By BEST Childcare Consulting
Extreme heat is no longer an occasional challenge for early childhood education and care services — it is a predictable and increasing risk that directly impacts children’s health, wellbeing, emotional regulation, sleep, and capacity to learn. For educators, extreme heat also affects physical wellbeing, decision-making, and the ability to provide responsive, high-quality care.
High-quality services recognise that managing heat is not simply about comfort. It is a child safety obligation, a workplace health responsibility, and a clear indicator of responsive, intentional practice under the National Quality Framework.
Services demonstrating Exceeding practice moved beyond reactive responses to hot days. Instead, they embedded heat-responsive planning, flexible pedagogy, strong communication and continuous improvement into everyday operations — ensuring children remained safe, regulated and supported, even when temperatures soared.
Educational Programming Ideas (With Links)
Heat-Responsive Daily Programming
- Adjusted daily routines on hot days to prioritise calm, low-energy experiences such as art, storytelling, yoga, music, loose parts play and sensory exploration.
- Scheduled outdoor play only during cooler morning hours or replaced it entirely with indoor gross-motor alternatives.
- Reduced transitions and group times to minimise physical exertion and emotional dysregulation.
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2
https://www.education.gov.au/early-childhood/providers/extra-support/emergency
Hydration and Body Awareness
- Embedded frequent water breaks into routines and play.
- Used visual cues, songs and shared routines to support children to recognise thirst.
- Supported babies with additional feeds and responsive care.
- Incorporated learning about listening to our bodies and staying safe in hot weather.
https://www.healthdirect.gov.au/heat-stress
https://raisingchildren.net.au
Supporting Rest, Sleep and Emotional Regulation
- Modified sleep environments to use the coolest available spaces.
- Reduced bedding and sleepwear layers.
- Allowed flexible rest times and quiet alternatives when sleep was disrupted.
- Increased emotional support, co-regulation and reassurance throughout the day.
https://www.acecqa.gov.au/resources/supporting-childrens-health-and-wellbeing
https://www.betterhealth.vic.gov.au/health/healthyliving/heat-and-health
Environmental Awareness and Sustainability
- Engaged children in age-appropriate discussions about weather, seasons and caring for our environment.
- Explored shade, water conservation and cooling strategies through play and inquiry.
- Used heat as a learning opportunity without creating fear or anxiety.
https://www.abc.net.au/abckids/early-education
https://www.sustainableschools.nsw.edu.au
Quality Improvement Plan (QIP) Write-Ups
QA1 – Educational Program and Practice
Embedded Practice:
Educators consistently adapted the program in response to extreme heat, ensuring experiences prioritised children’s wellbeing, regulation and engagement. Programming reflected a deep understanding of how heat affects learning, behaviour and development.
Critical Reflection:
The service reflected on how flexible pedagogy during extreme heat supported better outcomes for children, identifying that calm, responsive programming improved emotional regulation and sustained engagement.
Shaping Practice:
Heat-responsive programming informed future planning, with seasonal risk management now embedded into curriculum decision-making across the year.
QA2 – Children’s Health and Safety
Embedded Practice:
Extreme heat was formally embedded into the service’s emergency and risk management planning. Educators proactively implemented hydration, rest and cooling strategies to protect children from heat stress.
Critical Reflection:
The service reviewed heat response procedures following high-temperature periods, identifying strengths and opportunities to further enhance child safety.
Shaping Practice:
Heat management strategies were strengthened and documented, ensuring continuous improvement and alignment with child safety expectations.
QA3 – Physical Environment
Embedded Practice:
The physical environment was intentionally adjusted during hot weather, including access to cool indoor spaces, shaded outdoor areas and reduced exposure to heat-retaining surfaces.
Critical Reflection:
Educators evaluated how environmental factors impacted children’s comfort and behaviour, leading to improvements in space use and daily set-ups.
Shaping Practice:
Long-term planning incorporated environmental improvements to better support children during extreme weather conditions.
QA4 – Staffing Arrangements
Embedded Practice:
Educator wellbeing was prioritised during extreme heat, with access to water, rest breaks and modified workloads.
Critical Reflection:
The service reflected on how supporting educators during heat events directly enhanced responsiveness, safety and quality interactions with children.
Shaping Practice:
Heat-aware staffing practices were embedded into WHS considerations and leadership decision-making.
QA5 – Relationships with Children
Embedded Practice:
Educators responded with heightened emotional attunement during hot conditions, recognising heat-related distress as a wellbeing issue rather than behaviour.
Critical Reflection:
The service reflected on how increased co-regulation and flexibility strengthened secure relationships during challenging conditions.
Shaping Practice:
Relationship-based approaches were reinforced as essential during environmental stressors.
QA6 – Collaborative Partnerships with Families
Embedded Practice:
Families were kept informed about heat responses, routine changes and safety decisions through timely, transparent communication.
Critical Reflection:
Family feedback confirmed increased trust and confidence in the service’s commitment to children’s wellbeing.
Shaping Practice:
Clear communication during extreme weather became a consistent part of family engagement strategies.
QA7 – Governance and Leadership
Embedded Practice:
Leadership ensured heat management was embedded into policies, procedures, training and risk management systems.
Critical Reflection:
The service reflected on governance practices to ensure proactive rather than reactive responses to extreme heat.
Shaping Practice:
Extreme weather planning became part of ongoing strategic and quality improvement planning.
Links and Resources
ACECQA – Quality Area 2:
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2
Australian Government – Emergency Management for ECEC:
https://www.education.gov.au/early-childhood/providers/extra-support/emergency
Healthdirect – Heat Stress:
https://www.healthdirect.gov.au/heat-stress
Raising Children Network:
https://raisingchildren.net.au
Better Health Channel – Heat and Health:
https://www.betterhealth.vic.gov.au
BEST Childcare Consultants
Extreme heat requires more than a quick response — it requires intentional leadership, responsive pedagogy and a strong commitment to child safety and wellbeing. Services that embed heat-responsive practices demonstrate professionalism, foresight and a deep understanding of children’s needs in a changing world.
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.
