International Day of Yoga (21 June 2026) & World Wellbeing Week (24–30 June 2026)
By Best Childcare Services
Supporting children’s wellbeing through movement, mindfulness, emotional regulation and connection
Wellbeing in early childhood extends beyond physical health. It includes emotional regulation, resilience, belonging, secure relationships, confidence and a child’s capacity to understand and express feelings. The International Day of Yoga and World Wellbeing Week provide meaningful opportunities for services to intentionally embed experiences that support social and emotional wellbeing for children, while also prioritising educator and family wellbeing.
These themes align strongly with the Early Years Learning Framework (EYLF), particularly Outcome 1 (Identity), Outcome 3 (Wellbeing) and Outcome 4 (Confident and Involved Learners). They also align closely with Australia’s national mental health in education initiative, Be You, which supports educators in creating mentally healthy learning communities through reflective practice, relationships and wellbeing promotion.
Be You emphasises that children’s mental health is strengthened through responsive relationships, emotional literacy, predictable environments and educators who intentionally model wellbeing practices. Whole-service wellbeing approaches support both children and educators.
What is International Day of Yoga?
The International Day of Yoga, celebrated annually on 21 June, was established by the United Nations to recognise the benefits of yoga for physical, mental and emotional wellbeing. In early childhood settings, yoga offers more than movement experiences; it can support body awareness, balance, concentration, emotional regulation and relaxation. Yoga encourages children to slow down, notice how their bodies feel and develop early self-regulation skills in a playful, inclusive way. When incorporated into everyday routines through storytelling, breathing exercises and simple poses, yoga can help children build resilience, confidence and strategies for managing emotions. Importantly, yoga in early childhood should focus on participation, connection and wellbeing rather than performance or achieving poses correctly.
What is World Wellbeing Week?
World Wellbeing Week, held from 24–30 June 2026, is an international initiative promoting holistic wellbeing across physical, emotional, mental and social domains. For early learning services, it provides an opportunity to reflect on how everyday practices support the wellbeing of children, families and educators. Wellbeing in early childhood extends beyond physical health and includes belonging, secure relationships, emotional safety, resilience and opportunities to develop positive coping strategies. World Wellbeing Week encourages services to intentionally embed practices that support mindfulness, emotional literacy, movement, connection and educator wellbeing, reinforcing that healthy learning communities are built through ongoing wellbeing practices rather than one-off events.
Why Be You Matters in Early Childhood
Be You is Australia’s national mental health in education initiative, supporting early learning services to create mentally healthy communities through reflective practice, responsive relationships and wellbeing promotion. Be You emphasises that children’s mental health is strengthened when they experience secure relationships, emotionally supportive environments and adults who intentionally model wellbeing strategies. The framework also recognises that educator wellbeing directly influences children’s experiences and outcomes. By encouraging whole-service approaches to mental health, family partnerships and reflective practice, Be You helps services embed sustainable wellbeing strategies that align closely with the EYLF, NQS and Exceeding themes. Incorporating wellbeing experiences such as yoga, mindfulness, gratitude and emotional coaching reflects the preventative, strengths-based approaches promoted through Be You and supports lifelong positive mental health outcomes.
What Educators Need to Know About Their Own Wellbeing
Educators play a critical role in supporting children’s emotional regulation, relationships and sense of safety; however, this work can be emotionally demanding. Research and Australian wellbeing frameworks such as Be You emphasise that educator wellbeing is not simply individual self-care, but a whole-service responsibility influenced by workload, leadership, workplace culture, relationships and opportunities for reflection. Chronic stress, compassion fatigue and burnout can affect educators’ capacity to respond calmly, engage positively with children and sustain quality practice. Educators should regularly check in with their own wellbeing by recognising signs of stress (fatigue, irritability, emotional exhaustion), setting professional boundaries, accessing support, taking meaningful breaks and engaging in reflective practices such as mindfulness, movement or peer discussion. Prioritising educator wellbeing strengthens resilience, improves team culture and directly contributes to positive outcomes for children, families and the broader learning community. Supporting yourself is not separate from supporting children — it is an essential part of quality early childhood practice.
Educational Programming Ideas
1. Morning Yoga Circle
(Be You focus: Emotional regulation & resilience)
Introduce simple poses through storytelling:
- Butterfly pose → growth and change
- Tree pose → balance and resilience
- Child’s pose → calm and rest
- Star pose → confidence
Ask:
“How does your body feel?”
