Category Archives: Exceeding the NQS BEST tips

Exceeding the NQS BEST tips

National Families Week 2026: Moving from Celebration to Exceeding Practice

Posted on by Jennifer Scafidas

There is something deeply powerful about recognising the people who shape a child’s world. Families—however they look, however they are formed—are a child’s first place of belonging, identity, and connection. They hold stories, culture, comfort, and love.

National Families Week and the International Day of Families offer more than a moment of celebration—they invite us to slow down and truly see the families within our service community. To listen more intentionally. To include more meaningfully. To reflect on whether every family feels recognised, respected, and valued—not just during this week, but in every interaction, every conversation, and every decision we make.

The theme “Every Family, Everywhere” reminds us that no two families are the same—and that is something to be honoured, not simplified. When we genuinely partner with families, when we welcome their voices into our programs, and when we build strong connections between home, service, and community, we create something far greater than a program—we create a shared space where children can truly thrive.

Grounded in the United Nations Convention on the Rights of the Child and the EYLF v2.0, this week becomes a catalyst—not just for celebration, but for meaningful, lasting change in practice.

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Exceeding the NQS BEST tips

More Than a Gift: Honouring Families Through Mother’s Day in Early Childhood Education

Posted on by Jennifer Scafidas

Mother’s Day in early childhood education is never just about a handmade card or a painted pot. It is about connection. It is about identity. It is about recognising the deep, meaningful relationships that shape a child’s world.

For some children, “Mum” is the person who gave birth to them. For others, it may be a grandmother, an aunty, a foster carer, two mums, a dad who takes on both roles, or another significant adult who provides love, safety and belonging. When we celebrate Mother’s Day in early childhood settings, we are not simply acknowledging a title—we are honouring care, attachment, and the people who nurture children every single day.

These celebrations, when approached thoughtfully, become powerful opportunities to embed belonging, respect diversity, and strengthen partnerships with families. They also allow children to express gratitude in ways that are developmentally appropriate, meaningful, and joyful.

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Exceeding the NQS BEST tips

Breathe Easy, Learn Strong: Supporting Children Through World Asthma Day

Posted on by Jennifer Scafidas

There is something deeply powerful about a child taking a calm, steady breath—feeling safe, settled, and ready to explore their world. For children living with asthma, that simple moment can sometimes feel uncertain. It relies on the adults around them being prepared, responsive, and understanding.

World Asthma Day (5th May) invites us to pause and reflect on how we support every child’s right to feel safe in their body. In our early childhood settings, asthma is more than a medical condition—it is part of a child’s daily experience, their routines, their confidence, and sometimes their worries. For some children, it means carrying a puffer. For others, it means watching a friend need help to breathe.

As educators, we are in a unique position. We are the calm in the moment, the reassurance in uncertainty, and the voice that helps children understand that their bodies are important, capable, and supported. When we approach asthma awareness with empathy and intention, we create environments where children don’t feel different—they feel safe, included, and cared for.

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Exceeding the NQS BEST tips

Every Child, Their Own Way: Supporting Neurodiverse Children in Early Childhood Education 

Posted on by Jennifer Scafidas

After recently connecting with the team at Neurominded, I was reminded of the importance of truly understanding the lived experiences of neurodiverse individuals. Their insights reinforced that inclusion is not simply about strategies or checklists, but about a shift in mindset—one grounded in respect, curiosity, and a willingness to see each child for who they are. It was a powerful reminder that the way we interpret and respond to children’s behaviour shapes their sense of belonging and identity.

Supporting autistic children in early childhood education calls for a thoughtful, compassionate approach that honours difference rather than trying to change it. When we adopt a neurodiversity-affirming lens, we begin to see behaviour as communication, and environments as something we can intentionally shape to better support each child. By creating spaces that are predictable, responsive, and inclusive, we give children the opportunity to feel safe, understood, and confident to engage with the world in their own unique way.

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Exceeding the NQS BEST tips

Creating Inclusive Workplaces in Early Childhood Education: Supporting Neurodiverse Educators

Posted on by Jennifer Scafidas

Recently, I had the opportunity to spend time with the team at Neurominded, and it was a genuinely meaningful experience. Their depth of knowledge, combined with the way they centre respect, understanding, and practical support for neurodiverse individuals, offered valuable insight into how we can do better as a sector. It prompted reflection not just on how we support children, but on how we show up for one another as educators.

Creating truly inclusive early childhood environments means recognising that educators themselves are neurodiverse, and that this diversity strengthens our teams. A neurodiversity-affirming approach invites us to move beyond one-size-fits-all expectations and instead build workplaces that are flexible, supportive, and grounded in genuine understanding. When educators feel seen, valued, and supported to work in ways that align with their strengths, this has a profound impact—not only on their own wellbeing, but on the quality of care, connection, and learning we provide for children.

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Exceeding the NQS BEST tips

ANZAC Day in Early Childhood: Meaningful, Respectful and Developmentally Appropriate Practice

Posted on by Jennifer Scafidas

ANZAC Day holds a special place in the story of Australia, and within early childhood it offers a gentle, meaningful way to begin introducing children to the idea of community, remembrance and care for others. While young children are far too little to understand war, they are deeply capable of understanding human connection — of noticing kindness, recognising fairness, and feeling what it means to belong. It is through these simple, everyday experiences that ANZAC Day finds its place in early learning.

