Welcoming Children Back to Childcare After the Christmas Break

Perfect for January and February or any longer term absence for any child

By BEST Childcare Consulting 

The return to childcare after the Christmas and New Year break can be a tender, emotional, and sometimes unpredictable time—for children, families and educators. For many children, returning to childcare after the Christmas break can feel overwhelming. Routines have changed, family time has been intense or comforting, expectations feel unfamiliar again, and emotions can sit close to the surface. Some children return full of stories and excitement, while others return quietly, missing home, siblings, or the slower pace of the holidays.

At BEST Childcare Consulting, we believe January is not about rushing children back into structure, productivity, or “normal.” It is about reconnection.

This is a time to soften expectations, slow the pace, and prioritise what matters most — emotional safety, belonging, joy, and relationships. When children feel safe, seen, and regulated, learning naturally follows.

This article and accompanying QIP write-up reflect a conscious decision to treat January as a leisure-inspired, relationship-centred month, supporting children’s social and emotional wellbeing while also protecting educator wellbeing during a high-emotion transition period.

What Children May Be Experiencing Socially & Emotionally

After a long break, it is developmentally typical for children to show changes in behaviour, emotions, and regulation.

You may notice:

  • Increased separation anxiety (even in children who were previously settled)
  • Tearfulness, clinginess, or withdrawal
  • Heightened emotions—big joy, big frustration, or sudden meltdowns
  • Regression in skills (toileting, sleep routines, independence)
  • Difficulty sharing, taking turns, or re-joining group play
  • Sensitivity to noise, transitions, or busy environments

Important reminder:
This is not “bad behaviour.” It is communication.

Children are recalibrating to:

  • Group environments
  • Expectations and routines
  • Being away from family again
  • New peers, new rooms, or new educators

Programming Ideas for a Gentle, Connected Return to childcare

1. Re-Establish Safety Through Familiarity

Practical programming ideas:

  • Bring back favourite songs, books, and familiar routines
  • Use visual schedules to support predictability
  • Keep group times shorter and more flexible
  • Allow extra time for transitions between activities

Why this matters:
Familiarity reduces anxiety, supports emotional regulation, and helps children feel safe after extended time away.

Evidence-based links:

2. Emotion-Focused Play

Practical programming ideas:

  • Emotion cards or mirrors to explore facial expressions
  • Loose-parts play to support regulation and creativity
  • Role-play with dolls or animals around “going and coming back”
  • Drawing or painting feelings using colours and shapes

Why this matters:
Play gives children a safe, developmentally appropriate way to express feelings they may not yet have words for.

Evidence-based links:

3. Connection Before Curriculum

In the first weeks back, connection is the curriculum.

Practical programming ideas:

  • Small-group experiences rather than large group demands
  • One-on-one moments with key educators
  • Storytime focused on belonging, feelings, and safety
  • Shared calm activities: puzzles, playdough, explainable sensory play

Why this matters:
Secure relationships are the foundation for engagement, learning and behaviour regulation.

Evidence-based links:

4. Outdoor Regulation

Nature is powerful during this transition.

Practical programming ideas:

  • Unstructured outdoor play
  • Water play, sand play and mud kitchens
  • Quiet outdoor spaces for children who need less stimulation

Why this matters:
Outdoor environments support emotional regulation, movement, calmness and sensory balance.

Evidence-based links:

Supporting Children Who Struggle with Separation

Practical strategies:

  • Maintain calm, confident, and consistent goodbyes
  • Acknowledge feelings without prolonging distress
    “You’re feeling sad. I’m here with you.”
  • Use predictable rituals (wave at the window, choose a book together)
  • Communicate closely with families to ensure consistency

Why this matters:
Separation behaviours are a sign of attachment, not misbehaviour.

Evidence-based links:

Mindful Support for Educators

This transition can be emotionally demanding for educators too.

You may feel:

  • Pulled in many directions
  • Emotionally fatigued
  • Pressure to “get everyone settled quickly”
  • Concern for children, families and compliance

BEST reminds you:
You are not failing if children need time.
You are doing relational work — and that matters.

Practical self-care strategies:

  • Rotate roles where possible to avoid emotional overload
  • Take intentional slow breaths between transitions
  • Use calming music in rooms for both children and adults
  • Keep expectations realistic — for yourself and your team
  • Check in with colleagues: “How are you going today?”

Evidence-based links:

Bringing Fun and Relaxation Back — For Everyone

The start of the year doesn’t need to feel rushed.

Practical programming ideas that support joy and calm:

  • “Slow mornings” with open-ended play
  • Picnic-style morning teas outside
  • Dance breaks followed by quiet wind-down activities
  • Shared laughter — silly songs, bubbles, shadow play
  • Celebrating small wins: “You came back today. That was brave.”

Why this matters:
Joy, play and relaxation are protective factors for mental health — for children and educators.

Evidence-based links:

Partnering With Families

Practical ways to support families:

  • Offer reassurance and empathy
  • Normalise emotional responses after holidays
  • Share how the day went — especially positive moments
  • Remind families that re-settling takes time

Evidence-based links:

QIP write ups for welcoming children back to childcare

Quality Area 1: Educational Program and Practice

Embedded Practice

During January, the service intentionally implemented a gentle, leisure-inspired program that prioritised children’s social and emotional wellbeing following the Christmas break. Programming focused on re-establishing safety through familiar songs, books, routines and predictable daily flow, while allowing flexibility in timing and expectations. Educators intentionally reduced large group demands, offered open-ended play, and embedded opportunities for emotion-focused play, connection and enjoyment throughout the day.

