• Every Child – Vol. 26 No. 2 2020
  • Contents
  • Editorial
  • A passion for quality
  • Connecting with families in challenging times
  • Early learning beyond the pandemic
  • Forever thankful to you (free article)
  • Getting the most out of online learning
  • Inspiring children’s ideas to grow
  • More than pretty pictures
  • Planting the seed of caring for Country
  • Self-care in the COVID-19 world
  • Supporting children through the pandemic
  • The language of friendship
• Every Child – Vol. 26 No. 1 2020
  • Contents
  • Editorial
  • Beginning a mindfulness journey
  • Challenging a teacher’s social boundaries
  • Children’s meaning-making of Widjabul Wia-bal Country
  • Government’s priority to improve preschool participation
  • Growing up in the best of health
  • How a village raised a top leader
  • Perspectives on … Educating in uniform
  • Technologies and pretend play (free article)
  • The fundamental value of democracy
  • The outdoor space
  • Tribute to June Wangmann
• Every Child – Vol. 25 No. 4 2019
  • Contents
  • Editorial (free article)
  • A career sparked in childhood
  • A garden for the young and the young at heart
  • A holistic look at wellbeing (free article)
  • Bite size pedagogy
  • Children’s voices in the rainforest
  • In their shoes
  • Pedagogical documentation as a tool for change
  • Perspectives On … uniforms for educators
  • Rewarded for enriching early learning
  • The dynamics of mathematics in children’s pretend play
  • The importance of kindness and inclusion in early childhood
  • The philosophy of ditching the desk
  • Walking a slow path for long-term change
• Every Child – Vol. 25 No. 3 2019
  • Contents
  • Editorial (free article)
  • Addressing trauma and disadvantage in the early years
  • Challenging a traditional way of engaging with multicultural practices
  • Devoted to education and care
  • Effective leadership: Why is it so important? (free article)
  • Good mornings in the garden
  • Leadership quotes
  • Perspectives on … homework in OSHC
  • Planting the seeds of learning
  • Responding to children’s behaviour
  • Rethinking relationships with families
  • The significance of critical reflection: Unsettling ‘old ways’
  • Where the big kangaroos once roamed
• Every Child – Vol. 25 No. 2 2019
  • Contents
  • Editorial (free article)
  • An Aboriginal perspective in Bronfenbrenner’s remodelling
  • Finding identity on their terms
  • Keeping children safe: Reviewing child-protection practice
  • Living and breathing early learning
  • One journey towards reconciliation
  • Perspectives on … graduation ceremonies
  • Rain, rain here you stay
  • The curious world of two-year-olds
  • The gift of feedback
  • To sleep or not to sleep?
  • We must value all children
  • What’s the ‘big ideas’? (free article)
• Every Child – Vol. 25 No. 1 2019
  • Contents
  • Editorial (free article)
  • Aligning Bronfenbrenner’s model with UNESCO’s dimensions of sustainability
  • Every Child profile: Julie Rutups
  • Learning to babble: Why children are essential to social justice and reconciliation
  • My reflections on reconciliation (free article)
  • Our trees: From observation to quality improvement
  • Perspectives on… group time
  • Planning cycle deconstructed
  • Rhythms of rest: Creating spaces for wellness in our routines
  • The rights of the child in a world of expectations, plans, goals and intentions
  • Then, now and in the future
• Every Child – Vol. 24 No. 4 2018
  • Contents
  • Editorial (free article)
  • AISWA Study Tours to Scotland’s Forest Kindergartens
  • An ‘overwhelmingly positive’ experience
  • Are all families visible? Exploring LGBTQI+ families in early childhood
  • Challenging behaviours: Could giftedness be a factor?
  • ECA welcomes a new mental health in education initiative … Hello Be You!
