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How Our Centres Celebrated National Simultaneous Storytime 2026

Michele Mayhew — Mon, 01 Jun 2026 03:38:13 +0000

On Wednesday 27 May, something special happened in early learning centres, schools and libraries right across the country, and ours were right in the middle of it.

What Is National Simultaneous Storytime?

(NSS) is an annual event run by the Australian Library and Information Association (ALIA), now in its 26th year. Every year, a picture book written and illustrated by an Australian author and illustrator is read simultaneously in libraries, schools, preschools, childcare centres, bookshops, and homes across Australia, and beyond.

At 12pm AEST on 27 May 2026, millions of children sat down together to hear the same story at exactly the same time. It's one of the most joyful reading events on the Australian calendar, and a genuine reminder of what shared stories can do for children, families and communities.

This Year's Book: Luna Roo the Kangaroo Baller

This year's chosen title was Luna Roo the Kangaroo Baller, written by Adam Jackson and Adrian Lloyd, illustrated by Jake Minton, and published by Little Book Press. Luna Roo is the rookie captain of FC Outback, stepping up to lead her team in a thrilling match against Bush United, facing spider goalkeepers, snake attackers, and a serious case of nerves along the way. The story's message is one that resonates well beyond the soccer pitch: trust your skills, back your teammates, and keep going even when things get hard.

The authors bring real football credentials to the story. Adam Jackson has worked in the sport for nearly 20 years, including time at Manchester United and as Head of Marketing at global sports broadcaster beIN SPORTS. Adrian Lloyd is an FA-qualified coach who has coached at Fulham FC and with children's teams here in Australia. That background gives the book an authenticity that children, and the educators reading it, can feel.

How Our Centres Joined In

Across our network of centres, including , , , , and more, educators found creative and engaging ways to make NSS a full experience, not just a shared reading moment.

Some centres created soccer-themed sensory trays for children to explore before and after the story, connecting the book's themes to hands-on play. Others organised soccer-inspired physical activities, getting children moving and channelling Luna Roo's energy out on the mat and in the yard. And in several centres, foyer displays were set up so children could share what the event meant to them with their families at pick-up time, turning a single storytime into a conversation that continued at home.

Sensory tray at Milestones Early Learning Mount Riverview

Foyer display at Bright Beginnings Children’s Centre

National Simultaneous Storytime soccer activity at Papilio Early Learning Barton

Why Events Like This Matter

NSS is about more than a single book read on a single day. It's a national moment that puts shared reading front and centre, and research consistently supports why that matters. Reading regularly with children from a young age stimulates brain development, strengthens relationships, and builds the language, literacy, and social-emotional skills that set children up for life. When a child sits with an educator and hears a story read with expression and care, they're not just enjoying a narrative, they're building vocabulary, developing listening skills, and experiencing the kind of warm, engaged connection that early learning is built on.

For our educators, NSS is also a chance to bring the wider community into the room, to show children that what happens in their centre is part of something much bigger happening all around Australia, at exactly the same moment.

Join a Centre Near You

If you'd like to find out more about how our centres bring literacy, play, and learning to life every day, we'd love to welcome you in for a visit.

Find your nearest ��ר�� centre.

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National Reconciliation Week 2026: Walking Alongside First Nations Communities in Early Learning

Michele Mayhew — Mon, 25 May 2026 00:00:00 +0000

National Reconciliation Week runs from 27 May to 3 June each year. The dates are fixed - they mark the anniversary of the 1967 referendum and the Mabo decision - and the theme changes annually, reflecting where the national conversation on reconciliation sits. This year, we are marking the week by thinking about what reconciliation means in the context of early childhood education, and what it looks like in the communities where our centres operate.

What reconciliation means

describes reconciliation as a journey, one that involves all Australians, not just those with a direct connection to First Nations communities. It encompasses five dimensions: race relations, equality and equity, institutional integrity, unity, and historical acceptance.

In practical terms, reconciliation means acknowledging the truth of Australia's history, including the ongoing effects of colonisation on First Nations peoples, and taking meaningful action to build respectful, equitable relationships between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians.

It is not a destination. It is a process. And the early years, when children are forming their understanding of the world, of people, and of belonging, are a meaningful place to begin.

Why early learning matters for reconciliation

Children are not born with prejudice. They learn to categorise, to judge, and to exclude, or not to, from the environments they grow up in and the people around them.

Research consistently shows that children who are exposed to diverse perspectives and cultures from an early age develop stronger empathy, more flexible thinking, and a broader sense of who belongs in their world. Early learning settings have a genuine role to play in shaping that.

The , the national curriculum framework for early childhood education in Australia, recognises this explicitly. One of its five learning outcomes is that children develop a strong sense of identity: one that includes understanding their own heritage and respecting the heritage of others.

