So you’ve decided to send your child to early learning – how exciting!
For first-time parents, preparing for this new chapter involves more than just packing a backpack, it means understanding key essentials like the Child Care Subsidy (CCS). Navigating the CCS can seem daunting, but fear not! We’ve written a comprehensive guide to help demystify the process to help you understand how to maximise this support for your family’s benefit.
Here we explain everything you need to know about and to apply for CCS, making it easier for you to support your child’s educational adventure.
Did you know you can apply for the Child Care Subsidy (CCS) before you enrol your child in early learning?
Wait, what’s CCS? The Child Care subsidy is assistance to help families with the cost of childcare. Your child’s day in early learning is payable by a daily fee charged by the centre. The government may cover some of this fee, depending on your individual circumstances. This is what is referred to as the ‘subsidy’.
You may be eligible for the Child Care Subsidy if you meet a number of factors. The Child Care Subsidy (CCS) increased in July 2023 for families earning under $530,000. The percentage of CCS will vary depending on your family’s income, and the income limit to receive the maximum allowed CCS will increase as well. For families whose income is up to $80,000, you could receive up to 90% from the CCS toward your child’s daily fee.
There are several requirements to qualify for the Child Care Subsidy. You may qualify if:
• You or your partner care for the child a minimum of two nights / fortnight
• You or your partner are responsible for childcare fees
• The child meets immunisation requirements
• You use an approved child care service like Little Scholars!
Once you’re ready for your child to go into early learning, you can apply for CCS!
The CCS works on three factors:
• Your total combined family income
• The service type. This can be long day care, or outside-hours care such as vacation care
• How much ‘work-related’ activity you and your partner undertake each fortnight This includes paid work, volunteering, study and other activities as determined by education.gov.au. Job hunting, studying, starting a new business, volunteering and travel time – among others – are all eligible activities that will allow you to claim subsidised hours of care.
Our website has a handy calculator you can use to get an idea of how much CCS you’ll receive.
Apply for CCS via your MyGov Account, which is linked to Centrelink.
We recommend you do this as soon as you know when you might be sending your little one into early education and care, so it’s all set up and ready to go for your child’s first day. Don’t necessarily wait until you’ve enrolled with an early learning campus, because the entire process may take between four and six weeks, and if it’s not set up when you begin care, you may be paying full fees until it’s all complete.
Once your spot is booked in, confirm your Complying Written Agreement (CWA). When a CWA enrolment notice is created by the campus manager, there are two steps that need to be completed by the family:
1. You will be notified by email that the CWA is ready for you to agree to. A reminder will be sent via email should you not sign within 48 hours
2. Confirm your child’s government enrolment via MyGov. If you do not agree to the government enrolment, CCS cannot be paid.
Finally, we know change can be scary, overwhelming or confusing, as much for our parents as our little ones. We’re here for you from the day you book your tour to the day your child finishes their last day of kindergarten. We can absolutely help you navigate the CCS and other documents you need to help your child become a little scholars. Reach out to your campus manager, admin or any of the leadership team for guidance or further questions.
At Little Scholars, we have four pillars that underpin everything that we do at Little Scholars – for our children, families, educators, and our community.
As part of our annual awards, we have four awards dedicated to those Little Scholars’ values – learn, grow, inspire and contribute. This year, while our award-winning educators certainly personify all four pillars, but with their unique special skills and achievements, we’ve declared one clear winner for each pillar.
Tiahla at our Ashmore campus was named winner of the Pillar Award in the Learn category because she stepped up to become a lead educator, and she is happy to keep learning from her peers and further her education in the sector.
How long have you been an educator?
Four years
What made you pursue a career in early childhood education?
I feel like it was supposed to be as it all fell into place. I just came out of a casual job seeking for a new career journey and a job at Little Scholars Ashmore popped up. I applied for it and received the role the exact same day.
What’s the most rewarding and most challenging parts of your role? Watching their personalities blossom from a very young age, celebrating their personal developmental milestones with the children and building amazing relationships with families.
