At Mother Duck Childcare and Kindergarten, one of the most important parts of our Code of Conduct Review has been strengthening shared understanding around safe, respectful and developmentally appropriate interactions with children.

Families place enormous trust in Early Childhood professionals each day. Because of this, the expectations surrounding how adults interact with children in ECEC settings are becoming increasingly clear and strengthened across Australia.

As part of our review, we have been (and will continue to keep) working closely with educators, students, volunteers and visitors to deepen understanding around:

• respectful interactions
• trauma-informed practice
• children’s rights and dignity
• and what constitutes inappropriate discipline or inappropriate conduct within an ECEC setting.

Importantly, inappropriate conduct is not limited to physical harm. It can also include behaviours that may humiliate, shame, isolate, frighten or negatively impact a child’s emotional wellbeing.

This is why our expectations include:

• speaking to children respectfully
• respecting children’s consent and autonomy
• and ensuring every interaction supports a child’s felt sense of safety

Families may notice that some expectations within ECEC settings are becoming more explicit than they may have been in previous years. This reflects the broader changes occurring across the sector as child safeguarding practices continue to strengthen. 

Furthermore, families may at times find it confusing or challenging if they request that a Service continue certain “behaviour guidance” approaches used at home — such as time out or other forms of discipline — and educators are unable to implement these practices within the ECEC environment.

It is helpful for families to understand firstly, that Early Childhood professionals are bound by legislation, regulations and professional standards that directly prohibit certain disciplinary practices within education and care settings. In addition, the ECEC sector continues to evolve alongside growing research regarding brain development, emotional regulation, trauma-informed practice and children’s behaviour.

At Mother Duck Childcare and Kindergarten, our approach is grounded in understanding that children’s behaviour is a form of communication and that young children learn best through co-regulation, connection and supportive relationships.

This does not mean children are not provided with limits, boundaries or guidance. Rather, it means our educators are supported to respond in ways that protect children’s dignity, safety and emotional wellbeing while helping them build the skills required to navigate emotions, relationships and social situations over time.

At Mother Duck, this work is not about creating fear or suspicion. It is about ensuring every adult working within our environments understands the important responsibility they hold when caring for children.

Because child safety is strengthened when expectations are clear, reflective practice is ongoing and children are always treated with dignity, respect and care.