For Aboriginal and Torres Strait Islander children, this means early learning environments that reflect, honour, and celebrate their culture. For all children, it means growing up alongside First Nations knowledge and perspectives as a natural part of everyday learning, not a special occasion, not a term project, but woven into the fabric of how they understand the world.

The Wandana partnership

��ר��'s approach to First Nations education is shaped by our partnership with . Wandana's educators and knowledge holders work directly with our centres to weave Aboriginal and Torres Strait Islander perspectives, language, and culture into the Lifelong Learning Curriculum.

This is not a tokenistic arrangement. Wandana leads the content. Their educators bring the knowledge. Our role is to create the conditions for that knowledge to be shared respectfully, and to support our educators to engage with it meaningfully.

Across our centres, children encounter First Nations stories, language, and ways of knowing as part of ordinary days, in the songs they sing, the art they make, the stories they hear, the connection to Country that is built into how outdoor spaces are approached and understood.

How families can participate in Reconciliation Week at home

Reconciliation Week doesn't need to be complicated to be meaningful. Here are some ways families can engage with the week at home, with children of all ages.

Read together. There are many wonderful picture books by Aboriginal and Torres Strait Islander authors and illustrators. Some to look for: and Aunty's Wedding, written by Miranda Tapsall and Joshua Tyler and illustrated by Samantha Campbell.
Use the map. The AIATSIS Map of Indigenous Australia is a beautiful way to explore whose Country you live and work on with older children. Find it at aiatsis.gov.au.
Attend a local event. Many libraries, councils, and community organisations hold Reconciliation Week events. Check what is happening in your area.
Start a conversation. With young children, this can be as simple as acknowledging Country when you go outside: "This is the land of the [local First Nations group] people. They have cared for it for a very long time."
Explore Reconciliation Australia's resources at - they have family-friendly materials to support the week.

Reconciliation is not one week's work. But a week that prompts a conversation, a story, a walk on Country with fresh eyes - that is a week well spent.

See our Reconciliation Action Plan.

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What Is the Lifelong Learning Curriculum, and What Does It Mean for Your Child Every Day?

Michele Mayhew — Mon, 11 May 2026 00:34:26 +0000

If you've visited one of our centres, you may have heard educators talk about the Lifelong Learning Curriculum. You might have seen it referenced in your child's learning documentation, or spotted it on a display in a room. But what is it, exactly, and what does it actually look like in practice? This post answers both of those questions.

A curriculum designed for early childhood

The Lifelong Learning Curriculum is the educational framework that guides learning and teaching across ��ר��'s centres for children from birth to school age.

It was developed in-house, grounded in research, and designed specifically for how young children learn, not adapted from a school curriculum, not imported wholesale from another context, but built for the early years and the children in them.

The curriculum is structured around four areas of development: emotional confidence, social connection, physical health and wellbeing, and foundational learning skills. Everything that happens in the room - the activities educators plan, the way they respond to children, the spaces they design - is connected to these areas.

What the research behind it looks like

Early childhood education has a rich body of research behind it, and the Lifelong Learning Curriculum draws on a carefully selected set of approaches, chosen because the evidence supports them.

For babies, the curriculum is anchored in Attachment Theory and Relationship Practices. This means educators focus first on building secure, trusting relationships with each child, the kind of relationships that make everything else possible. A baby who feels safe with their educator is a baby who is ready to explore, to play, and to learn.

For toddlers, the curriculum uses the Abecedarian Approach, a structured, language-rich way of supporting learning in the one-to-three age group that has strong long-term evidence behind it. Educators use language intentionally throughout the day: narrating routines, naming objects, asking open questions, building vocabulary through conversation.

For preschoolers, the framework shifts to Project-Based Learning, giving children the opportunity to explore ideas over time, to investigate, to collaborate, to ask questions and find answers. This is the age at which curiosity is most visible, and the curriculum is designed to honour and extend it.

Across all ages, the curriculum draws on principles from Montessori and Reggio Emilia, keeping children at the centre of their own learning, respecting their agency, and trusting their capacity to direct their own discovery.

How it connects to the national framework

The Lifelong Learning Curriculum is fully aligned to the (EYLF v2.0), the national framework that guides early childhood education across the country.

Alignment to the EYLF is a regulatory requirement for all early learning centres in Australia. The Lifelong Learning Curriculum meets that requirement and goes further, translating the EYLF's five learning outcomes into age-specific programs, educator resources, and practical daily activities that make the framework real in each room.

The EYLF's five outcomes - a strong sense of identity, connection to the world, a strong sense of wellbeing, confident and involved learning, and effective communication - are woven through every program in the curriculum, from Healthy Beginnings for babies through to Early Experiences for toddlers, and the School Readiness preschool programs.

What it looks like on an ordinary Tuesday

Frameworks and research matter, but the question most parents have is simpler: what does this mean for my child, today?