The most challenging part would be watching the children you have taught over the years move on to big school. We miss them so much!
What does winning this award mean to you?
Winning my award has meant the world to me, it makes me feel as though my progression and my achievements as an educator are noticed and valued.
Tahlia’s nomination
“Tiahla is always putting her hand up to learn new skills,” says Elise, campus manager for Little Scholars Ashmore.
“She is eager to grow from her peers, and will ask for help and support to build on her knowledge as an educator.”
Tiahla finished her Cert III and was keen to study her Diploma right away, Elise says.
“Tiahla has a bright future as an early childhood educator, as she values the importance of professional and personal growth through learning and collaborative partnerships.”
Keeva is an educator at Little Scholars Redland Bay South and is the recipient of an Inspire Little Scholars Pillar Award 2024.
How long have you been an educator, Keeva?
I have been an educator since 2016, so eight years now and have been with Little Scholars Redland Bay South since January 2023.
What made you pursue a career in early childhood education?
When I first started in early childhood education, I was studying an accounting degree, I quickly came to realise that I wanted to focus on my early childhood career. I fell in love with the children, how incredible they are and how much they could teach me. It wasn’t just the children that I fell in love with but also the challenges and limitless knowledge I could acquire and learn from to be the best educator possible.
What’s the most rewarding and most challenging parts of your role?
The most challenging part of my role is that I want to spend as much time as possible with each individual child everyday teaching them and learning from them but there is not always enough time. The most rewarding part of my job is watching the children hit all their goals and the excitement they display when they see us or accomplish goal. Mentoring and supporting other educators and seeing how far they have come in their journey is another rewarding aspect always leaving me feeling proud of their accomplishments.
What does winning this award mean to you? I was so shocked to receive this award, as I just turn up to work each day to do my best to support and guide both the children and educators. It felt so good to know that what I do each day is being noticed. It definitely makes you feel like you are doing a great job. To be recognised for the support and guidance I provide was so special and my heart felt full of love for my team. To me it cemented the fact that I am becoming the educator I always wanted to be
Keeva’s nomination
In Keeva’s nomination from Redland Bay South campus, it said, “Keeva is an educator who truly embodies each of the little scholars core pillars.
However, it is Keeva’s ability to inspire those around her, that is one of the most outstanding qualities. Keeva invests in mentoring those around her, inspiring their abilities to grow as educators utilising her existing knowledge and ability to learn more through professional development, to inspire each person to grow to full potential.”
Claire is the educational leader at Little Scholars Nerang campus and has been awarded the 2024 Contribute pillar award.
How long have you been an educator and how long with Little Scholars?
I have been an early childhood educator for 18 years and with Little Scholars for nearly six years.
What made you pursue a career in early childhood education?
I’m not quite sure when I decided this was the path I wanted to take as I feel like it’s been my career goal since I was little. I still remember the way one of my kindergarten teachers, Miss Anderson, made me feel. She was fun, caring, and knowledgeable. I wanted to be that for someone and help children to learn in their own time and style. I liked the idea of being able to help shape the minds of little ones and set them up to be kind, respectful humans.
What are the most rewarding and most challenging parts of your role?
As educational leader within my campus, the most rewarding part of my role is watching both the children and educators flourish and grow as humans. It fills me with so much pride to watch the children reach their milestones and celebrate their successes with them as much as it does when educators gain new skills that help them in their professional career.
My biggest challenge is saying goodbye to the children as they venture off on their next journey into formal schooling. It happens each year but never gets easier to see them go after watching them grow and develop over the years.
What does winning this award mean to you?
Winning this award makes me feel like I am on the right path to creating what I hoped to. It reinforced the fact that I am in the right career and doing the right things to help create a better future and bring our campus closer to our local communities. I feel so proud to be recognised as the 2024 contribute pillar winner.
Claire’s nomination
Renee, campus manager, said, “Claire has remarkable attributes and will contribute to anything and everything you can throw at her.
She is passionate about supporting others and always willing to participate in any type of event, including her own professional growth.
