental operations. Children begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts.

Formal Operational Stage: A period between age 12 to adulthood when people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

Bowlby's Attachment Theory

There is a great deal of research on the social development of children. John Bowbly proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life.

Bowlby's attachment theory suggested that children are born with an innate need to form attachments. Such attachments aid in survival by ensuring that the child receives care and protection. Not only that but these attachments are characterized by clear behavioral and motivational patterns.

In other words, both children and caregivers engage in behaviors designed to ensure proximity. Children strive to stay close and connected to their caregivers who in turn provide a safe haven and a secure base for exploration.

Researchers have also expanded upon Bowlby's original work and have suggested that a number of different attachment styles exist. Children who receive consistent support and care are more likely to develop a secure attachment style, while those who receive less reliable care may develop an ambivalent, avoidant, or disorganized style.

Bandura's Social Learning Theory

Social learning theory is based on the work of psychologist Albert Bandura. Bandura believed that the conditioning and reinforcement process could not sufficiently explain all of human learning.

For example, how can the conditioning process account for learned behaviors that have not been reinforced through classical conditioning or operant conditioning According to social learning theory, behaviors can also be learned through observation and modeling.

By observing the actions of others, including parents and peers, children develop new skills and acquire new information.

Bandura's child development theory suggests that observation plays a critical role in learning, but this observation does not necessarily need to take the form of watching a live model.﻿﻿

Instead, people can also learn by listening to verbal instructions about how to perform a behavior as well as through observing either real or fictional characters displaying behaviors in books or films.

Vygotsky's Sociocultural Theory

Another psychologist named Lev Vygotsky proposed a seminal learning theory that has gone on to become very influential, especially in the field of education. Like Piaget, Vygotsky believed that children learn actively and through hands-on experiences.

His sociocultural theory also suggested that parents, caregivers, peers, and the culture at large were responsible for developing higher-order functions. In Vygotsky's view, learning is an inherently social process. Through interacting with others, learning becomes integrated into an individual's understanding of the world.

This child development theory also introduced the concept of the zone of proximal development, which is the gap between what a person can do with help and what they can do on their own. It is with the help of more knowledgeable others that people are able to progressively learn and increase their skills and scope of understanding.

A Word From Verywell

As you can see, some of psychology's best-known thinkers have developed theories to help explore and explain different aspects of child development. While not all of these theories are fully accepted today, they all had an important influence on our understanding of child development.

Today, contemporary psychologists often draw on a variety of theories and perspectives in order to understand how kids grow, behave, and think. These theories represent just a few of the different ways of thinking about child development.

In reality, fully understanding how children change and grow over the course of childhood requires looking at many different factors that influence physical and psychological growth. Genes, the environment, and the interactions between these two forces determine how kids grow physically as well as mentally.

Additional Reading

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Influential Theories About How Children Grow and Develop

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There are many development theories. Learn some of the best-known child development theories as offered by Freud, Erickson, Piaget, and other famous psychologists.

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View current and previous NQF Snapshots, which provide an overview of the Australian children's education and care sector, including the progress and results of quality assessment and rating against the National Quality Standard (NQS).

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The Education and Care Services National Regulations (National Regulations) support the National Law by providing detail on a range of operational requirements for an education and care service including:

the National Quality Standard (schedule 1)

application processes for provider and service approval

setting out the rating scale

the process for the rating and assessment of services against the National Quality Standard

minimum requirements relating to the operation of education and care services organised around each of the seven quality areas

staffing arrangements and qualifications

fees for a range of transactions.

jurisdiction-specific provisions

To purchase a hard copy of the regulations from The Information Management Group (TIMG):

You can contact TIMG directly at NSWLegislation@timg.com or via 02 9210 5920

Download the Western Australian Education and Care Services National Regulations.

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The Education and Care Services National Regulations (National Regulations) support the National Law by providing detail on a range of operational requirements for an education and care service including: the National Quality Standard (schedule 1) application processes for provider and service approval setting out the rating scale the process for the rating and assessment of services against the National Quality Standard minimum requirements relating to the operation of education and care services organised around each of the seven quality areas staffing arrangements and qualifications fees for a range of transactions.

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Under the National Law, services must deliver an educational program to all children being educated and cared for that is:

delivered in accordance with that approved learning framework

based on the developmental needs, interests and experiences of each child

designed to take into account the individual differences of each child.

National approved learning frameworks

There have been 2 national approved learning frameworks in operation under the NQF since 2012, which outline principles, practices and learning outcomes that guide educational leaders and educators in their curriculum decision-making, and assist them in planning, delivering and evaluating quality programs in early childhood and school age settings.

