By BEST Childcare Consulting
Safer Internet Day offers early childhood education and care services more than an opportunity to acknowledge a date on the calendar — it invites us to pause, reflect, and strengthen how we protect children in an increasingly digital world. In 2026, this day aligned deeply with the strengthened child safety expectations across the National Quality Framework, particularly the updated Element 2.2.3 (Child Safety and Protection) and Element 7.1.2 (Management Systems).
In early childhood, online safety is not about children independently navigating technology. It is about protective behaviours, trusted relationships, respectful and ethical practices, and the systems adults put in place to keep children safe. Every conversation, every consent check before taking a photo, and every clear procedure sends children a powerful message: you are safe, you are listened to, and adults will protect you.
Services that meaningfully embedded Safer Internet Day into everyday practice demonstrated to assessors that child safety was intentional, deeply embedded, and continuously strengthened over time — not reactive, tokenistic, or limited to compliance.
This article explains how services demonstrated Exceeding practice through Safer Internet Day, sharing practical programming ideas and Quality Improvement Plan (QIP) write-ups across each Quality Area, aligned with the three Exceeding themes, to support services in building a strong, genuine and sustainable child safe culture.
Online Safety Is PART of Child Safety
Online safety in early childhood is not about children being online independently — it is about protective behaviours, consent, trusted adults and safe systems. When children understand that they can ask for help, say no, and trust adults to keep them safe, they are building the foundations for lifelong eSafety.
Safer Internet Day supports services to embed these concepts in developmentally appropriate ways that align with NQS 2.2.3 (Child Safety and Protection) and 7.1.2 (Management Systems).
Educational programming ideas for online safety
How to Teach It
• “Who Helps Keep Me Safe?” Circle Time
Create a group discussion using photos or drawings of educators, families, emergency services and community helpers. Talk about who children can go to if something feels confusing or unsafe — including when using technology.
• Puppet Scenarios: Safe or Unsafe?
Use puppets to act out simple scenarios (e.g. a device showing something unexpected, someone asking for information, taking photos without asking). Children help decide whether the situation feels safe and what to do next.
• Trusted Adults Web
Children draw themselves in the centre of a page and add drawings of trusted adults around them. This reinforces help-seeking behaviour as part of protective practices.
• Consent in Action
Educators model asking permission before taking photos or using devices: “May I take your photo?” This supports children’s understanding of consent and respectful digital practices.
• Family Safety Wall
Invite families to contribute one rule or practice they use at home to keep children safe online. Display these as shared responsibility messages.
Phrases Educators Can Use
“Safe people help keep us safe — even with technology.”
“If something feels confusing or uncomfortable, we tell a trusted adult.”
“We ask before taking photos because everyone deserves respect.”
“Adults work together to keep children safe.”
Useful Links (Educator & Family Friendly)
• eSafety Commissioner – Early Years Program
https://www.esafety.gov.au/educators/early-years-program
• eSafety Commissioner – Online Safety Through Play (Playing IT Safe)
https://www.esafety.gov.au/educators/early-years-program/online-safety-through-play
• eSafety Commissioner – Online Safety Basics for Families
https://www.esafety.gov.au/parents/issues-and-advice/online-safety-basics
• Google Be Internet Awesome
https://beinternetawesome.withgoogle.com
• Childnet – Online Safety Activities for Ages 3–7
https://www.childnet.com/resources/online-safety-activities-you-can-do-from-home/for-3-7-year-olds/
Best top tip
Look into the eSafety Early Years Professional Learning who have free modules for educators and leadership to embed online safety into practice, policy and environments. eSafety Early Years Professional Learning (Early Childhood Australia)
QIP Write-Ups – Exceeding Practice
QA1 – Educational Program and Practice
Embedded Practice:
Educators intentionally embedded concepts of safety, trust and help-seeking into everyday learning experiences, including Safer Internet Day programming. Learning opportunities were responsive to children’s questions and extended their understanding of safe and unsafe situations in both physical and digital contexts.