Claire is dedicated within our Little Scholars family and her years with us is another wonderful example of her contribution to our sector.”
Stefenie, an educator at our Yatala campus, has remarkable attributes and we’re told her growth as an educator has been propelled by her enthusiasm to contribute, learn and inspire her team and go above and beyond not only for children, but families as well.
How long have you been an educator and with Little Scholars?
I have been an educator with Little Scholars for three years.
When you started, what was it about the role that made you want to stay in the sector?
When I was completing my work experience at the Yatala campus, I loved the relationships I was building with the children and I could see the impact educators had on the children.
What’s the most rewarding and most challenging parts of your role? The most rewarding part of my role is building such strong relationships with the children. The most challenging part is because I am so use to the younger age group, when I’m with the older children, I have to adjust my teaching style and interactions to their age groups.
What did being recognised for the Grow award mean to you?
It was really special because it really made me see how far I’ve come since being a 16 year old school based trainee. My confidence with the children and families, as well as my knowledge on child development has strengthened so much. I am a completely different educator and the fact that my leadership team can see and recognise it, it is a very special feeling.
Stef’s nomination
Stef at our Yatala campus was named winner of the Pillar Award in the Grow category because she’s grown from a trainee at the campus just a few years ago to now full time educator.
Sasha, campus manager at Little Scholars Yatala had this to say:
“Stef! What a superstar you are, and what a year you have had! From completing your Cert III as a school based trainee to jumping straight into full time work with us and then to go straight to studying your Diploma, nothing can stop you from achieving your goals, and we are so proud of how far you have come and the growth that you have achieved.”
Babies are not born knowing how to control their emotions, nor are adults necessarily well-versed in how to regulate their emotions, even after decades experiencing them. While modern society is making way and space for people to feel and name emotions such as sadness, anxiety, anger, embarrassment, stress and more, some of us hadn’t learned how to allow ourselves to be vulnerable and express these emotions in a healthy way.
At Little Scholars, emotional regulation skills are as important as every other lesson children learn during their time with us. We’re hoping to break generations of cycles of mental health stigmas by teaching children to name and work through their emotions, but we also recognise this must happen at home, on the sports field, and anywhere else they may need to have access to a range of tools to cope and work through tough situations and feelings.
As parents and caregivers, we understand that not all of us were raised with the emotional intelligence to guide a young person in developing theirs. There’s also the possibility that children in our care have experienced more traumatic or negative experiences than we’ve had to deal with, so it might be something we don’t know yet how to navigate. More on that later.
When emotional states are high, it’s helpful to recognise the behaviours we see, and the emotional states we may not see.
The behaviours can be aggression, screaming, crying, avoidance, refusal, hiding, running, threatening and loss of self-control, for example.
What we may not be seeing in our children are feelings of: nervousness, exhaustion, guilt, fear, disappointment, overwhelmed, anger, rejected, embarrassed, judged, unloved, depressed, anxious, worried, shame, disrespected, helplessness, offended, sad, and attacked, amongst other feelings.
When a child is displaying any of the above behaviours, what do you think the feeling behind it could be?
1. Stay tuned and recognise signs – Keep a close eye on behavioural cues that indicate your child is experiencing strong or challenging emotions. Be aware of these signals when they arise. Of course, the strength of the emotion is normal, it’s how they deal with it that’s important. This is a step in which you’re helping to create a safe haven for the child, one of trust and acceptance. For the adult, this is recognising and understanding that all emotions are natural and normal.
2. Turn challenges into teaching moments – See difficult situations as opportunities to connect with your child and help them learn valuable emotional regulation skills. Helping children to label their emotion encourages the regulatory process to engage and reconnect the thinking brain with their limbic system. In other words, name it to tame it!
