• 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
• Every Child – Vol. 21 No. 4 2015
  • Contents
  • Editorial (free article)
  • A recipe for parent partnership
  • A walk on the wild side at Quirindi Preschool
  • Art or craft: Interest or Pinterest?
  • Artworks in residence: Creativity and imagination as a way of meaning-making
  • Celebrating excellence in early childhood—Interview with Heather Barnes
  • Composting: How to get started in your service
  • Creativity and higher-order thinking (free article)
  • Crossing the ditch: Spending time with Te Rito Maioha Early Childhood in New Zealand
  • Early childhood education: Pushing for better talent
  • ECA Learning Hub: Online menu
  • Grandparenting benefits us all
  • Guest statement: Creativity—the arts curriculum
  • Investing in Australia’s future
  • Making marks—thinking for art
  • Move to music
  • Programming for social and emotional learning in outside school hours care
  • Puppet power
  • Technology in the early years: Start with what you know
  • The development of Ngaanyatjarra Story Time at playgroup
  • The ethics of excursions (free article)
  • Tribute to Dr Elizabeth Jean Mellor
  • Weaving connections: Body and mind
• Every Child – Vol. 21 No. 3 2015
  • Contents
  • Editorial (free article)
  • ‘That’s my favourite tree; I used to climb on it’ Children’s perspectives on outdoor play
  • A place for men in the care and education of children under five in Australia
  • A professional journey in Darwin
  • Abseiling and parenting
  • All kinds of leaders
  • Being creative and copyright aware
  • Debunking the myths
  • Early childhood education and care setting: Workplace care
  • Enabling change through education for children and their families experiencing vulnerability and disadvantage
  • Food for thought (free article)
  • Getting along with others: Ideas for supporting children
  • Guest statement: Productivity Inquiry report
  • ‘I’m all ears’: Can your child hear?
  • Mixed-age grouping: Why we love it (free article)
  • NAIDOC Week reflection
  • Online learning with ECA: A little or a lot
  • Reflection on the ECA Reconciliation Symposium
  • Shining an ethical light on egg-hatching programs
  • Sustainability at Berry Springs Preschool
  • The Paddock: A place for learning, discovery and adventure
  • Transforming learning environments into a world of possibilities
  • Tribute to Elizabeth Dau
  • Tribute to Susan Teather … one year on
  • Why is the outdoor environment in our school just as important as the indoor classrooms?
• Every Child – Vol. 21 No. 2 2015
  • Contents
  • Editorial (free article)
  • Advocacy: It’s everyone’s business
  • Aptitude, affordability and access
  • Babies and bathwater
  • Campus excursions: Learning in the local environment (free article)
  • Chicken hatching programs: An ethical choice
  • Children and the law: The complexities of recognising the rights of children in a family law setting
  • Collaborative approaches: Strengthening multidisciplinary relationships to enhance assessment practice
  • Community engagement
  • ECA Learning Hub Q&A
  • Families as first teachers: Engaging families, strengthening learning and successful transitions
  • Frames before facts
  • Learning to read is no trivial matter
  • Needs to know
  • Start a fire in the garden
  • Technology in early childhood: The future is today
  • The big ideas of mathematics
  • The child as researcher
  • The fish baking story: Beliefs behind your practice (free article)
  • The gift of a future
  • The importance of tummy time
  • The strengths of Aboriginal & Torres Strait Islander child-rearing practices
  • When educators become family
• Every Child – Vol. 21 No. 1 2015
  • Contents
  • Editorial (free article)
  • Children’s rights and mandatory detention
  • A student perspective: Making a conscious effort in the way we choose to view children as a whole
  • Children’s rights charter
  • An injection of confidence
  • Engaging in safe risks: A way to prepare children for bigger challenges
  • A ladder to the sky
  • Children should be seen and not heard (free article)
  • Environmental education with infants and toddlers: A continuing journey
  • Financing the future or going backwards?