In our classrooms, ANZAC Day is not about history lessons or complex explanations. It is about creating space for children to explore what it means to help others, to be a good friend, and to be part of something bigger than themselves. It is about the quiet moments — placing a poppy, sharing a story, or sitting together in reflection — that allow children to begin forming an early sense of respect and empathy.

When approached with care, intention and sensitivity, ANZAC Day becomes more than a commemorative event. It becomes an opportunity to nurture children’s developing identity and connection to their world, while honouring the values that continue to shape our communities today.

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Exceeding the NQS BEST tips

Immunisation Matters: Embedding Immunisation Awareness into Exceeding Practice

Posted on by Jennifer Scafidas

In the early years, health is not something children learn about through facts—it is something they experience through care, connection and trust. Every time a child washes their hands, rests when they are tired, or seeks comfort from a familiar educator, they are building an understanding of what it means to feel safe, supported and well.

World Immunisation Week gently reminds us of the invisible ways we protect children every day. While vaccinations themselves sit beyond the daily practice of early learning settings, the values behind them—protection, prevention, and collective responsibility—are deeply embedded in what we do.

As educators, we are not teaching children about illness—we are teaching them about care.
Care for their bodies. Care for others. Care for their community.

Through simple, meaningful conversations and experiences, we help children begin to understand:

“My body is important.”

“There are people who help keep me safe and healthy.”

“We can look after each other.”

These understandings form the foundation of lifelong wellbeing, resilience and belonging. This week is not about adding something extra to your program—it is about recognising that

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Exceeding the NQS BEST tips

Nature Play as Pedagogy: Embedding Nature Play into Everyday Practice

Posted on by Jennifer Scafidas

There is something deeply human about watching a child connect with nature. It is in the quiet moments—small hands digging into soil, eyes lighting up at the discovery of a bug, the careful balance along a log—that we see children exactly as they are meant to be: curious, capable, and completely engaged in their world.

Nature Play Week is not simply a themed event on the calendar. It is a powerful reminder of what childhood should feel like. In a time where routines can become rushed and environments increasingly structured, nature offers something irreplaceable—freedom, wonder, and the space to just be. It invites children to slow down, to take risks, to problem-solve, and to develop a genuine connection to the world around them.

For educators, this is where our role becomes most meaningful. Nature play challenges us to step back, to trust children, and to move beyond pre-planned outcomes. It calls us to observe more closely, listen more deeply, and respond with intention. It is in these moments that the richest learning occurs—not because it was planned, but because it was lived.

Importantly, nature play is not about creating perfect outdoor setups or aesthetically pleasing experiences. It is about authenticity. It is about mud, unpredictability, and real discovery. It is about giving children the time and permission to explore, to fail, to try again, and to succeed in ways that truly matter to them.

When we embed nature play into our everyday practice, we are doing far more than meeting frameworks or ticking boxes. We are supporting children to build resilience, develop confidence, and form a strong sense of identity and belonging. We are shaping children who feel connected—to themselves, to others, and to the environment they will one day care for.

This is the heart of quality practice. This is what exceeding truly looks like.

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Exceeding the NQS BEST tips

Intentional Humour in Early Childhood: Embedding Joy into Everyday Practice

Posted on by Jennifer Scafidas

In early childhood education, the most meaningful learning does not come from what is delivered to children—it comes from what is felt alongside them. The laughter that echoes through a room, the shared glance during a silly moment, the joy of something unexpected—these are the experiences that build trust, connection, and a genuine love of learning. In a sector often focused on outcomes, documentation, and compliance, it is easy to overlook that joy itself is a critical foundation for quality practice.

April Fools’ Day offers educators a rare and intentional opportunity to pause and prioritise something deeply human—laughter. When approached thoughtfully, it is not about tricks or embarrassment, but about creating shared moments of delight that strengthen relationships and invite children into a deeper sense of belonging. It is through these moments that children learn that their environment is safe, that adults can be playful and responsive, and that learning can be filled with wonder and enjoyment.

Embedding humour into our pedagogy is not an “extra”—it is a powerful way to support wellbeing, identity, and social development. When educators model light-heartedness, flexibility, and joy, they show children how to navigate the world with curiosity, resilience, and empathy. April Fools’ Day, when grounded in respect and intention, becomes more than a date on the calendar—it becomes a reflection of the kind of learning environments we strive to create every day: connected, responsive, and full of life.

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Exceeding the NQS BEST tips

Epilepsy Awareness in Action: Embedding Inclusive Medical Practice in ECEC

Posted on by Jennifer Scafidas

Some children arrive at our services carrying more than backpacks. They carry medical plans. Emergency medication. Parent anxieties. Quiet hopes that their child will be safe, included, and understood.

For families of children living with epilepsy, every day requires trust. Trust that educators will recognise a seizure. Trust that supervision is vigilant. Trust that systems are strong. Trust that their child will belong — not be defined by a diagnosis.

Purple Day (26 March) is not simply about wearing purple. It is about honouring that trust. For early childhood services, this day provides a meaningful opportunity to strengthen inclusive practice in alignment with the Education and Care Services National Law, the Education and Care Services National Regulations, and the vision of the Early Years Learning Framework — that every child is safe, supported and able to participate fully.

When approached intentionally, Purple Day becomes powerful evidence of Exceeding practice — not because of decorations, but because of strengthened systems, deeper reflection and genuine collaboration.

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