3. Listen with empathy and validate their feelings – Before reacting with discipline, keep in mind the phrases ‘Connect before you correct‘ and ‘Stay calm and curious, not quick to anger.’ Ask open-ended questions to help your child identify and express their emotions, like “I noticed you seem to be feeling ___. Could it be that you’re feeling ___?’ or ‘I’m sorry that happened to you, you must be feeling very ___’
4. Establish boundaries – Clearly communicate expectations for behaviour, reinforcing positive actions such as using kind words and explaining consequences for inappropriate behaviour like hitting. Setting these boundaries helps maintain safety of the child and those around her/him. It’s important not to make the child feel shame, and ensure the child maintains self-dignity. ‘It’s ok to feel like that, but it’s not ok to behave like that’ or ‘we don’t deal with our emotions by ___’
5. Problem-solve together – Encourage your child to brainstorm possible solutions or strategies to improve future outcomes. Provide support tailored to their age and comprehension level, using visual aids or suggesting choices when helpful. So to restore and repair, you might explore the situation first: ‘how were you feeling when that happened?’ and ‘have you felt that way before?’ then show your child you’re in this together brainstorming ‘let’s think of what you could have done instead’ or ‘can you think of two more ways you can deal with your feelings?’ the work together to come up with solutions ‘let’s decide what you will do next time you feel like this’ or ‘do you think that ____ would be more helpful next time?’
How trauma
can influence behaviour in children
Zoe Lowe is a teacher and mentor who guides educators and parents through early education, behavioural support and trauma-informed practices. She recently spoke to Little Scholars educators at our annual Learning & Development Day.
Her talk helped our educators understand trauma-informed practice, how to recognise the different types of trauma people can experience, and how to work with children who might have experiences of trauma. In Australia, upwards of 5 million adults are affected by childhood trauma.
The types of trauma include:
· Simple trauma, which stems from often a single incident that was life threatening or have the potential to cause serious injury.
· Complex trauma involves interpersonal threat, violence and violation, in contrast to simple trauma, complex trauma involves multiple incidents and is therefore longer in duration.
· Developmental trauma is used to describe the impact of early, repeated trauma and loss which happens within a child’s important relationships, generally early in life.
Children who have experienced any of these traumas can be affected in many ways in their development, she says, because their mental capacity to learn may be eclipsed by having to cope with these negative circumstances.
“This is correlated with developmental trauma,” Zoe says. “Surviving the situation. So [a child’s] survival system becomes overdeveloped. Everything else is underdeveloped.”
“What also happens with trauma, the hippocampus, the part of the brain that’s responsible for your memory [learning and emotion] and the ability to differentiate between the past and the present. So, with persistent exposure to trauma, it can shrink in size, so it won’t pull on what it can to differentiate between the past and present, which is why our past experiences can have such a profound impact on us, even if we’re no longer in danger,” Zoe continues.
So why does this matter?
Because trauma can present itself in many ways in children. Perhaps they’re tired all the time, they startle easily, children who perceive educators or other trusted adults as angry and perceiving them as authoritarians with whom they can’t connect or feel safe, struggling to understand concepts easily, not coping well with transitions, friendship issues, over or under-eating, and, aggression.
However, she says, trauma can explain the behaviour, but it does not excuse the behaviour.
And these symptoms that can present in children may not necessarily be trauma, so Zoe warns not to be quick to diagnose children.
Whether the child has experienced an adverse life event or not, if there’s a behaviour exhibited that we don’t want to see, Zoe says this is where we question what’s behind the behaviour, and find out what a child might need to cease the behaviour.
“As educators, we are going to make a paradigm shift. We’re moving away from ‘what is wrong with you?’ to ‘what happened to you? What is this behaviour that I am seeing right now communicating to me? What need is needing to be met by me?’ says Zoe.
This shift also helps adults calm down and regulate their own reactions to the behaviour in question.
“We expect children to self-regulate, they can’t. They need co-regulation, we need to be with them, supporting them, holding space for them, and teaching them how to regulate.”
While children may not be born knowing how to regulate their emotions, at Little Scholars, we believe they deserve a safe space to learn and grow. We understand that emotional regulation skills are crucial for all aspects of life, and we’re committed to working alongside parents and caregivers to build a supportive community where every child feels empowered to express themselves healthily.