  • A new approach to educational disadvantage
  • Leadership and lollipop moments (free article)
  • Realising early childhood development’s promise
  • Renewal through renovations at Plumtree
  • Renovation and reinvigoration at Campbell Street
  • Reviewing the Code of Ethics
  • Rights and reconciliation
  • Tomorrow’s advocates for children: The global leaders project
  • Fostering global citizenship
  • Talking with children about disasters and conflict
  • Children’s rights in early childhood education and care
  • Supporting young children’s rights (free article)
• Every Child – Vol. 20 No. 4 2014
  • Contents
  • Editorial (free article)
  • Advocacy for early childhood, framing the message
  • A hospital kindergarten program (free article)
  • Are we there yet? Early education responding to the challenges of climate disruption and sustainability
  • Edible education
  • Engaging the community to develop your outdoor environment
  • From teaching to thinking: re-igniting our role as educators
  • How does photography express children’s voice?
  • How high was Humpy Dumpty?
  • Partnerships: The key to successful transition to school
  • Plants in the lives of children
  • Productivity and participation
  • Remote Indigenous communities and the EYLF
  • Screens have changed, our policies will too
  • Strong foundations, successful futures
  • Turning tantrums into healthy learning (free article)
  • Zoe Support—reengaging young mums in education (free article)
• Every Child – Vol.20 No. 3 2014
  • Contents
  • Editorial (free article)
  • Guest statement: A message from His Excellency General
  • A message from the CEO—Early learning: everyone benefits (free article)
  • A place where teachers and children are viewed as capable
  • A tribute to Lavinia Marama Mills
  • ‘Buddies are fun and they look after you’: Peer support in the early years of school
  • Changing direction: A professional journey towards early childhood education
  • Childhood nutrition and the Stephanie Alexander Kitchen Garden Program
  • Getting everyone ready! Supporting transitions for children with developmental disabilities
  • Give me a hand: Using puppets in your classroom (free article)
  • Helping children with additional needs to succeed at school
  • High-quality early childhood education in the early years of school (free article)
  • iPlay iLearn iGrow
  • Shifting spaces: An interview with Robyn McLean
  • Supporting vulnerable children’s rights to early education
  • The ethics of research in practice
  • The starting school experience
  • Understanding and supporting children’s transition to school
  • What is advocacy?
  • What new children need to know about starting school
  • Words into Action
• Every Child – Vol. 20 No. 2 2014
  • Contents
  • Editorial (free article)
  • Agency, children’s needs, ethics (free article)
  • Attaining excellence under the National Quality Standard (NQS)
  • Beginning the professional journey
  • Every Child means every child
  • Exploring the role of the educational leader—Our journey
  • Flexibility in early childhood services (free article)
  • How high is too high?
  • Improving the quality of the teaching workforce
  • Is it really ADHD?
  • It wasn’t me!
  • Kids in the kitchen
  • Learning stories with technology
  • Maths is all around you: Developing mathematical concepts in the early years
  • Mud play—yes please
  • Nighty night
  • Professional partnerships in children’s services: Working together for children
  • Questions for the future: The intersection between the NDIS and early childhood
  • Rainforest lullaby
  • Reconciliation practices at John Paul College OSHC
  • Sing with me (free article)
  • Stepping stones to professional qualifications
  • The ethics of early childhood research: A historical perspective
  • Using national, recycled and upcycled materials—an exhibition
  • Work-based children’s services
• Every Child – Vol. 20 No. 1 2014
  • Contents
  • Editorial (free article)
  • A good place to work
  • A great journey towards ‘exceeding’
  • A strong ECEC sector means a strong Australia
  • AEDI: From research to policy
  • An update from Megan Mitchell—Australia’s National Children’s Commissioner (free article)
  • Art is about ‘big ideas’
  • Barbara and I
  • Becoming culturally competent
  • Challenges to play in Queensland Prep classrooms
  • Early Childhood Australia: 1938–2013
  • ‘I’m not wasting my time playing fairy games’ Adult and child interactions with iPads™ in the home
  • Profile: Kerryn Jones
  • Reflecting on the past six years of the Australasian Journal of Early Childhood: 2008 to 2013 and beyond (free article)
  • Settling into school: An extract from Your child’s first year at school
  • Sustainability as the norm in early childhood settings (free article)
  • Technology as a business tool in children’s services
  • The importance of touch
  • The National Quality Framework and early childhood intervention (free article)
  • The nitty gritty of head lice
  • Transitions—School-based kindergarten in Western Australia
• Every Child – Vol. 19 No. 4 2013
  • Contents
  • Editorial (free article)
  • Apps for learning
  • Child Abuse—Are we all responsible?