For a seven-month-old, it might mean a dedicated key educator who greets them the same way every morning, who knows their feeding cues, who narrates a nappy change with a running commentary because that conversation is building language pathways in a brain that is absorbing everything.

For a two-year-old, it might mean a morning where educators pause to notice what the child is interested in - a puddle, a caterpillar, a cardboard box - and extend that interest rather than redirect it. The learning isn't in a worksheet. It's in the conversation, the exploration, the time spent.

For a four-year-old, it might mean a project that has been running for three weeks - investigating where rain comes from, or how buildings are made - with documentation on the wall that shows the questions the children have asked and the discoveries they've made along the way.

In each case, there is intention behind what educators are doing. The curriculum gives them a framework for that intention, and the training to bring it to life.

Grounded in research, continuously informed by it

The Lifelong Learning Curriculum is grounded in current research and evolves as our understanding of how young children learn continues to grow. If you'd like to see it in action, the best way is to visit a centre. You'll see it in how educators interact with children, how rooms are set up, and how learning is documented and shared with families.

Find your nearest ��ר�� centre to arrange a tour.

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Nourishing Children Through the Seasons: How Our Autumn Menu Supports Health, Wellbeing and Learning

Michele Mayhew — Fri, 20 Mar 2026 00:53:07 +0000

As the seasons change, so do the nutritional needs of growing children.

Across ��ר�� centres, our seasonal menus are thoughtfully designed to reflect this, ensuring children enjoy fresh, nourishing meals that support their health, wellbeing, and development all year round.

This autumn, we’ve introduced a refreshed menu that brings together nutritional expertise, seasonal ingredients, and a deep understanding of how children learn and grow.

Why Seasonal Nutrition Matters in Early Childhood

In the early years, nutrition plays a critical role in supporting:

Physical growth and development
Cognitive function, focus, and energy
Immune system health
Emotional regulation and overall wellbeing

Seasonal menus allow us to align meals with what children naturally need at different times of the year, offering warming, nutrient-rich foods in autumn that help sustain energy and support developing immune systems.

They also create opportunities for children to experience variety, explore new foods, and build positive eating habits over time.

A Collaborative Approach with Nutrition Experts

Our autumn menu has been developed in partnership with , Accredited Practising Dietitians and leaders in early childhood nutrition.

With over a decade of experience working alongside early learning providers, The Biting Truth brings a practical, evidence-based approach to menu planning, ensuring meals are:

Nutritionally balanced and aligned with dietary guidelines
Suitable for early childhood settings
Enjoyable and accessible for children
Practical for on-site preparation

This collaboration supports our ongoing commitment to delivering high-quality care and education through every part of the day, including mealtimes.

What Children Experience Each Day

Across our centres, children are supported with a consistent rhythm of meals designed to fuel learning and play:

A balanced breakfast
Morning tea
A nutritious lunch
Afternoon tea

Menus include a wide variety of vegetables, fruits, whole grains, lean proteins, plant-based options, dairy (and alternatives), and healthy fats, ensuring children receive the nutrients they need to thrive.

What’s New on the Autumn Menu

This season’s menu has been carefully refined to support both nutrition and food confidence.

Key features include:

A diverse range of flavours inspired by global cuisines
Iron-rich meals to support growth and development
Balanced vegetarian options incorporating legumes and tofu
An increased focus on fruits and vegetables for fibre and micronutrients
Child-friendly textures designed with safety and development in mind
Nutritious, engaging afternoon tea options

Each week is designed to gently expand children’s preferences, encouraging them to try new foods in a safe, supportive environment.

Supporting Food Confidence and Lifelong Habits

At ��ר��, mealtimes are recognised as an important part of a child’s learning experience.

Through shared meals, children are supported to:

Explore new foods without pressure
Develop independence and self-help skills
Engage socially with peers and educators
Build a positive relationship with food

These everyday experiences contribute to the development of lifelong healthy habits, an important foundation for future wellbeing.

Inclusive and Responsive to Family Needs

We understand that food is closely connected to culture, identity, and family preferences.

Our menus are inclusive and adaptable, with vegetarian and halal options available. We work in partnership with families to ensure all dietary requirements are supported safely and respectfully across our centres.

Extending Healthy Habits Beyond the Centre

We also recognise the important role families play in shaping children’s eating habits.

Many families notice that children are more willing to try new foods in a social setting, such as at their early learning centre. This is a natural part of development and reflects the supportive, low-pressure environment created by educators.

Simple, consistent approaches at home, such as offering a variety of foods, involving children in meal preparation, and maintaining a positive mealtime environment, can help reinforce these behaviours over time.

A Holistic Approach to Wellbeing

Nutrition is one of many ways we support children’s development through our Lifelong Learning Curriculum.