Our educators are extensively trained in recognising emotional cues and guiding children through challenging situations. We encourage you to stay tuned for further resources, and remember, you’re not alone, we’re here to support your child, your family and our greater community in creating a generation equipped with the emotional intelligence to navigate life’s ups and downs with confidence and compassion.
Elizabeth Stone, an award-winning essayist and journalist, once captured the essence of parenthood with a poignant quote, ‘Making the decision to have a child – it is momentous. It is to decide forever to have your heart go walking around outside your body.’ This statement resonates deeply with many parents, astutely capturing the feelings of boundless love and the inevitable vulnerability that comes with bringing a child into the world.
This overwhelming surge of emotion is particularly intense during those initial moments and first days of separation from your child, often experienced when that child is entrusted to the care of someone else for the first time. It’s a milestone filled with mixed emotions for parents – pride in their growing independence, yet a deep longing to keep them close forever.
While the focus in the first few weeks at early learning facilities is generally on the children and how they’re settling in, an often-forgotten topic is the separation anxiety parents also can feel when they drop their little ones in care for the first time.
In childcare, we offer families tips on how to help children settle in, from suggestions such as: ‘don’t sneak away’, ‘keep goodbyes short’, and ‘maintain calm and confidence’, but what if the child is just fine, but the parents are struggling from the separation?
It’s understandable. If you’re coming off maternity or paternity leave, or perhaps you’ve been the primary parent at home for the last few years, change can be profoundly hard.
What we’re talking about is parental separation anxiety, and it’s more common than you think.
“I experienced separation anxiety with both my children when I dropped them into care for the first time, but I was much more surprised with my feelings the second time around,” says Christina, a communications professional who has two children. “I had to go back to work much earlier the second time around, and I felt a lot of grief for not getting to continue to bond with my son the way I had been, knowing he was my last baby. I also experienced some fears around him attaching to his educators more than me.”
A 2016 study by Pacey UK (the professional association for childcare and early years) reported that out of 1,000 mothers, 70% of mums said they worried about the extent they would miss their children, 90% reported feeling anxious about returning to work after having a child, while nearly half of mums admitted being very anxious.
How can parental separation anxiety manifest itself? Some of the more obvious signs are tears. Anxious feelings. Moodiness. While others you may not notice until they start affecting your life and mental health.
Here are some common indicators of more serious separation anxiety to be aware of:
Ask yourself, what is your biggest fear or worry in separating from your child? The initial step in overcoming these feelings is to acknowledge and understand them. If you’re experiencing heightened anxiety about being apart from your child, it’s important to explore the origins of these feelings. Perhaps they stem from experiences in your life in childhood, or birth trauma, the loss of pregnancy or another child, perinatal or postnatal anxiety/depression and existing anxiety issues, or it may simply be triggered by the act of becoming a parent.
“How does a parent reconcile these feelings of separating from their child? I think what’s important about that one is that often it’s around guilt,” says Sarah Bergman, a clinical psychotherapist at Counselling on the Coast who has more than three decades of experience in emotionally-focused therapy.
“Guilt is really an emotion that comes up when we have like an idealised sense of a situation or who we are. So we feel guilty when we don’t feel we’ve reached what we want to be reaching or we haven’t done what we want to do. I would say to explore those feelings of guilt, what they are, what you feel like you’re not doing for your child or getting right for your child.”
Sarah says those guilty feelings in parents often link back to situations in their own childhood where they felt like their own parents let them down. But the concern is also passing down those guilty or anxious feelings to your child.
“Their own wounds start to muddy the waters of the child’s experience. So the child’s just going to school, but then they feel their parents anxiety and then they also think that something’s wrong then too, which can make them anxious. So if the parents have a good look at themselves around, ‘what was it that my parents got wrong for me? or what was it that wounded me? and how does that now play across on my child?’ So the parents will often work hard to do the things that they don’t want that their children to experience themselves.”
While Sarah says often the guilty feelings stem from what they missed in their own childhood, the opposite could be true.
“Maybe [parents feel they’re] not meeting the ideals of what your parent did for you or what things that you really loved about your parent and now you feel like you’re not getting that right.”