  • Continuity? The Early Years Learning Framework and the Australian Curriculum
  • Encouraging independent learners: Integrating digital media in early childhood
  • From little things big things grow
  • Guest statement: Technotots
  • Guidelines for using iPads™ with young children (free article)
  • How can digital technology work for you?
  • Implementing Marte Meo within KU Children’s Services
  • Learning together with iPads™
  • Process technology with infants and toddlers: Creative problem solving
  • Profile: Sue Elliott
  • Promoting healthy eating and active lifestyle through multi-modal literacies
  • Screen time for children—the implications for health (free article)
  • Social media—A way of life!
  • Technology and interactive media as tools in early childhood programs serving children from birth through age 8 (free article)
  • The Allen Adventure: An app-based approach for social skills development
  • The use of digital technology in early childhood
  • Toy libraries: Toys that won’t cost you or the Earth
  • Young children and screen time
• Every Child – Vol. 19 No. 3 2013
  • Contents
  • Editorial (free article)
  • A safe infant sleep surface: How firm is firm enough?
  • Cultural Awareness—Seek first to understand; then seek to be understood
  • Did you know?
  • ECA’s advocacy: 75 years and going strong (free article)
  • Family Day Care Australia
  • ‘Formal’ learning: Yes or no? (free article)
  • ‘I love coming to playgroup’: How playgroups support and assist in developing family and school relationships
  • Inclusion: A view on educational practice, not just a word or program
  • Interview with Pamela Allen
  • Key issues: Including children with disability
  • Learning as a relational field of potentiality
  • Love to Jordan—A people displaced
  • Making a difference (to children and to yourself)
  • Mathematically rich interactions in early childhood (free article)
  • National Quality Reforms: Vicki Rundle’s story
  • No toys today!
  • The benefits of outdoor play
  • The ethics of informed consent
  • The MENtor Program for Males in Early Childhood Education
  • Transition experiences in Newman
  • Turning trash into treasure for young children
• Every Child – Vol. 19 No. 2 2013
  • Contents
  • Editorial (free article)
  • A message from Frank Hytten
  • A positive story of the National Quality Framework
  • An early years Indigenous cultural journey in Camberwell
  • Better Beginnings: Family literacy program
  • Building stronger communities:Aboriginal and Torres Strait Islander early learning spaces
  • Bush kinder journey: Westgarth Bush Kinder pilot program
  • Children’s rights education: Rhetoric or action in early childhood education
  • Embracing our commitment to reconciliation
  • Environmental mascot
  • Helping young children cope with natural disasters
  • Introducing Megan Mitchell
  • Lessons learnt—the Early Years Learning Framework, early childhood teachers’ professional learning and the leader’s role
  • Re-defining ‘instruction’ for early childhood (free article)
  • Reconciliation: One Step—Native plantings and bush food
  • Reflecting on Australian history with The Rabbits
  • Reflecting on two very busy days: Our journey so far (free article)
  • The Early Years Learning Framework in remote Australia (free article)
  • The refugee experience for young children and supporting recovery from trauma
  • Yarning and learning and yarning and learning and…
• Every Child – Vol. 19 No. 1 2013
  • Contents
  • Editorial (free article)
  • Building on evidence to focus national investment on improving child and youth wellbeing
  • Changing the future with Ngroo Education Incorporated
  • Environment makeover: Interview with Tanya Semmler (free article)
  • Growing up strong: The Longitudinal Study of Indigenous Children
  • KidsMatter: Making a difference in early childhood
  • Making a difference for Indigenous children in very remote communities
  • My personal journey towards cultural competency
  • No rhyme nor reason
  • Outstanding playspaces within education and care services
  • Parenting at home and away
  • Postmodernism, discourses and the art of raising children
  • Professional conversations about young gifted children
  • Pursuing best practice: What does it take to drive continuous improvement? (free article)
  • Recognising mathematical development in early childhood education
  • Showing empathy for others during transition: A Singapore example
  • Sustained shared thinking: Continuing the conversation
  • The importance of trends in caring for sick children
  • There’s a bug in the toilet: A cultural, historical view of transitions
  • Transitions for families as children start school (free article)
  • Tribute: George Lewis
  • Valuing and practising ethical relationships
• Every Child – Vol. 18 No. 4 2012
  • Contents
  • Editorial (free article)
  • A child’s right to play
  • Asthma and asthma management (free article)
  • Beyond murals and flagpoles
  • Design + Play = Maths
  • Early childhood awards
  • Early Years Workforce Strategy
  • Healthy travel, healthy families
  • Helping children cope with parental separation and divorce
  • Hot topics—The good, the bad and the ugly!