By combining evidence-based nutrition, experienced educators, and thoughtfully designed environments, we create a holistic approach that supports every child to feel safe, confident, and ready to learn.

Our autumn menu is a reflection of this commitment, ensuring every child has the nourishment they need to grow, thrive, and build strong foundations for life.

Find your nearest ��ר�� early learning centre here.

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Welcoming Our New Queensland Senior Behaviour Coach, Riley O’Neill

Michele Mayhew — Mon, 09 Feb 2026 00:13:45 +0000

Supporting children’s behaviour starts with supporting the educators who care for them every day.

That’s why we’re excited to welcome��Riley O’Neill��to ��ר�� as our new Queensland Senior Behaviour Coach, leading a new Positive Behaviour Guidance Coaching Program across our Queensland services.

The program is part of a three-year Queensland Government–funded initiative focused on strengthening educator capability, improving behaviour guidance practices, and supporting children’s wellbeing in early learning environments. But at its heart, this work is about something simple and powerful: helping educators feel confident, supported, and equipped in the moments that matter most.

Riley O'Neill, ��ר��'s new Queensland Senior Behaviour Coach

A coach who understands the realities of the floor

Riley brings more than a decade of experience in early childhood education, having worked across Australia, Taiwan, and Central America. He’s spent years on the floor as an Early Childhood Teacher and understands the fast pace, high expectations, and emotional load educators carry, alongside the joy and meaning of the work.

“When educators feel supported, children feel it too,” Riley says. “I’ve been there - juggling routines, relationships, transitions, and behaviours all at once. My goal is to make educators’ days feel lighter, calmer, and more purposeful.”

Riley’s approach is evidence-informed, relational, and practical. He works alongside teams to build clarity and confidence, supporting educators to understand children’s needs through a trauma-informed lens and to create predictable, emotionally safe environments where everyone can thrive.

What the Positive Behaviour Guidance Coaching Program looks like in practice

Delivered in partnership with Phoenix Support for Educators, the program is designed to embed consistent, evidence-informed behaviour guidance through coaching, modelling, and practical support, not one-off training sessions.

Across Queensland, Riley and the Behaviour Coaching team will support services by:

Visiting centres to observe and support children with ongoing or complex behaviours
Identifying underlying needs using the Phoenix Cups model
Coaching and modelling co-regulation, routines, transitions, and calm responses
Sharing practical strategies educators can apply immediately
Strengthening learning environments with visuals, predictable schedules, and purposeful planning
Providing follow-up conversations and tailored behaviour support plans
Facilitating reflective discussions and Phoenix-aligned professional learning

Over the life of the program, Affinity will also introduce a customised Behaviour Educator Toolkit, a hybrid coaching and mentoring model, annual symposiums, and a suite of practical resources, including podcasts, hard copy tools, and professional learning modules.

These supports are designed to help educators respond confidently to developmental, trauma-related, and complex behaviours, while continuing to meet the National Quality Standards and uphold ��ڴھ��Ծ��ٲ�’s commitment to high-quality early education.

Investing in educators to support children

��ר�� CEO��Glen Hurley��says the program reflects a long-term commitment to educator wellbeing and capability.

“We’re excited to support our Queensland educators to build confident, consistent, wellbeing-focused approaches in their daily practice,” Glen says. “This work helps create emotionally safe, predictable, and connected learning environments where both children and educators can thrive.”

We’re proud to welcome Riley to the Affinity team and look forward to the positive impact this program will have across our Queensland centres.

For more information about the Positive Behaviour Guidance Coaching Program, please contact the Education Team at��education@affinityeducation.com.au.

To explore careers with ��ר��, see current opportunities here.

Proudly funded and supported by the Queensland Government.

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How Quality Support Translates into Real Outcomes for Centres

��ר��'s Risk & Quality Team — Fri, 30 Jan 2026 00:23:13 +0000

In early learning, quality isn’t something that exists on paper. It’s lived every day, in routines, relationships, decisions, and the support educators receive when things feel complex or pressured.

January is a good example of this. For many centres, it’s one of the busiest and most demanding times of the year. Teams are welcoming new families, supporting children through transitions, onboarding staff, and maintaining consistency in practice, all while the expectations around quality never pause.

At ��ר��, this is where structured quality support matters most.

Rather than viewing quality as a compliance exercise or an outcome to be defended, our focus is on how quality is supported in practice, so centres feel prepared, confident, and capable, not reactive or overwhelmed.

An example from Western Australia brings this approach to life.

A shared outcome, built through support

Western Australia has achieved 100% Meeting the across Affinity centres in the state.

This result didn’t happen overnight, and it wasn’t driven by a single initiative or last-minute push. It reflects sustained effort across centres, supported by strong partnerships between educators, centre leaders, and ��ڴھ��Ծ��ٲ�’s quality and compliance teams.