Wherever the feelings stem from, Sarah says, parents may be trying to heal themselves through their relationship with their child. But, she says, a child doesn’t have those wounds. They don’t experience their parents in that same way that perhaps you did. So she surmises parents could be overcompensating for their own childhood pain.
“Those kind of parents are very anxious at feeling like they have to attend to everything with their children because they don’t ever want their children to feel the way that they did,” Sarah summarises.
Consider jotting down your feelings or discussing them with a sympathetic friend or even a colleague who could relate with what you’re currently experiencing. Regardless of how trivial or illogical they might seem, allowing yourself to express and discuss these fears can aid in releasing them.
Making the decision to have a child – it is momentous. It is to decide forever to have your heart go walking around outside your body.
Elizabeth Stone
Sarah also suggests parents educate themselves on secure attachment, a theory first proposed by the British psychologist, psychiatrist, and psychoanalyst John Bowlby. For children, secure attachment to someone like a mum or dad allows them the secure base necessary to explore, learn and relate, and the well-being, motivation, and opportunity to do so. It’s important for safety, stress regulation, adaptability, and resilience and ultimately can help produce a happy, healthy well-adjusted child.
“If you are securely attached, you will feel less anxious because you will feel comfortable that you can trust, you have a positive view of other people and a positive view of self,” Sarah says. “So you think to yourself, ‘it’s okay. My child is in safe hands. They will let me know. I trust the daycare centre. And I trust myself that I’m doing the right thing by my child and it’s going to be okay and I need to go to work and this is just the way it is.’ Whereas someone who is more anxiously attached sometimes have a bit of a negative view of themself and possibly a bit of negative view of others so they don’t totally trust others, so it’s about trying to move into being more securely attached.”
She also says to have an honest conversation with educators or your campus manager.
“You know, that is actually good secure relating as well, that a parent can actually say, ‘I’m feeling a bit nervous’, or ‘I’m a bit worried about that,’ because they’re asking then, they’re not coping alone.”
Sarah recommends in that conversation, have a chat with educators or your campus manager about what might help to alleviate those anxious feelings, whether it’s a phone call or a text, a few extra pictures – whatever it is, having clear communication can help everyone.
“What helped me was an honest discussion with my son’s lead educator during a playdate. She asked me thoughtful questions about why I was having a hard time, asked how she could help alleviate those feelings for me, and was very mindful to update with lots of pictures, and even checked in on me at pick-up over the next few weeks. It was really helpful, and gave me feelings of trust in leaving my baby with her and her team,” Christina adds.
Those secure attachments we want children to have means we also want them to have bonds with others, such as loving educators.
A child who has had a secure attachment with her parent or another safe adult is more likely to be able to develop lasting successful relationships as an adult. In fact, a New York University study recently found positive, warm relationships between caregivers and children were associated with higher odds of attaining ideal heart health at multiple points across a 20-year span of adulthood, so developing these bonds is good for their health!
Part of early childhood training for educators is understand various child development theories such as attachment theory, so trust that your educators understand what secure attachments – both to parents and others children can trust – mean for children’s development and they work hard to ensure these bonds with your child.
Research has found our adult relationships are shaped by our early patterns of attachment and the ways we learn to deal with closeness and separation.
“Children are very attached to their parents and they love their parents very much. And that is who they want to be with. And if they create an attachment with someone else, that’s lovely. However, ultimately it’s important to keep in mind they will want to be with their parents,” Sarah says.
Sarah also says some of these feelings may be pressure we put on ourselves as parents.
“We don’t actually have to be perfect parents and I think a lot of people are really trying to be perfect parents and wrapping their children in bubble wrap. You just have to be good enough. I think from memory it’s only like around 60 or 70 per cent strike rate of meeting the child’s needs.”
Sarah is referring to the Winnicott theory.
“The good-enough mother is one who makes active adaptation to the infant’s needs, an active adaptation that gradually lessens, according to the infant’s growing ability to account for failure of adaptation and to tolerate the results of frustration.” – D. W. Winnicott, paediatrician and parent-infant therapist.