  • Ensuring real progress for all Aboriginal and Torres Strait Islander children
  • Families learning together! The Home Interaction Program for Parents and Youngsters (HIPPY): An intentional curriculum for children and families
  • Finding your identity as a leader in early childhood—an organisation’s approach to developing leadership skills
  • How mentors support and shape new educators: A perspective from a mentee
  • Keeping Aboriginal voices close: Finding a third space in which to teach (free article)
  • Learning and teaching in community
  • Learning to unlead: The practice of love and hope as a revolutionary approach to leading
  • Quirindi Preschool leading community change: Rethinking, reducing, re-using and recycling
  • Self-determination, strong and proud Aboriginal identities and resilience
  • THE Pod initiative by Investing In Our Youth
  • The Self-Reg early childhood educator (free article)
  • What’s in a name? Being a childhood professional
• Every Child – Vol. 24 No. 3 2018
  • Contents
  • Editorial (free article)
  • Box of provocations for early childhood educators
  • Communicating family diversity and celebrations (free article)
  • Congratulations to an ‘exceptional female researcher’
  • Embedding Aboriginal perspectives through community engagement
  • Every Child Profile: Fay Hadley
  • Lively, open, mindful communication
  • Playing with Gratitude Project: A personal and professional transformation
  • Ready or not? Supporting high-quality programs for three-year-olds
  • Reflecting social change: Father-inclusive practice
  • Relatedness as reconciliation: Personal storying for cultural integrity
  • Stretching and disrupting for reconciliation (free article)
  • Supporting our most vulnerable and victimised children
  • Taking time is of the essence
  • The local library—unpacking the potentials
  • Transition to school: A primary perspective
  • What collaboration looks like in the Victorian Maternal and Child Health practice
• Every Child – Vol. 24 No. 2 2018
  • Contents
  • Editorial (free article)
  • A rich history—80 years of ECA
  • Embed, Enable and Strive: ECA’s Reconciliation Action Plan 2017–2020
  • Ethical encounters within cultural competence
  • Healthy breathing habits can help calm and focus children
  • How does ECA work—how can you support your local branch?
  • Our trauma odyssey
  • Pedagogy: ‘the art or science of teaching’
  • Quality outcomes for children—taking steps backwards to move forwards
  • Shifting the car park conversations: Creating outdoor spaces for and with families
  • STEM in early childhood—why does it matter?
  • STEM practice in early childhood settings (free article)
  • The homework debate for young learners
  • Unleashing leadership at every level (free article)
  • Unpacking writing: A kindergarten class’s journey (free article)
  • Working in meaningful ways with families towards reconciliation through the co-construction of artwork
• Every Child – Vol. 24 No. 1 2018
  • Contents
  • Editorial: Wellbeing and much more … (free article)
  • ‘A process of self-reflection’: Experiencing culture and Country
  • Daily transitions: a make or break (the day) experience
  • Growing healthy minds since 2009
  • Improving air quality with indoor plants at the Honey Tree Preschool Bellbird (free article)
  • Including children’s voices
  • Kicking goals—learning new skills takes time
  • Letters around Annandale: An architectural alphabet hunt
  • ‘Love children with our eyes open and our brain engaged’: Interview with Margaret Sims
  • Our journey towards reconciliation
  • Reading with dad—links to language development
  • Supporting wellbeing
  • Wellbeing for educators in before and after school care (free article)
  • When you have concerns about a child’s development
• Every Child – Vol. 23 No. 4 2017
  • Contents
  • Editorial: A focus on advocacy (free article)
  • Advocacy—at the heart of ECA’s work
  • Advocacy in action (free article)
  • Being an exceptional self
  • Choosing books for children—it matters!
  • Continuous improvement in early childhood education and care settings: Transforming practice through integrating leadership and evidence-based strategies
  • Dance-play as a language of childhood
  • Digital Policy Statement
  • Embedding culture into teaching and learning in Galiwin’ku Families as First Teachers playgroup
  • Giving children credit … Tackling issues of social justice in early childhood (free article)
  • Phonics in an early years literacy program—getting the balance right (free article)
  • Planning for long-term professional development
  • STREAM—Nature Pedagogy and Outdoor Makerspaces at Carlingford West
  • Vale Emeritus Professor Collette Tayler
  • What does play in early childhood settings have to do with family violence?