  • Profile: Interview with Ros Cornish
  • Recognising ‘quality’ when we see it
  • Reflections on the assessment process (free article)
  • Teaching standards: Increasing the professionalism of early childhood educators
  • Thinking together—EYLF Learning Outcomes: Identity
  • Type 1 diabetes on the agenda
  • What do you think? Lunch is more than eating
  • What does leadership look like in early childhood settings? (free article)
  • What I love about the Early Years Learning Framework
  • Why we should not leave children to cry
• Every Child – Vol. 18 No. 3 2012
  • Contents
  • Editorial (free article)
  • Being, belonging and becoming in the physical environment
  • Brush those babies!—Baby and infant oral health (free article)
  • Child Family Community Australia information exchange
  • Curriculum, pedagogy and progression in sustained shared thinking
  • Engaging with children’s voices (free article)
  • Extract from Your child’s first year at school: Getting off to a good start
  • Fathers’ role in school readiness
  • Going to child care doesn’t have to mean less breastfeeding—new Australian study
  • Grant puts preschool at the forefront of environmental education
  • Interview with Margaret Young, departing ECA National President
  • Living and learning SunSmart
  • Managing change and transition
  • Obituary—Betty Davis AM
  • Pointing the compass to wellbeing—why and with what kind of result?
  • Staff resilience: Qualities when dealing with change
  • Sustainability and intentional teaching in early childhood (free article)
  • The role of research in professionalising early childhood
  • Why play? (free article)
• Every Child – Vol. 18 No. 2 2012
  • Contents
  • Editorial (free article)
  • A matter of voice: Planning for quality improvement
  • Assessing children’s learning: Thinking in the context of the National Quality Standard
  • Assessment: Don’t make it what it’s not
  • Communicating with families can make all the difference (free article)
  • Cultural competence: Working towards Reconciliation
  • Developing an inclusive pretend play policy
  • Infants engaging in ‘pedagogical playfulness’ in group settings
  • Inquiry learning is deep learning (free article)
  • Involving families in the National Quality Standard
  • Managing food allergies holistically
  • Not always easy! Negotiating children’s experiences with families
  • Pam Cahir: A celebration
  • Planning in the context of the National Quality Standard: Valuing children, promoting learning (free article)
  • Prepared for your qualified future?