Following a process to refresh the national frameworks, updated versions of both national approved learning frameworks were released in early 2023.

Approved providers and their services are now encouraged to begin familiarising themselves with the updated learning frameworks and adjusting relevant aspects of their educational program and practice where needed to reflect new or amended aspects of the frameworks.

The original national learning frameworks will remain in operation alongside the updated Frameworks, until early 2024, to enable approved providers and their services time to transition to the updated learning frameworks.

Purchase hard copies of the Approved Learning Frameworks on our secure online payment portal.
Other state and territory frameworks
There are also the following approved learning frameworks specific to Victoria:

Resources to support implementation of EYLF V2.0 and MTOP V2.0

New information sheets on elements of the EYLF V2.0 and MTOP V2.0

Belonging, Being and Becoming: The Early Years Learning Framework My Time, Our Place: Framework for School Age Care

What's changed in the national approved learning frameworks?

The updates to both frameworks are the results of a robust process to assess options and provide recommendations for change. This included reviewing contemporary research, comprehensive stakeholder engagement nationally, and piloting of proposed changes across a range of education and care settings.

The changes you will find in both framework documents comprise a mix of clarifications and expanded explanations across parts of the original Approved Learning Frameworks, and a smaller number of more substantial changes, including the addition of 3 new principles and updated practices across all relevant aspects of V2.0 of both national Frameworks.

The main differences you will see are a stronger connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, inclusion and the addition of 3 new principles.

Vision

Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks including the vision, principles, practices and outcomes

Pedagogy and educator's professional practice

Strengthening the link between the vision and planning cycle

Principles

Strengthening the principle of ongoing learning and reflective practice

Introducing a new principle promoting collaborative leadership

Introducing a new sustainability principle

Strengthening the principle of high expectations and equity

Updating the principle of secure, respectful and reciprocal relationships to include relational pedagogy

Strengthening partnerships to include other professionals

Practices

Clarifying the meaning of holistic approaches

Strengthening the connection between play-based learning and intentionality

Replacing cultural competence with cultural responsiveness

Aligning assessment and evaluation for learning development and wellbeing

Learning outcomes

Expanding and strengthening guidance to support the Outcomes

In 2020, Education Ministers commissioned an update of the 2 national approved learning frameworks.

Both frameworks have proved integral to the success of the National Quality Framework for close to a decade. The purpose of this update was to ensure they continue to reflect contemporary developments in practice and knowledge, while supporting all educators to promote the wellbeing, learning and development of each child.

After more than a decade in use, it was agreed that it's important they remain current and support effective foundations for high quality education and care, and relationships across the early childhood and school age service system.

A national Consortium led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University was engaged by ACECQA, on behalf of all governments, to deliver the 2021 National Quality Framework (NQF) Approved Learning Frameworks Update project.

The project commenced in 2021 and was delivered over 3 stages.

In Stages 1 and 2, the  Literature Review, surveys and stakeholder feedback on the  Discussion Paper  highlighted the strengths of the original national Approved Learning Frameworks and identified areas where they could be improved.

Potential areas for improving the original frameworks were explored in the Discussion Paper, aiming to strengthen the connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, and inclusion.

During Stage 3, the Consortium piloted the potential updates to the 2 national Frameworks in 16 ECEC and OSHC services across Australia to inform their recommendations to governments and ACECQA on areas for improvement, and how any changes are best implemented.

The pilot sites included a diverse range of service types across jurisdictions.
Throughout the pilot, service leaders and educators provided feedback to the Consortium on the clarity, useability and efficacy of the potential updates. They also shared their insights on opportunities for further improvement and on implementation.

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Under the National Law and Regulations, services are required to base their educational program on an approved learning framework.

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The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.

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An international agreement for child rights

Thirty years ago, world leaders made a historic commitment to the world's children by adopting the United Nations Convention on the Rights of the Child - an international agreement on childhood.

It's become the most widely ratified human rights treaty in history and has helped transform children's lives around the world.
Learn more about the Convention on the Rights of the Child with our simplified guide:

Article 1 Everyone under 18 years of age has all the rights in this Convention.

Article 2 The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from.

Article 3 All organisations concerned with children should work towards what is best for each child.

Article 4 Governments should make these rights available to children.

Article 5 Governments should respect the rights and responsibilities of families to guide their children so that, as they grow up, they learn to use their rights properly.

Article 6 Children have the right to live a full life. Governments should ensure that children survive and develop healthily.

Article 7 Children have the right to a legally registered name and nationality. Children also have the right to know their parents and, as far as possible, to be cared for by them.