  • When the market doesn’t deliver
• Every Child – Vol. 23 No. 3 2017
  • Contents
  • Editorial: Reconciliation—the heart of advocacy (free article)
  • A ‘reconciliation’ journey: Our story
  • Australia’s children from birth to adulthood—what do the Report on Government Services 2017 and 2016 Overcoming Indigenous Disadvantage report tell us?
  • Being a global leader (free article)
  • Childcare co-working: The new phenomenon
  • Dreaming corner: ‘First People’ role-plays for your room
  • ECA Code of Ethics in action
  • ECA’s reconciliation journey
  • Establishing a child’s bedtime routine while nurturing their love of books
  • Every day, every child, every time
  • Learning about how to learn: My experience
  • Living and learning in a remote Aboriginal community (free article)
  • Narragunnawali: Reconciliation in Schools and Early Learning
  • Reconciliation Action Plans: Including children’s voices
  • Risk taking and natural outdoor space in early childhood settings
  • Spatial reasoning and mathematics in early childhood education
  • The importance of the early years and the Tasmanian B4 Early Years Coalition
  • The mindful educator
• Every Child – Vol. 23 No. 2 2017
  • Contents
  • Editorial: Inclusion—everyone’s business (free article)
  • A practical tale of inclusion
  • Changes to the NQF from October 2017
  • Children have the right to be heard—but how do we listen?
  • Children’s rights in Australia: How advocating through pedagogy and practices can help create a generation of active child citizens
  • Inclusion for our culturally and linguistically diverse community (free article)
  • Inclusion—good practice, great outcomes
  • Inclusion is for every child, every time
  • Introduce a new language at your preschool: You’ll be amazed at what unfolds
  • Partnerships with families of young children with disabilities (free article)
  • Ready children, ready families and ready schools
  • Reconciliation and inclusion
  • Reflections on a visit to Reggio Emilia early childhood centres in Italy
  • Research paper reports on consistency and efficiency in the NQF
  • Simple changes cut waste and enrich children’s learning at Illawarra Area Child Care
  • The anti-bias approach in early childhood 15 years on …
  • The importance of developing language and literacy skills
  • Tribute to Andrea Ruth McGuffog
  • Vocational Education and Training—The ECA Statement on the inclusion of every child in early childhood education and care
  • Walking together with families toward inclusion
  • Why that photo?
• Every Child – Vol. 23 No. 1 2017
  • Contents
  • Editorial: Reflecting on the ECA National Conference (free article)
  • Building parents’ understandings of early learning and quality early childhood education and care
  • Culture of inquiry—a ticket to Darwin
  • Documentation: What is all the fuss about?
  • Empowering children in their choices (free article)
  • Engaging pre-service and early career educators—leadership and advocacy
  • Finding the balance: A play-framework for play-based learning and intentional teaching in early childhood education (free article)
  • Learning with nature—inside, outside and beyond
  • Making inclusion a priority: Queensland invests in skills and knowledge
  • Message from the ECA National President
  • My Scandinavian sabbatical—images of the child and the educator
  • New logos: Start a conversation about the National Quality Framework
  • Photographs—a window to take a look at children’s learning
  • Re-imagining childhood
  • Sustainability in action—an outback action research project
  • The Code of Ethics: A cornerstone for our profession
  • Using visual information for learning
• Every Child – Vol. 22 No. 4 2016
  • Contents
  • Editorial: Learning about rights and respect (free article)
  • Announcing Australia’s participants in the next Global Leaders for Young Children program
  • Are some children at your service gifted?
  • Breaking down the myths of our practice
  • Children’s spirituality: An introduction—Pam Linke (free article)
  • Connecting to place
  • Early childhood education and care—25 years of the Convention on the Rights of the Child
  • Establishing cultural connections with your CALD children, families and educators
  • Exploring with twenty-first century skills
  • Guest statement: Early childhood is the ideal settings for learning about rights and respect—Megan Mitchell (free article)
  • High expectations and equity of children: What does this mean and how does it look in practice?
  • How a tablet found its way
  • Just ask them! Empowering students to direct their own learning
  • Playing with phonics: Teaching letters and sounds
  • Practical tips for top breastfeeding support in early childhood education and care
  • Reconciliation in early childhood settings: A whole-team approach
  • Rhythm and movement could help children self-regulate
  • Routines in early childhood—what are they and why are they important?
