By BEST Childcare Consulting
Early childhood education and care services are uniquely positioned to support children not only to be safe, but to feel safe, confident and supported. As extreme weather events, natural disasters and community emergencies become part of children’s lived experiences, high-quality services respond not by increasing fear, but by strengthening emotional literacy, environmental awareness, trust in helpers and a sense of belonging.
Disaster resilience learning in early childhood is not about drills or frightening information. Instead, it is built through ongoing exploration of weather and environmental change, learning about community helpers, embedding emotional regulation skills, and creating space for children’s voices about what helps them feel safe when things feel uncertain.
Two complementary Australian resources support this approach:
- The Helping Hands Disaster Resilience Toolkit from ABC Kids Early Education, which supports educators to plan age-appropriate learning about weather, safety, helpers and preparedness
- Birdie’s Tree Natural Disaster Recovery resources from Children’s Health Queensland, which use story, play and calming strategies to help children process big feelings safely
When embedded intentionally into everyday practice, these resources support services to demonstrate Exceeding practice across all Quality Areas, while keeping children emotionally protected, empowered and calm.
Educational Programming Ideas (Child-Centred and Non-Fear-Based)
Exploring Weather, Environment and Change
Children engaged in ongoing investigations of weather patterns, seasons and environmental change through sensory play, observations, art, movement and discussion. Educators used these moments to introduce gentle language around preparation, safety and care for our environment, rather than focusing on disasters or danger.
Weather exploration was embedded across the program, supporting curiosity and understanding while maintaining emotional safety.
Birdie’s Storybooks and Activities
Educators used Birdie’s Tree storybooks such as Birdie and the Flood, Birdie and the Fire and Birdie and the Cyclone to help children explore what happens during extreme weather, who can help, and how children may feel afterward.
Stories supported children to work through emotions such as worry, fear and sadness in safe, reassuring ways, reinforcing messages of recovery, care and support. Free online storybooks in multiple languages strengthened inclusive practice and family partnerships.
https://www.childrens.health.qld.gov.au/our-work/birdies-tree-natural-disaster-recovery/
https://www.childrens.health.qld.gov.au/our-work/birdies-tree-natural-disaster-recovery/birdies-tree-storybooks/birdie-and-the-flood
Emotional Literacy and Regulation
Daily routines intentionally embedded emotional regulation skills, including naming feelings, calming strategies, problem-solving and asking for help. Relaxing with Birdie breathing and movement activities were integrated into transitions, rest times and emotionally heightened moments.
These skills were recognised as essential foundations for resilience before, during and after stressful events, supporting children’s long-term wellbeing.
Learning About Community Helpers
Educators supported children to explore the roles of firefighters, SES, paramedics and other community helpers through role play, stories, dress-ups and visits from local services where appropriate.
Learning consistently focused on help, safety and reassurance, supporting children to understand that trusted adults and community systems exist to keep people safe — without emphasising danger.
https://www.abc.net.au/abckids/early-education/helping-hands-disaster-resilience-tool-kit
Children’s Voices and Sense of Belonging
Educators created intentional opportunities for children to share what made them feel safe, who they trusted, and what helped when things felt uncertain. Children’s ideas were documented and reflected in the learning environment and program, strengthening agency, belonging and emotional security.
Quality Improvement Plan (QIP) Write-Ups – Exceeding Practice
QA1 – Educational Program and Practice
Embedded Practice:
Disaster resilience learning was embedded through ongoing exploration of weather and environmental change, community helpers, emotional regulation and children’s voices using story, play, sensory experiences and discussion.
Informed by Critical Reflection:
Educators reflected on the importance of introducing concepts of safety and preparedness through inquiry and narrative rather than factual or fear-based teaching.
Shaped by Meaningful Engagement:
Children’s questions, observations and ideas about weather, helpers and safety shaped the direction of learning experiences and documentation.
QA2 – Children’s Health and Safety
Embedded Practice:
Emotional literacy, calming strategies and identification of trusted helpers were embedded into daily routines to support children’s wellbeing and sense of safety.
Informed by Critical Reflection:
The service reflected on how emergency preparedness and safety education could impact children emotionally and adjusted practices to ensure reassurance and regulation remained central.
Shaped by Meaningful Engagement:
Children contributed ideas about what helped them feel calm and safe, strengthening protective behaviours and confidence.
QA3 – Physical Environment
Embedded Practice:
Learning environments included calm spaces, sensory materials and visual supports that enabled children to regulate emotions while exploring weather, environment and safety concepts.
Informed by Critical Reflection:
Educators reviewed how the environment supported emotional comfort during discussions about weather events and change.
Shaped by Meaningful Engagement:
Children’s preferences informed the design of calming spaces and weather-inspired play areas.
QA4 – Staffing Arrangements
Embedded Practice:
Educators consistently modelled calm language, emotional regulation strategies and reassuring responses when engaging with children about weather, helpers and safety.
Informed by Critical Reflection:
The team reflected on how educator tone, confidence and emotional regulation influenced children’s responses to resilience learning.
Shaped by Meaningful Engagement:
Collaborative planning ensured consistent approaches across the team.
QA5 – Relationships with Children
Embedded Practice:
Strong, secure relationships enabled children to explore resilience learning with confidence and trust.
Informed by Critical Reflection:
Educators reflected on attachment and trauma-aware practice, ensuring children’s voices guided learning and emotional safety remained prioritised.
Shaped by Meaningful Engagement:
Children felt safe to express feelings, ask questions and share ideas about safety and belonging.
QA6 – Collaborative Partnerships with Families and Communities
Embedded Practice:
Families were informed about the service’s approach to teaching weather awareness, emotional regulation and community helpers in calm, play-based ways.
Informed by Critical Reflection:
Communication was adapted to respect diverse family experiences with emergencies and disasters.
Shaped by Meaningful Engagement:
Family insights and local community connections informed programming and wellbeing strategies.
QA7 – Governance and Leadership
Embedded Practice:
Leadership embedded disaster resilience learning within service philosophy, wellbeing policies and emergency management planning.
Informed by Critical Reflection:
Practices were reviewed to ensure alignment with child-led, trauma-aware pedagogy.
Shaped by Meaningful Engagement:
Educators’ reflections on children’s learning and emotional responses informed continuous improvement.
Links and Resources
- ABC Kids Helping Hands Disaster Resilience Toolkit
https://www.abc.net.au/abckids/early-education/helping-hands-disaster-resilience-tool-kit - Planning for Disaster Resilience Education
https://www.abc.net.au/abckids/early-education/helping-hands-disaster-resilience-tool-kit/planning-for-disaster-resilience-education/103187840 - Birdie’s Tree Natural Disaster Recovery Resources
https://www.childrens.health.qld.gov.au/our-work/birdies-tree-natural-disaster-recovery
BEST Childcare Consulting
Disaster resilience learning in early childhood is about helping children feel safe, capable and supported, not fearful. By embedding exploration of weather and environment, learning about helpers, emotional regulation and children’s voices into everyday practice, services build strong foundations for wellbeing while clearly demonstrating Exceeding practice.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating.
Contact BEST Childcare Consulting TODAY.