Critical Reflection

Educators reflected on children’s engagement, regulation and behaviour, noting that shorter group times, increased choice and connection-first experiences supported smoother transitions back into care. Programming was adjusted daily in response to children’s emotional cues, including extending preferred play, offering quieter alternatives and prioritising relational moments over planned outcomes. This reflection reinforced that connection and emotional safety were essential foundations for learning.

Meaningful Engagement

Families were informed of the service’s intentional January focus on social and emotional wellbeing and were invited to share information about their child’s holiday experiences, routines and emotional needs. This input directly informed programming decisions, ensuring continuity of care between home and the service.

Quality Area 2: Children’s Health and Safety

Embedded Practice

January programming supported children’s emotional and physical safety through calm, predictable environments and routines. Educators intentionally incorporated outdoor play, movement, rest opportunities, hydration and leisure-based experiences to support regulation, particularly during warmer weather and post-holiday fatigue.

Critical Reflection

The team reflected on the strong link between emotional wellbeing and children’s behaviour during transitions. Educators recognised that separation from family and changes in routine impacted regulation and adjusted supervision, transitions and daily rhythms to minimise stress and overstimulation.

Meaningful Engagement

Educators maintained open communication with families regarding children’s emotional wellbeing, sleep patterns and settling progress, supporting shared understanding and consistent approaches during the return-to-care period.

Quality Area 3: Physical Environment

Embedded Practice

The physical environment was intentionally arranged to create a relaxed, welcoming and emotionally safe atmosphere. Quiet spaces, soft furnishings, sensory materials and shaded outdoor areas were made readily accessible to support calm play, rest and self-regulation. Outdoor environments were used intentionally for unstructured, regulation-supportive play.

Critical Reflection

Educators reflected on how environmental factors such as noise, visual clutter and space arrangement impacted children’s emotional states. Adjustments were made to support autonomy, reduce overstimulation and encourage children to choose spaces that met their emotional needs.

Meaningful Engagement

Children were actively supported to make choices about where and how they played, fostering a sense of agency, comfort and belonging within the environment.

Quality Area 4: Staffing Arrangements

Embedded Practice

Staffing practices during January prioritised relationship-based care and consistency, supporting children’s sense of security. Educators were supported to work collaboratively, rotate roles where possible and remain emotionally available during a high-needs transition period.

Critical Reflection

The team reflected on the emotional demands placed on educators during the January return period. Strategies such as peer support, intentional pauses, shared responsibility and realistic expectations were implemented to support educator wellbeing and sustain high-quality interactions with children.

Meaningful Engagement

Open communication within the team encouraged educators to check in with one another, share observations and collaboratively problem-solve to support children’s emotional needs.

Quality Area 5: Relationships with Children

Embedded Practice

January practice intentionally prioritised connection before expectation. Educators focused on rebuilding secure, trusting relationships through one-on-one interactions, small group experiences, shared play, humour and emotional validation. Emotion-focused play and calm shared experiences were embedded across the program.

Critical Reflection

Educators reflected on children’s attachment behaviours and emotional expressions, recognising these as communication rather than misbehaviour. This reflection informed consistent, empathetic responses to separation, transitions and emotional distress.

Meaningful Engagement

Children were supported to express feelings in developmentally appropriate ways, with educators acknowledging emotions, offering comfort, reassurance and choice, and celebrating small moments of bravery and reconnection.

Quality Area 6: Collaborative Partnerships with Families and Communities

Embedded Practice

Families were supported through respectful communication, reassurance and normalisation of emotional responses during the return-to-care period. The service acknowledged that January transitions can be challenging for both children and families.

Critical Reflection

The service reflected on the role of family partnerships in supporting children’s emotional wellbeing and adjusted communication practices to ensure families felt informed, supported and confident in the service’s gentle January approach.

Meaningful Engagement

Families were invited to share information about routines, interests and emotional needs, which directly informed programming and supported consistent, child-centred practice.

Quality Area 7: Governance and Leadership

Embedded Practice

Leadership supported a January approach that prioritised wellbeing, relationships and professional trust over rigid expectations. Programming decisions aligned with the service philosophy and the understanding that emotional safety underpins learning and engagement.

Critical Reflection

Leaders reflected on the importance of modelling realistic expectations, supporting educator wellbeing and recognising emotional labour during transition periods. This informed supportive leadership practices and clear communication with the team.

Meaningful Engagement

Educators were encouraged to contribute observations, reflections and ideas, reinforcing a shared commitment to wellbeing, reflective practice and continuous improvement.

BEST Childcare Consulting 

January reminds us that children don’t return to us as blank slates — they return with feelings, memories, needs and stories. When services intentionally prioritise connection, calm and joy, they demonstrate practice that goes beyond compliance and reflects a deep understanding of children’s wellbeing.

At BEST Childcare Consulting, we are proud to support services to embed relationship-centred, trauma-aware and emotionally responsive practice that not only meets the National Quality Standard, but truly reflects Exceeding culture in action.

As always, use these inspirations to guide your service throughout the entire year — embedding wellbeing, reflection and meaningful engagement into everyday practice.

Together, we help children feel safe enough to learn, grow and thrive.

Contact us TODAY.

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