  • Reflections on KidsMatter Early Childhood
  • Teaching Indigenous kids about their culture
  • The National Quality Standard for early childhood provision
  • What about me? Supporting the siblings of a seriously ill child
  • Working in partnership to improve quality
  • Young children’s learning: Two models of teaching
• Every Child – Vol. 18 No. 1 2012
  • Contents
  • Editorial
  • A better start for children with disability
  • Another perspective: Working with your team
  • Collaborating with families: Not a problem! (free article)
  • Connecting with families in very remote communities
  • Everyday learning about fears and anxieties
  • Family stories
  • Four years from ‘Sorry’
  • Indigenous culture: It’s everybody’s business (free article)
  • Interview with Jennifer Sumsion
  • Leading your team with the National Quality Standard and the Early Years Learning Framework
  • Learning through professional conversations
  • More meaningful ways through culturally responsive approaches
  • Myths about the Early Years Learning Framework and the National Quality Standard (free article)
  • Numeracy in the early years
  • Strengthening immunisation for children
  • The Early Years Learning Framework in family day care
  • The introduction of the National Quality Framework: A significant milestone in our history
  • The KidsMatter Early Childhood pilot
  • Tribute: Vale Fraser Mustard
  • Tumultuous times: Natural disasters, media and children’s fears
  • Valuing play: The Early Years Learning Framework in schools (free article)
• Every Child – Vol. 17 No. 4 2011
  • Contents
  • Editorial (free article)
  • Callie and the computer
  • Children’s Hospital Child Care Centre implements KidsMatter Early Childhood to support its children and families
  • Creating outdoor play and learning environments: A case study
  • Encouraging courage
  • Helping children who are experiencing mental health difficulties
  • How can early childhood educators promote children’s agency?
  • Intentional teaching, child-centred curriculum and the EYLF (free article)
  • Interview with Rachel Hunter (free article)
  • Let the children learn
  • Our vision—one the whole community shares (free article)
  • Pedagogical Reference Group: The power of language
  • Pine Rivers Family Day Care: Spaces and places for learning
  • Sunny side up
  • The importance of social belonging for staff in early childhood services (free article)
  • Thinking about place … (free article)
  • Westgarth Bush Kindergarten
  • What is really happening for parents and children in supported playgroups?
  • Working with children in the outback (free article)
• Every Child – Vol. 17 No. 3 2011
  • Contents
  • Editorial (free article)
  • Attracting and retaining trained ECEC staff
  • Ethical assessment (free article)
  • EYLF and NQS: Political, educational, social and individual influences: What has been our journey? (free article)
  • Getting ready for the National Quality Standard: What are the key features and how is it different?
  • Interview with Verena Heron
  • Learning Stories: One way to assess and report—professionals and children working together (free article)
  • Obituary: Margaret Clyde
  • Pedagogy matters
  • Rethinking inclusion: Reading for success
  • Science and young children: Integrating investigation into everyday experiences
  • Star of the Sea Catholic Child Care Centre connects children, centre and families to create a community
  • The National Quality Agenda is on its way
  • Using portfolios—Interpreting learning
  • When does the 15 hours preschool program start (and end)?
  • Who is watching? Thinking ethically about observing children (free article)
  • Working with parents and carers
• Every Child – Vol. 17 No. 2 2011
  • Contents
  • Editorial (free article)
  • A glimpse of early childhood policy and practice in one province of South Africa
  • Aboriginal and Torres Strait Islander KidsMatter Early Childhood Social and Emotional Wellbeing initiative
  • Belonging in remote communities
  • Catering to diversity (free article)
  • Children’s positioning in society
  • Community Child Care’s role in the provision of professional support to Indigenous childcare services
  • Cultural competence: An ethical perspective (free article)
  • Cultural competence—A national perspective
  • Cultural competency—A reflection on Aboriginal and Torres Strait Islander inclusion
  • Developing a space for belonging (free article)
  • Discovering cultural connections (free article)
  • Exploring relationships between parents and early childhood educators
  • Giving Muslim children a sense of belonging in early childhood environments
  • Health care in child care
  • Interview with Teresa Hutchins
  • Settling and supporting newly arrived families into an early childhood service
  • So much more than childcare
  • Understanding and working with Chinese families in early childhood settings
• Every Child – Vol. 17 No. 1 2011
  • Contents
  • Editorial (free article)
  • About bullying (free article)
  • Building on what children know (free article)
  • Developing children’s social and emotional skills
  • Elanora Children’s Centre ecplores social and emotional learning through the KidsMatter Lens
  • EYLF Professional Learning Program update
  • Foundations for learning
  • Interview with Maria Pender
  • It’s time to discard the name ‘childcare’
  • Looking at everyday practice through new eyes
  • Marte Meo
  • Message from Minister Ellis
  • Moving into the next phase towards quality early learning
  • National Quality Framework Agenda update
  • Paid Parental Leave or Baby Bonus?
