- Every Child – Vol. 26 No. 3 2020
- Editorial
- REFLECTION – Care comes into focus amid the challenges of COVID-19
- ENVIRONMENT – In our garden
- COVID-19 – Early learning services will be vital (free article)
- FEATURE – Bound to be an activist
- COVID-19 – How children and families are coping with the pandemic
- REFLECTION – Thirty years of listening to children: Are we there yet?
- FEATURE – Building understanding through play
- RECONCILIATION – Everyone is welcome, everyone belongs
- WELLBEING – Understanding imitation and educator wellbeing
- FEATURE – Supporting children’s capacity to contribute
- PROFILE – Influencing the early childhood profession
- 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