Importantly, this outcome isn’t positioned internally as a “win” to celebrate and move on from. Instead, it’s viewed as evidence that consistent, hands-on quality support, delivered over time, works.

What quality support looks like in practice

For centres, quality support isn’t about being told what to do. It’s about having access to guidance that is practical, timely, and grounded in the realities of daily operations.

��ڴھ��Ծ��ٲ�’s Quality Advisors work alongside centre teams to:

build understanding, not just awareness, of quality expectations
support reflective practice rather than checklist compliance
identify risks early and address them collaboratively
prepare teams well ahead of assessment and rating, reducing pressure and uncertainty

As Amanda Andrew, Senior Quality Advisor at ��ר��, explains:

“When centres feel supported to understand the ‘why’ behind quality expectations, they’re able to consistently deliver high quality outcomes for children, not just when an assessment is approaching.”

This approach allows centres to focus on what matters most: children’s learning and development, educator confidence, and sustainable practice.

Risk and compliance as enablers, not barriers

A key part of this model is how risk and compliance are positioned internally.

Rather than operating as a separate or reactive function, ��ڴھ��Ծ��ٲ�’s risk and compliance teams work closely with operations and quality to help centres identify and manage risk before it becomes an issue, supporting safer, more consistent environments for children and staff.

According to Nicola Page, Chief Risk and Quality Officer:

“When compliance is embedded early and supported properly, it becomes an enabler of quality, not a barrier. Our role is to help centres feel confident in their systems, so quality practice is sustainable and embedded, not stressful or last-minute.”

This integrated approach helps reduce pressure on centre teams and supports long-term operational stability.

Why this matters for educators and leaders

For educators and centre leaders, structured quality support means:

clearer expectations
fewer surprises
more confidence in decision-making
support that feels relevant, not removed from practice

It also creates space for teams to focus on growth, whether that’s mentoring educators, strengthening leadership capability, or deepening educational practice, rather than feeling like quality is something to “get through.”

Looking ahead

Outcomes like those seen in Western Australia are not endpoints. They’re checkpoints that confirm the importance of investing in systems, people, and relationships that support quality consistently, even during the busiest times of the year.

At ��ר��, quality is not treated as a standalone initiative or a seasonal focus. It’s supported systematically, through ongoing partnerships between centres, advisors, and leadership, so strong practice can be sustained over time.

Because when quality is supported well, it shows, not just in assessment outcomes, but in confident teams, stable operations, and better experiences for children and families.

Interested in joining ��ר��? Search current career opportunities here.

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Supporting Children Through Transitions: How Routines and Reassurance Build Confidence

��ר��'s Education Team — Thu, 22 Jan 2026 23:41:48 +0000

Transitions are a natural part of early childhood, but that doesn’t mean they’re always easy.��

Whether a child is starting childcare for the first time, moving into a new room, or preparing for the transition to kindergarten or school, change can feel big. New environments, new expectations and new relationships can all impact how secure a child feels.��

Many families tell us that transitions feel harder than they expected, even when everything is going “well”. That’s completely normal. With the right support, these moments of change can become positive, confidence-building experiences.��

Why transitions can feel challenging for young children

Young children rely on familiarity to feel safe. When routines or environments change, it’s common for children to express uncertainty through emotions or behaviour, not because something is wrong, but because they’re adjusting.��

Research consistently shows that emotional regulation plays a key role in how children cope with transitions and adapt to new learning environments. Children who feel emotionally supported during times of change are more likely to engage positively with peers,��educators��and learning experiences.��

At the heart of this support is emotional safety, and routines are one of the most effective ways to provide it.��

The role of routines in supporting transitions

Routines give children a sense of predictability during uncertain moments. Knowing what comes next helps reduce anxiety and supports self-regulation.��

Consistent routines:��

Create a sense of safety and belonging��
Help children manage big emotions��
Support independence and confidence��
Allow children to focus on learning rather than uncertainty��

��recognises that predictable routines and responsive relationships support children’s wellbeing and sense of identity, particularly during periods of change.��

At ��ר��, predictable routines and responsive relationships are intentionally embedded within our��Lifelong Learning Curriculum, supporting children’s wellbeing and sense of belonging, particularly during periods of change.��

How educators support smooth transitions

In early learning settings, transitions are most successful when they are intentional and child-centred.��

Educators support children through transitions by:��

Building strong, trusting relationships before and during change��
Gradually introducing new rooms,��routines��or educators��
Maintaining familiar rhythms throughout the day��
Working closely with families to understand each child’s needs,��routines��and cues��

For children��preparing for primary school, these transition supports are part of a broader focus on confidence, independence, and emotional readiness. ��

When children feel known, supported and understood, transitions become less about what they’re leaving behind and more about what they’re growing into.��

How families can support transitions at home

Families play a vital role in helping children navigate change with confidence.��

Practical ways families can support transitions include:��

Talking calmly and positively about upcoming changes��
Keeping key routines consistent at home��
Using clear, confident goodbyes (even when��it’s��hard)��
Acknowledging children’s feelings without trying to rush or fix them��

Predictable routines and emotionally responsive caregiving help children feel safe as they��adjust and��help them build the skills they need to manage change over time.��

Transitions take time, and that’s okay

There’s��no “right” way for a child to transition. Some children settle quickly; others need more time. Both are completely normal.��

What matters most is that children feel:��

Safe��
Supported��
Understood��
Confident that they belong��

When transitions are supported with consistency, care and collaboration between families and educators, children��don’t��just��adjust;��they build confidence, resilience and trust that carry into everything that comes next.��

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Professional Development Pathways at ��ר��: Growing Capability, Confidence and Careers��

��ר��’s Workforce and Resourcing Team — Fri, 16 Jan 2026 03:57:59 +0000

In early education, professional growth��isn’t��a “nice to have”,��it’s��essential.��

Educators do some of the most important work in our communities, supporting children’s learning,��wellbeing��and development during the most formative years of their lives. To do that well, they need more than passion alone. They need confidence, capability, and access to learning that genuinely supports them at every stage of their career.��

At ��ר��, professional development is not treated as a one-off course or a compliance requirement.��It’s��an ongoing pathway – one that recognises where educators are now, where they want to go, and the��many different ways��a meaningful career in early education can grow.��

A career that grows with you

No two educators follow the same path.��

Some begin their journey as trainees or certificate-qualified educators. Others enter the sector with years of experience, or with leadership aspirations already in mind. Some are drawn to curriculum and pedagogy, while others discover a passion for mentoring, centre leadership, or broader support roles.��

��ڴھ��Ծ��ٲ�’s approach to professional development is designed to reflect this diversity. Pathways are flexible,��layered��and practical,��supporting educators to build skills over time, rather than forcing everyone into the same mould.��

Whether an educator’s goal is to deepen their practice in the room, step into leadership, or explore new opportunities across the organisation, there are clear pathways to help them progress when��they’re��ready.��

Learning that’s practical, relevant and supported

Professional development is most effective when it connects directly to everyday practice.��

Through the Affinity Learning Academy, educators access structured learning opportunities designed specifically for early education settings,��not generic training programs. Learning focuses on building confidence in areas such as:��

Child development and curriculum delivery��
Leadership and people management��
Communication with families��
Compliance,��quality��and continuous improvement��
Personal wellbeing and professional resilience��

Importantly, learning is supported, not siloed. Educators are guided by experienced leaders,��mentors��and peers, helping them apply what they learn in real environments, with real teams and children.��

For many educators, this ongoing support is what turns learning into long-term capability.��

Clear pathways, not vague promises

Career progression can feel uncertain if pathways��aren’t��visible.��

Affinity is intentional about providing clarity around career pathways, helping educators understand how roles connect and how skills develop over time. These pathways may include progression into roles such as:��

Room Leader��
Educational Leader��
Assistant Centre Manager��
Centre Manager��
Specialist and support roles across education, quality,��operations��and support teams��

Progression is encouraged, not rushed. Educators are supported to grow at a pace that aligns with their readiness,��interests��and life stage.��

Explore career pathways at ��ר��

Supporting educators to stay, and thrive

Retention in early education is��closely linked��to feeling supported,��capable��and valued.��

At Affinity, professional development is designed to support not just progression, but sustainability.��Learning builds confidence,��reduces uncertainty and supports educators through the natural challenges of the profession,��whether��that’s��managing a busy room or stepping into leadership for the first time.��

By investing in capability and clarity, Affinity aims to create environments where educators can do their best work, supported by strong systems and people around them.��

Considering your next step?

For educators exploring new opportunities, professional development is often a deciding factor.��

��ڴھ��Ծ��ٲ�’s commitment to structured learning, visible pathways and internal progression reflects a broader belief: that educators deserve careers with depth,��stability��and opportunity,��not just roles.��

Whether��you’re��early in your career or ready for your next step, professional development at Affinity is designed to support growth that feels achievable,��relevant��and supported.��

Learn more about careers at ��ר��

Discover the Affinity Learning Academy

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What Quality Early Learning Really Looks Like in 2026

Michele Mayhew — Wed, 07 Jan 2026 05:22:56 +0000

For families choosing early learning today, the decision often feels heavier than it once did.

Parents are more informed. Expectations are higher. And alongside practical questions like location, hours and availability, there’s often a deeper one underneath it all:

“How do I know this is genuinely good for my child?”