“What helps your body become calm?”
Resources:
Cosmic Kids Yoga (children’s yoga videos)
Yoga Ed children’s yoga activities
Supports:
- body awareness
- self-regulation
- confidence
- emotional literacy
2. Breathing Buddies Relaxation Practice
(Be You focus: Co-regulation)
Children place a soft toy on their stomach and practise slow breathing.
Discuss:
- noticing emotions
- recognising body sensations
- calming strategies
This supports:
- emotional regulation
- anxiety reduction
- self-soothing skills
Resource:
Smiling Mind mindfulness activities
3. Feelings Check-In Board
(Be You focus: Emotional literacy)
Daily prompts:
“What feeling matches your body today?”
“What colour represents your feelings?”
Educators model emotional language:
“I feel overwhelmed today, so I’m going to take a calm breath.”
Intentional emotional coaching strengthens regulation and resilience.
Useful reading:
4. Gratitude Tree for World Wellbeing Week
Invite children, educators and families to contribute:
“I feel thankful for…”
“Someone who helps me is…”
Promotes:
- belonging
- positive identity
- connection
- family engagement
5. Calm Corner / Wellbeing Space
(Be You focus: Mentally healthy environments)
Include:
- cushions
- sensory resources
- breathing prompts
- books about emotions
- mindfulness visuals
Children access calming spaces as regulation supports, not consequences.
6. Educator Wellbeing Reflection Session
(Be You focus: Educator wellbeing)
Reflection prompts:
- What currently supports my wellbeing?
- How does stress influence interactions with children?
- What wellbeing practices could our service strengthen?
Research consistently shows educator wellbeing affects workplace culture and children’s experiences. Whole-service approaches are encouraged over individual self-care alone.
Resources:
Be You Wellbeing Tools for Educators
Be You Educator Wellbeing Plan (downloadable tool)
7. Family Wellbeing Packs
Provide take-home packs containing:
- yoga cards
- breathing exercises
- mindfulness prompts
- gratitude activities
- calm-down strategies
Strengthens continuity between home and service.
Useful family support:
Emerging Minds family wellbeing resources
8. Nature Yoga & Outdoor Wellbeing
Complete yoga outdoors followed by:
- cloud spotting
- mindful listening walks
- barefoot sensory experiences (where safe)
- breathing with nature
Resource:
Supports:
- physical wellbeing
- emotional regulation
- connection to environment
QIP write ups
Quality Area 1 – Educational Program and Practice
Practice was embedded in service operations:
Wellbeing practices including yoga, mindfulness, emotional literacy experiences and breathing strategies had become part of everyday routines and intentional teaching, rather than one-off experiences linked only to awareness dates. Educators regularly incorporated opportunities for children to recognise emotions, regulate responses and develop resilience.
Practice was informed by critical reflection:
Educators reflected on children’s engagement, regulation needs and emotional development outcomes to adapt experiences and environments. Programming was adjusted to support inclusion, responsiveness and individual wellbeing needs.
Practice was shaped by meaningful engagement with families and community:
Families shared strategies used at home to support calming, emotional regulation and wellbeing. These perspectives informed planning and strengthened continuity between home and the service.
Quality Area 2 – Children’s Health and Safety
Practice was embedded in service operations:
Daily wellbeing experiences supported emotional safety alongside physical health and safety practices. Children were consistently provided with opportunities to develop calming strategies, recognise emotions and build self-regulation skills.
Practice was informed by critical reflection:
Educators reflected on behavioural patterns, transitions and emotional responses to determine whether wellbeing strategies were effectively supporting children. Adjustments were made where additional regulation supports were required.
Practice was shaped by meaningful engagement with families and community:
Conversations with families regarding sleep, routines, stressors and emotional wellbeing informed supportive approaches for individual children.
Quality Area 3 – Physical Environment
Practice was embedded in service operations:
Calm spaces, mindfulness areas and opportunities for movement and relaxation had become established components of indoor and outdoor learning environments. The environment intentionally promoted emotional wellbeing and regulation.
Practice was informed by critical reflection:
Educators reflected on how noise levels, transitions, overstimulation and space design influenced children’s wellbeing and adjusted environments accordingly.
Practice was shaped by meaningful engagement with families and community:
Children and families contributed ideas regarding calming spaces, sensory supports and wellbeing resources to create environments that reflected community needs.