Article 8 Governments should respect a child's right to a name, a nationality and family ties.

Article 9 Children should not be separated from their parents unless it is for their own good. For example, if a parent is mistreating or neglecting a child. Children whose parents have separated have the right to stay in contact with both parents, unless this might harm the child.

Article 10 Families who live in different countries should be allowed to move between those countries so that parents and children can stay in contact, or get back together as a family.

Article 11 Governments should take steps to stop children being taken out of their own country illegally.

Article 12 Children have the right to say what they think should happen when adults are making decisions that affect them and to have their opinions taken into account.

Article 13 Children have the right to get and to share information, as long as the information is not damaging to them or to others.

Article 14 Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide children on these matters.

Article 15 Children have the right to meet with other children and young people and to join groups and organisations, as long as this does not stop other people from enjoying their rights.

Article 16 Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their family and their home.

Article 17 Children have the right to reliable information from the media. Mass media such as television, radio and newspapers should provide information that children can understand and should not promote materials that could harm children.

Article 18 Both parents share responsibility for bringing up their children and should always consider what is best for each child. Governments should help parents by providing services to support them, especially if both parents work.

Article 19 Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.

Article 20 Children who cannot be looked after by their own family must be looked after properly by people who respect their religion, culture and language.

Article 21 When children are adopted the first concern must be what is best for them. The same rules should apply whether children are adopted in the country of their birth or if they are taken to live in another country.

Article 22 Children who come into a country as refugees should have the same rights as children who are born in that country.

Article 23 Children who have any kind of disability should receive special care and support so that they can live a full and independent life.

Article 24 Children have the right to good quality health care, clean water, nutritious food and a clean environment so that they will stay healthy. Richer countries should help poorer countries achieve this.

Article 25 Children who are looked after by their local authority rather than their parents should have their situation reviewed regularly.

Article 26 The Government should provide extra money for the children of families in need.

Article 27 Children have the right to a standard of living that is good enough to meet their physical and mental needs. The government should help families who cannot afford to provide this.

Article 28 Children have the right to an education. Discipline in schools should respect children's human dignity. Primary education should be free. Wealthier countries should help poorer countries achieve this.

Article 29 Education should develop each child's personality and talents to the full. It should encourage children to respect their parents, their cultures and other cultures.

Article 30 Children have the right to learn and use the language and customs of their families, whether or not these are shared by the majority of the people in the country where they live, as long as this does not harm others.

Article 31 Children have the right to relax, play and to join in a wide range of leisure activities.

Article 32 Governments should protect children from work that is dangerous or that might harm their health or education.

Article 33 Governments should provide ways of protecting children from dangerous drugs.

Article 34 Governments should protect children from sexual abuse.

Article 35 Governments should make sure that children are not abducted or sold.

Article 36 Children should be protected from any activities that could harm their development.

Article 37 Children who break the law should not be treated cruelly. They should not be put in a prison with adults and should be able to keep in contact with their family.

Article 38 Governments should not allow children under 15 to join the army. Children in war zones should receive special protection.

Article 39 Children who have been neglected or abused should receive special help to restore their self-respect.

Article 40 Children who are accused of breaking the law should receive legal help. Prison sentences for children should only be used for the most serious offences.

Article 41 If the laws of a particular country protects children better than the articles of the Convention, then those laws should override the Convention.

Article 42 Governments should make the Convention known to all parents and children.

The full Convention on the Rights of the Child has 54 articles in all. Articles 43-54 are about how adults and governments should work together to make sure that all children get all their rights.

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United Nations convention on the rights of the child

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Thirty years ago, world leaders made a historic commitment to the world's children by adopting the United Nations Convention on the Rights of the Child - an international agreement on childhood. It's become the most widely ratified human rights treaty in history and has helped transform children's lives around the world.

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For many, art in a classroom is seen as a finished product made of paint, clay, or collage materials, but for others, art refers to spontaneous, open-ended, and often messy explorations with little to no direction from the teacher. At The Compass School, we use the word "art" to describe a lively process of engagement that is reflective, creative and deliberate and that deepens and extends the children's learning.

Through encounters with a wide range of media and materials, children become more comfortable and skilled and begin to use the materials to communicate or represent their understandings, emotions, discoveries, and interests. The schools in Reggio Emilia, Italy refer to this communication as " The Hundred languages ". Through these "hundred languages" of expression and representation, children have the opportunity to collaborate, realize new perspectives and deepen their relationships with each other.