At ��ר��, we work with families across Australia every day. We see the hopes, the questions, and sometimes the quiet uncertainty that comes with choosing early education and care.

Now, in 2026, quality early learning isn’t about doing more.

It’s about doing the right things, consistently, with care and intention.

Quality Childcare Starts With How Children Feel

Before learning can truly flourish, children need to feel safe, known and supported.

In high-quality early learning environments, this shows up in small but meaningful ways:

children who feel comfortable expressing their emotions
educators who know each child well - their temperament, interests and needs
calm, predictable routines that help children feel secure

When emotional safety is prioritised, children are more confident to explore, ask questions and try new things. Learning doesn’t need to be forced; it grows naturally from a sense of belonging.

This foundation matters just as much for babies as it does for preschoolers.

Early Learning That is Intentional, Not Rushed

In 2026, quality early learning is not about pushing children ahead or accelerating milestones before they’re ready.

Instead, it’s about learning experiences that are:

play-based, purposeful and age-appropriate
responsive to each child’s interests and strengths
guided by research and professional practice, not trends

��ڴھ��Ծ��ٲ�’s Lifelong Learning Curriculum supports children from birth through to school age, helping educators turn everyday moments, play, conversation, movement and exploration, into meaningful learning.

For families, this provides clarity. You can see what your child is learning, understand why it matters, and feel confident that their development is being supported in a thoughtful, balanced way.

In 2026, quality early learning is less about promises, and more about everyday practice.

Relationships Sit at the Heart of Quality

Ask families what they value most in early learning, and relationships are almost always at the top of the list.

Quality early learning environments are built on strong, respectful relationships between:

children and educators
educators and families
teams working together consistently

When educators are given the time and support to build these relationships, children feel secure and understood, and families feel confident that their child is truly known.

These relationships don’t happen by accident. They’re the result of stable teams, strong leadership and a culture that values connection as much as curriculum.

Educators Who are Supported Make the Difference

The quality of early learning is inseparable from the people delivering it.

Educators shape children’s earliest experiences, and supporting them well is essential. In 2026, quality early learning depends on educators who are:

well-trained and confident in their practice
supported by experienced leaders
given opportunities to learn, grow and build long-term careers

Families often tell us they can feel the difference when educators are supported, in the calm of the environment, the consistency of care, and the trust that develops over time.

For those considering a career in early childhood education, our Careers page outlines how Affinity supports educators through training, development and meaningful career pathways.

Safety, Trust and Accountability

In 2026, families rightly expect high standards when it comes to safety, wellbeing and accountability.

Quality early learning providers take a proactive approach, regularly reviewing practices, investing in training, and maintaining clear systems that protect children.

For families, trust grows when:

communication is open and transparent
questions are welcomed and answered thoughtfully
concerns are taken seriously and addressed promptly

These practices don’t draw attention to themselves, but families notice them every day.

As expectations continue to rise across the sector, so too must the way early learning organisations listen, reflect and continuously improve.

Helping Families Recognise Quality with Confidence

Finding the right early learning environment is deeply personal. No two children, or families, are the same.

What matters most is having the confidence to recognise quality when you see it, ask the right questions, and choose a place that aligns with your values and your child’s needs.

Families can explore ��ר�� centres across Australia using our Find a Centre tool,��or speak with local teams who are always happy to talk through what quality looks like in practice.

Quality Early Learning, Now and Into the Future

Quality early learning isn’t static, even in 2026. It continues to evolve alongside research, community expectations and the changing needs of families.

At ��ר��, our commitment remains simple and steady: to provide early learning environments where children feel safe, families feel confident, and educators are supported to do their best work.

Because when quality early learning is done well, it doesn’t need to be overstated, it’s felt, every day.

The post What Quality Early Learning Really Looks Like in 2026 appeared first on ��ר��.

Celebrating Excellence Across Australia: Our 2025 Affinity Award Winners

Michele Mayhew — Tue, 16 Dec 2025 00:26:58 +0000

Every year, the Affinity Awards give us the opportunity to pause, reflect, and celebrate the incredible people who bring our purpose to life every day.

The 2025 Affinity Awards, held in December, recognised outstanding educators, centre teams, leaders and support staff from right across Australia, from metropolitan centres to regional and remote communities. These awards celebrate excellence in early education, leadership, safety, teamwork and innovation, and reflect the very best of what it means to be part of ��ר��.

A National Celebration of Passion and Impact

This year’s winners represent centres and teams from Queensland, New South Wales, Victoria, Western Australia, the ACT and the Northern Territory. While their locations, roles and career stages may differ, every winner shares something in common: a deep commitment to children, families and each other.

From educators embedding our Lifelong Learning Curriculum in inspiring ways, to centre leadership teams building high-performing, supportive cultures, the 2025 Award winners demonstrate the real-world impact of ��ڴھ��Ծ��ٲ�’s values in action.