Quality Area 4 – Staffing Arrangements
Practice was embedded in service operations:
Educator wellbeing was recognised as essential to quality practice and positive outcomes for children. Reflective discussions, wellbeing supports and collaborative practices had been incorporated into everyday team culture.
Practice was informed by critical reflection:
The service critically reflected on workplace pressures, fatigue and strategies to improve educator wellbeing and sustainability. Leadership considered how staffing arrangements supported a positive culture.
Practice was shaped by meaningful engagement with families and community:
Educators collaborated with colleagues and leadership to identify wellbeing priorities and strengthen supportive workplace practices.
Quality Area 5 – Relationships with Children
Practice was embedded in service operations:
Responsive interactions, co-regulation strategies and emotional coaching had become consistent approaches within educator-child relationships. Children were supported to express feelings safely and seek support when needed.
Practice was informed by critical reflection:
Educators reflected on how their interactions influenced children’s emotional regulation, belonging and confidence. Reflection informed more responsive and intentional relationship-building practices.
Practice was shaped by meaningful engagement with families and community:
Family insights regarding children’s interests, behaviours and emotional needs supported consistent approaches between home and the service.
Quality Area 6 – Collaborative Partnerships with Families and Communities
Practice was embedded in service operations:
Families were actively involved in wellbeing initiatives through shared resources, conversations and participation opportunities. Partnerships promoted continuity in supporting children’s emotional wellbeing.
Practice was informed by critical reflection:
Feedback from families was used to evaluate the effectiveness and relevance of wellbeing practices and guide future planning.
Practice was shaped by meaningful engagement with families and community:
Collaborative relationships strengthened shared responsibility for promoting wellbeing, resilience and positive mental health outcomes.
Quality Area 7 – Governance and Leadership
Practice was embedded in service operations:
Leadership prioritised wellbeing within service philosophy, policies and continuous improvement planning. A whole-service commitment to wellbeing supported sustainable practice improvements.
Practice was informed by critical reflection:
Leaders reviewed wellbeing approaches, educator feedback and service priorities to identify opportunities for improvement and strengthen outcomes for children and staff.
Practice was shaped by meaningful engagement with families and community:
Input from educators, families and the broader community informed decision-making and contributed to a shared commitment to wellbeing and mentally healthy learning environments.
Updated Links & Resources
Mental health & wellbeing in early learning
Be You – Early learning mental health and wellbeing
National initiative supporting educator, child and family wellbeing in early learning services. Includes professional learning, fact sheets and implementation support.
Be You Home
Be You – Resource library
Evidence-informed resources including emotional regulation, educator wellbeing, social and emotional learning, reflective practice and wellbeing tools.
Be You Resources
Be You – Wellbeing tools for educators
Practical educator wellbeing tools, mindfulness information, wellbeing planning and self-care supports.
Be You Wellbeing Tools for Educators
Be You – Mentally Healthy Communities
Guidance on building positive, inclusive and mentally healthy early learning environments.
Be You Mentally Healthy Communities
Yoga, mindfulness & emotional regulation
Cosmic Kids Yoga
Free yoga, mindfulness and movement videos designed specifically for children.
https://www.cosmickids.com
Smiling Mind
Australian mindfulness programs supporting children, families and educators.
Smiling Mind
Yoga Ed
Children’s yoga activities and educator resources.
Yoga Ed
Outdoor wellbeing & connection with nature
Nature Play WA
Outdoor learning, wellbeing and nature-based play ideas suitable for Western Australian services.
Nature Play WA
Australian frameworks & quality improvement
Australian Children’s Education & Care Quality Authority (ACECQA)
Official information on the NQF, NQS, Exceeding themes and approved frameworks.
ACECQA
Approved Learning Frameworks (includes EYLF V2.0)
Official access to EYLF and learning frameworks.
https://www.acecqa.gov.au/nqf/national-approved-learning-frameworks
Family wellbeing support
Emerging Minds
Australian resources supporting child mental health, resilience and family wellbeing.
Emerging Minds
Beyond Blue – Mental health and wellbeing support
Resources for stress management and wellbeing for adults and families.
Beyond Blue
BEST Childcare Consulting
International Day of Yoga and World Wellbeing Week remind us that children’s wellbeing is built through everyday moments — responsive relationships, movement, emotional support, calm environments and opportunities to develop regulation skills. By intentionally embedding wellbeing practices and drawing on evidence-informed frameworks such as Be You, services strengthen resilience, belonging and lifelong mental health outcomes for children, families and educators.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating.
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