  • Searching for the pot of gold
  • Social and emotional learning as a basis for curriculum (free article)
  • The Abecedarian Approach
  • The purpose of learning is growth
  • The science of tea parties, sandcastles and a tiny seed
  • The universal access commitment to early childhood education and its implementation in long day care settings
  • Thinking sensibly about the sun
  • Who can collect a child from child care? Legal issues in child care
• Every Child – Vol. 16 No. 4 2010
  • Contents
  • Editorial
  • A child’s right to be heard: Weaving children’s voices into meaningful outdoor experiences
  • Bullying in the early years (free article)
  • Creating a sense of community
  • Diabetes and the early childhood years
  • Every day, I go to work to play
  • Finding out about children’s meaning-making through drawing together
  • Holy Spirit Community of Learners reflects on their participation in the KidsMatter Early Childhood pilot
  • Homestead Child and Family Centre: A reflective journey six months on
  • Indigenous education: The challenge of change (free article)
  • Interview with Claire Warden
  • Leading by the heart/soul: Using magic, being moral, creating merriment and mobilising others
  • National Quality Framework Agenda update
  • Playful is artful
  • Police officers in early childhood: Rethinking one aspect of community connections
  • Researching with children
  • Starting right (free article)
  • Terra nullius
  • The Early Years Learning Framework—elements of practice
  • The playground: A place to belong, be and become
  • Towards quality in early learning provision
• Every Child – Vol. 16 No. 3 2010
  • Contents
  • Editorial (free article)
  • A time for play: permission from the EYLF
  • Advocacy to promote children’s wellbeing and rights
  • ‘Being with’ drama, music and the arts
  • Engaging young marginalised mothers in play and learn sessions (free article)
  • ICTs and young children
  • Implementing the EYLF: An evolving story (free article)
  • Interview with Rob Randall
  • Obituary: Rosemary Milne
  • Playfulness in children’s picture storybooks
  • Puzzle solving: A view to children’s thinking
  • St Kilda & Balaclava Kindergarten wins gold for being green
  • The arts and the EYLF: Stories of children as effective communicators
  • The EYLF—the Clare Valley Children’s Centre journey continues
  • The EYLF and families
  • The quality improvement challenge
  • Transition to school-supporting schoolyard play
  • Trialling Learning Circles in a professional experience placement
  • Why play-based learning?
• Every Child – Vol. 16 No. 2 2010
  • Contents
  • Editorial (free article)
  • ‘A book about me’: The story of a child with autism
  • An early childhood mental health initiative
  • Belonging, Being and becoming—at Mutitjulu
  • Children’s responses to separation and parental conflict (free article)
  • Depression and anxiety in the workplace
  • ‘Garla Bauondi’: Fuelling the fire!
  • Healthy eating and physical activity
  • If no one hears, if no one comes
  • Implementing KidsMatter in our service
  • Interview with Paul Mason
  • Meeting needs now
  • Promoting mental health in early childhood
  • Recognising mental health problems and seeking support
  • Smacking: A 21st century dinosaur
  • ‘So just how long does it take to go to the bin?’
  • Supporting young children of separating parents
  • Timeout position paper: A synopsis (free article)
  • Understanding socio-emotional health and trauma
  • We are a foster care family
  • What difference has training made?
  • What’s in the lunchbox?
• Every Child – Vol. 16 No. 1 2010
  • Contents
  • Editorial (free article)
  • A mother’s perspective
  • A new program for pre-service teachers
  • A value judgement or an ethical dilemma?
  • Closing the gap between policy and practice
  • Connecting behaviour with belonging
  • Developing inclusive relationships among early childhood staff (free article)
  • How do early childhood settings encourage families to belong?
  • ‘I’m not a man, I’m a teacher’ (free article)
  • Interview with Ian Black
  • Physical activity or sun protection? (free article)
  • Re-envisaging early childhood teaching
  • Starting school with food allergies
  • Supporting a child with autism in a preschool
  • The dreams and challenges of starting a new service
  • The National Quality Standard – translating this win for children into practice
  • Things to celebrate (free article)
  • Why national professional standards?