  • Should discretionary foods be offered at early years services?
  • State of early learning in Australia—Quality snapshot
  • The importance of teaching social and emotional skills in early learning
  • What are Dreaming stories?
  • What rights do young children have in research?
• Every Child – Vol. 22 No. 3 2016
  • Contents
  • Editorial: Reflecting on professionalism (free article)
  • Banking book knowledge
  • Bird watching with young children
  • Building skills, building inclusion for Queensland
  • Ethics and the law (free article)
  • Families as First Teachers and the Abecedarian Approach Australia (free article)
  • Growing a growth mindset through the use of outdoor spaces
  • Guest statement: Putting children first—Advocating for early learning
  • How do we support the inclusion of CALD children with disabilities into our services?
  • How early learning settings ‘amplify’ children’s natural development
  • Learning and living in the twenty-first century
  • Moving movements: Syrian children inspire on the road to recovery
  • Our history, our story, our future: Reconciliation Symposium 2016
  • Our journey of space at UnitingCare Jack and Jill Preschool
  • Professional relationships with families
  • Putting the local Australian Early Development Census (AEDC) data into practice
  • Reflecting on Reconciliation
  • The introduction of the National Disability Insurance Scheme (NDIS)
  • The technology conversation
  • The Valuing Children Initiative
  • Toilet talk
• Every Child – Vol. 22 No. 2 2016
  • Contents
  • Editorial: Early learning—time to talk it up! (free article)
  • A celebration for Tonia Godhard AM—a great Australian
  • Access to effective early learning programs is not easy—Collette Tayler and Dan Cloney (free article)
  • Consulting with children—Meg Jones
  • Cultural considerations: Welcoming refugee children and families into our services—Meni Tsambouniaris (free article)
  • Developing empathy in kindergarten students—Kate Turner
  • Early learning: Everyone benefits—a campaign to shift the paradigm on how Australia values the early years—Sam Page
  • Farewell to the performance review!—Lisa Bryant
  • Guest statement: Investing in our future—Anne Hollonds
  • In relation to students I will … —Karen Hope
  • Inappropriate weather or inappropriate clothing?—Joshua Miles
  • Languages in the Australian Curriculum—Dr Tracey McAskill
  • My time in Newman—Kaye van Nieuwkuyk
  • Nature pedagogy in a remote context—Wendy Gorman and Sarah Mortimer
  • Nutrition as intervention: The power of a carefully crafted nutrition program in developing the health of vulnerable children—Dr Loraine Fordham
  • Rain, hail or shine—It’s not ‘just play’—Bernadette Hayes
  • Reviewing Early Childhood Australia’s Code of Ethics—Anne Kennedy, Lennie Barblett and Catharine Hydon
  • Sorry sorry—Jo Darbyshire
  • The wonders of messy play—Fiona Howie
  • We have a responsibility—Daniel Donahoo
  • What the AEDC data is telling us—Chris Steel
• Every Child – Vol. 22 No. 1 2016
  • Contents
  • Editorial (free article)
  • Alison Elliott—Farewell and thank you
  • Efficiency in early childhood education
  • Guest statement: Professional development and learning communities
  • Hearing children’s voices
  • Leadership … is an elective for diploma-qualified educators
  • Leadership and professional evaluation
  • Mandatory reporting—make the call
  • Model of pedagogical leadership
  • My environment—Home among the tuart trees
  • Playful learning about technology: Live Wires forums
  • Professional development at Malin Friends Kindergarten—Online ECA Learning Hub
  • Professional learning and development—for you and your organisation
  • Professional learning—a combined approach for families and staff
  • Reflective practice: Making a commitment to ongoing learning (free article)
  • She’s a real artist: Working with artists in early childhood settings
  • Student practicum—It’s every educator’s business
  • The ethics of professionalism: The art of doing what is right (free article)
  • The heart of sustainability
  • The NQS goes to school
  • The You Yangs Cultural Family Day: Understanding Indigenous ways
  • Transitions to belonging
  • Welcome to (y)our place: An open door in action
  • Working to their rhythms