Critical Reflection:
The service critically reflected on how protective behaviours learning supported children’s agency and confidence. Educators evaluated how these experiences strengthened children’s ability to communicate concerns and seek support from trusted adults.
Meaningful Engagement:
Children actively contributed their ideas about safety and trust, influencing future learning experiences. Their voices were documented and used to shape ongoing curriculum planning.
QA2 – Children’s Health and Safety (Element 2.2.3)
Embedded Practice:
The service embedded child safety and protection across all practices, explicitly including online and digital environments. Educators consistently demonstrated awareness of their responsibilities to identify, respond to and reduce risks to children’s safety, including risks associated with technology and digital documentation.
Critical Reflection:
Leadership teams reflected on how digital practices aligned with the service’s child safe culture. Reflections informed improvements to supervision, consent practices and educator confidence in responding to concerns.
Meaningful Engagement:
Children and families were actively engaged in conversations about safety, trusted adults and protective behaviours, strengthening shared responsibility for child safety.
QA3 – Physical Environment
Embedded Practice:
The physical environment was organised to support safe, supervised use of any digital devices. Clear procedures ensured children were always supported by educators during technology use.
Critical Reflection:
The service reviewed how environmental arrangements reduced risks related to visibility, supervision and privacy.
Meaningful Engagement:
Children were supported to understand how environments help keep them safe, reinforcing safety awareness across all settings.
QA4 – Staffing Arrangements
Embedded Practice:
Educators consistently applied child safety and online safety procedures as part of daily practice. Relief educators, students and volunteers were supported to understand digital safety expectations.
Critical Reflection:
The service reflected on educator confidence and identified professional learning needs related to eSafety and child protection responsibilities.
Meaningful Engagement:
Educators contributed feedback on systems and practices, informing continuous improvement and strengthening a shared child safe culture.
QA5 – Relationships with Children
Embedded Practice:
Strong, trusting relationships enabled children to feel safe to ask questions and seek support when unsure or uncomfortable. Educators responded respectfully and consistently to children’s concerns.
Critical Reflection:
The service reflected on how secure relationships underpin children’s willingness to communicate about safety issues.
Meaningful Engagement:
Children’s emotional responses and ideas were acknowledged and valued, reinforcing a sense of belonging and trust.
QA6 – Collaborative Partnerships with Families
Embedded Practice:
Families were actively informed and engaged in Safer Internet Day learning, with consistent messaging about online safety and protective behaviours between home and the service.
Critical Reflection:
The service reflected on family feedback and adapted communication strategies to better support shared understanding of eSafety.
Meaningful Engagement:
Families contributed insights and questions, influencing future safety education and policy review.
QA7 – Governance and Leadership (Element 7.1.2)
Embedded Practice:
Robust management systems were in place to manage risks associated with digital technologies, online environments and information sharing. Policies and procedures clearly reflected child safety obligations and were actively implemented.
Critical Reflection:
Leadership teams critically reviewed systems to ensure they remained effective, current and responsive to emerging risks, including those identified through Safer Internet Day reflections.
Meaningful Engagement:
Educators and families were involved in reviewing policies and practices, strengthening transparency, accountability and a shared commitment to child safety.
Links and Resources
eSafety Commissioner – Early years online safety resources
https://www.esafety.gov.au
ACECQA – Guide to the National Quality Framework
https://www.acecqa.gov.au
National Principles for Child Safe Organisations
https://www.childsafeorganisations.gov.au
Safer Internet Day Australia
https://www.esafety.gov.au/safer-internet-day
BEST Childcare Consulting
At BEST Childcare Consulting, we support services to move beyond compliance and demonstrate authentic, evidence-based Exceeding practice. Safer Internet Day is not a one-day event — it is an opportunity to strengthen child safe culture, governance systems and meaningful partnerships with children and families.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating. Contact us TODAY.