At municipal schools in Reggio Emilia and The Compass School in Cincinnati, Ohio, there is a space called the atelier. This space has art supplies and various materials for children to work with (such as recyclable materials). In addition to the atelier, there is an Atelierista, whose goal is to support the hundred languages of our children by facilitating short and long-term art projects. Our Atelierista is Silivia Cattini, who is originally from Milan, Italy. She understands the power of art and how it can shape her practices with children. Silvia's teaching and learning are inspired by the pedagogy of the schools in Reggio Emilia and their emphasis on the "hundred languages". She takes advantage of opportunities to look closer at the role of art in the lives of our children and pays special attention to the ways that art invites children to look at things closely, ask questions, take on new perspectives, explore emotions, examine thinking, and communicate and listen to themselves and their peers.

Offering open-ended experiences

As parents and teachers, we should reconsider the art activities we offer our children. Rather than planning product-oriented art activities, that encourage "copycat" artwork, which can discourage a child's individual creativity, try offering an art medium such as watercolor paint and brushes, which allows the child to experience the process of creating art.

The goal of offering open-ended art experiences with various media is to emphasize the process of creation, rather than the goal of being a finished product. By introducing art media through open-ended full explorations, children come to fully understand a medium: how it behaves, how it can be used, how it feels on our bodies and what tools are needed to work with it. This knowledge provides the foundation for using art as a tool for thinking in the classroom.

When introducing various media, we suggest providing and modeling support about techniques for using art media to help build skills. Offering children repeated opportunities with a medium helps them become more fluent in the language of art. For example, offering tempera paint and brushes and inviting children to explore the paint with all their senses. Encouraging children to experience the paint with their hands and asking them how it feels, testing to see how the paint moves on rough paper vs. smooth paper, asking them to observe the marks the paint makes using a thick brush vs. a thin brush helps to foster the foundation for using art as a tool for thinking and allows the child to become fluent in various media.

Process vs. Product Art in Early Childhood Education

If our goal is to encourage children's creativity through developmentally appropriate art experiences we must understand the differences between process-focused art and product-focused art. Laurel Bongiorno, PhD and Dean of the Division of Education and Human Studies at Champlain College, shares a review of these differences in her article, "How Process Art Experiences Support Preschoolers".

PROCESS-FOCUSED ART VS PRODUCT-FOCUSED ART

Characteristics of Process-Focused Art Experiences

Characteristics of Product-Focused Art Experiences

There are no step-by-step instructions

Children have instructions to follow

There is no sample for children to follow

The teacher created a sample for the children to follow

There is no right or wrong way to explore and create

There's a right way and a wrong way to proceed

The art is focused on the experience and on exploration of techniques, tools, and materials

The children's finished art all looks the same

The art is unique and original

The teacher might "fix mistakes"

The experience is relaxing or calming. The art and experience is entirely a child's own

The whole class took part in an art project at the same time

Ideas are not readily available online

Patterns and examples are readily available online

Development from processed-focus art

The purpose of process-focused art in approaches toward learning is to include support and opportunities for children to take initiative, to be engaged and to be creative. Process art also supports the development and learning of the whole child in all content areas of the curriculum which include:

Social and emotional development - the children relax, focus, feel successful and can allow them to express their feelings

Language and literacy development Children may choose to discuss their art and add print to it (on their own or by dictating to a teacher)

Cognitive development Children compare, predict, plan, and problem solve

Physical development Children use small motor skills to paint, write, glue, use clay, and make collages.

Art in a Reggio environment should be an interpretation of an experience, not a copy of other's ideas or suggestions. Art should be treated as an expression of the child's current understandings, rather than a representation of an object. This perspective makes art a tool for making meaning. Art media is just that, a tool to help children make their ideas, thoughts, theories, and perspectives visible and to construct a new understanding of the subject.
click here for a tour of a school in your area! Resources:
How Process Art Experiences Support Preschoolers by Laurel Bongiorno, PhD in TEACHING YOUNG CHILDREN VOL. 7 NO. 3

The Language of Art: Inquiry -based Studio practices in Early Childhood Settings, by Ann Pelo, Red Leaf Press 2007.

More Than Painting, Preschool and Kindergarten: Exploring the Wonders of Art, by Sally Moomaw and Brenda Hieronymus, Red Leaf Press 1999.

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The Language of Art: Reggio Emilia Art Activities for the Classroom

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For many, art in a classroom is seen as a finished product made of paint, clay, or collage materials, but for others, art refers to spontaneous, open-ended, and often messy explorations with little to no direction from the teacher.

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The child

is made of one hundred.

The child has

a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred always a hundred

ways of listening

of marveling of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

The child has

a hundred languages

(and a hundred hundred hundred more)

but they steal ninety-nine.

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.

Loris Malaguzzi (translated by Lella Gandini)

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The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.