These awards celebrate:

Exceptional early childhood education and teaching practice
Strong, values-led leadership
Safety, compliance and quality excellence
Teamwork, collaboration and mentoring
Career progression and professional growth

Recognising the People Who Make the Difference

The Affinity Awards recognise both individual excellence and team achievement, including:

Educators at different career stages, from trainees through to senior educational leaders
Centre Managers and Assistant Centre Managers driving quality and culture
Cooks delivering nutritious meals that support children’s wellbeing
Centre teams achieving outstanding results in quality, safety, family satisfaction and demand
Leaders who support others to grow through mentoring and coaching

Each award is underpinned by data, feedback and peer recognition, reinforcing our belief that great outcomes are built on strong systems, strong values and great people.

Why Affinity? Because Potential Is Meant to Be Realised

At ��ר��, our employee promise is “Potential, Realised.” The 2025 Award winners are living proof of what’s possible when people are supported, trusted and invested in.

Across our network, educators are:

Accessing nationally supported training and development pathways
Growing their careers through the Affinity Learning Academy
Working in centres where quality, safety and wellbeing come first
Being recognised, locally and nationally, for the impact they make

Whether someone is just starting their career in early education or stepping into leadership, Affinity offers opportunities to learn, grow and be recognised at every stage.

2025 Affinity Award Winners

Award Category	Winner: Centre Name	Winner: Employee Name
Being Completely Connected	Aussie Kindies Kyabram	N/A
Best Assistant Centre Manager	Milestones Darwin City	Charman Dancey
Best Centre Manager	Milestones South Townsville	Julie Louk
Cook of the Year	Milestones Canning Vale	Marie Blanche Marmitte
Creating Shining Stars	Kids Academy Wyong	N/A
Delivering Outstanding Professionalism	Papilio Coombabah	N/A
Early Childhood Teacher of the Year	Kids Academy Erina Heights	Debra Scarlett
Early Experiences Toddler Educator of the Year	Milestones Bairnsdale - Dawson Street	Lakmika Kannangara Arachchige
Educational Leader of the Year	Milestones Wagaman	Evelyn Zuniga Paredes
Excellence in Centre Performance��	Milestones Tarneit	N/A
Excellence in Early Education	Kids Academy Glenmore Park	N/A
Excellence in Family Satisfaction	Milestones Capalaba	N/A
Excellence in People Leadership	Milestones Moorebank	Alicia Cuddy
Excellence in Quality��	Bright Beginnings Children's Centre	N/A
Excellence in Safety and Compliance��	Papilio Currumbin Waters	N/A
Going Above and Beyond	Milestones Seaford	N/A
Having Serious Fun	Papilio Bundoora	N/A
Healthy Beginnings Nursery Educator of the Year	Milestones Yokine	Thi Chau Giang Nguyen
Lead Educator of the Year	Milestones Stretton	Najung Kim
Living The Team Spirit	Kids Academy Taigum	N/A
Most Improved Centre Manager	Kids Academy Kensington	Agata Kaczmarek-Vlassakakis
Most Improved in Centre Performance	Milestones Roma - Junior Campus	N/A
Most Improved in Early Education	Milestones Warana	N/A
Most Improved in Family Satisfaction	Kids Academy Regentville	N/A
Most Improved in People Leadership	Milestones Narangba	N/A
Most Improved in Quality	Milestones Cooroy	N/A
Most Improved in Safety and Compliance	Milestones Wyndham Vale	N/A
New: Reconciliation in Action	Papilio Hunters Hill	N/A
Safety Leaders of the Year	Milestones Lynwood	Treena Hussieni & Leanne Gosper
School Readiness Educator of the Year	Kids Academy Phillip	Roan Margaret Lucindo
Senior Educational Leader	Milestones Emerald Beach	Deborah Keam
Trainee of the Year	Papilio Turner	Laure Pons
Best Area Manager 2025		Maddy Gooding
CEO's Choice		Roshani Shetty

Inspired by Our Winners? Join Us.

As we celebrate our 2025 Award winners, we’re also looking ahead. Across Australia, our centres continue to grow, and we’re always looking for passionate educators, leaders and support team members who want to make a meaningful difference.

If you’re looking for:

A values-led organisation with a strong national community
Clear career pathways and development opportunities
Supportive leadership and high-quality learning environments
A workplace where your contribution is genuinely recognised

…then we’d love you to explore a career with ��ר��.

Explore current opportunities and join our national community:

Visit the ��ר�� Careers page

Congratulations to Our 2025 Award Winners

To every individual and team recognised in the 2025 Affinity Awards - congratulations. Your dedication, professionalism and care shape the experiences of thousands of children and families across Australia, and inspire colleagues across our national network.

We are proud to celebrate you, and proud of what we can achieve together.

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