“We all have to learn that sometimes our needs aren’t going to be met. And that’s actually where we build resilience and we build understanding around that other people have things they need to do as well,” Sarah says. “You don’t have to drop everything to be there for your kids. It’s okay to have ruptures with your children. It’s actually okay because that is a realistic expectation on relationships. We all have ruptures and then we get to learn how to repair those ruptures. But of course, if the child’s fallen over or they’ve hurt themselves or they’re scared at night, you want your strike rate on those things needs to be closer to 100 per cent.
“But otherwise, we don’t have to be so hard on ourselves, we can get it wrong sometimes. We just go back and say, ‘Hey, I’m sorry I got that wrong.’ And then the child also learns that they’re going to get things wrong sometimes, too. They can come to their parent and say, ‘Hey, Mum, sorry about that.’”
If we can offer some advice, it’s what we also suggest to parents when children are having a hard time with separating. Find an activity you can do together outside of care hours that you can look forward to, so you can cherish your time together. Maybe after pick-up, you take your child for a walk or to the park, maybe it’s grabbing a sneaky ice cream after dinner, maybe it’s a game night or story time when you get home. Find ways to really connect with your child in the time you’re together may make the time you’re apart easier to deal with.
Sarah says mindful activities can help in easing anxious feelings. But, she says, if these feelings are taking over, it might be worth talking to a professional as soon as possible. You can talk to your GP about a referral to see a psychologist, or you can book in to a specialist practice such as Sarah’s Counselling on the Coast to have a chat with a psychotherapist.
Please remember, if Little Scholars can help in any way, we will, from offering a listening ear, to phone calls to whatever would help your family, we will. We’re not just here for children, we’re here for the whole family.
We’re sure approximately 96.3 per cent of parents deal with a child who, let’s say, is choosey about what they want to eat. So choosey, in fact, they may choose to eat almost nothing you put in front of them. The amount of stress that puts on parents can be surprisingly strong. After all, as adults, we eat what we want, we understand benefits and consequences of what we put in our bodies, we understand when we’re famished and when we’re just not that hungry. But for some reason, when it comes to the little humans we’ve created, their diet can become a massive focus of parenting-what-did-we-do-wrong. You want so badly to make all the right decisions in parenting, to ensure your child is well-fed from a variety of nutritious sources so they can grow to be the healthiest, best version of themselves.
So how do we handle this picky phase – (though the term phase suggests it’s a short period of time when in fact it can be years or even a lifetime of challenging food preferences)?
We brought the village together and came up with some suggestions to ease the stress mealtime puts on everyone.
19. If you have the creativity and the time, present the food into characters, scenes or animals your child likes. Search for ideas on Pinterest or Instagram!
20. Don’t answer the question ‘what’s for dinner’. Come up with a silly answer such as “bugs and onions”, or something obvious ‘food’, but don’t give them time to dread dinner.
21. In Piaget’s developmental stages, there’s a phase known as the preoperational stage, where a child’s understanding of conservation is still developing. For example, if you pour juice from a short, wide glass into a tall, narrow one, they might believe the tall glass contains more juice because it looks “bigger,” even when they see the pouring happen. This concept can be cleverly applied to serving vegetables to children. By arranging the veggies closer together, they seem “smaller” to the child, giving the impression that they’re eating less. Conversely, spreading out items like chicken nuggets can create the illusion of a larger portion, making mealtime a bit more appealing to them
22. Everyone at the table eats the same meal, but try to include one item everyone likes. No alternatives, or if you have to, make the alternative something like veggie sticks and hummus. Eating together as a family is also a great way to bond and create lasting memories.
23. The one-bite rule: say something like, “Remember the time you didn’t think you’d like cherries, but you did? Let’s try this sweet potato now, because you might like it. Once you try it you can say, “No thank you!” but you have to at least try it! Then that food is no thank you food.”
24. The ‘silver bowl snack’ to expand their palate, one tiny taste at a time. If your child doesn’t like something, say something like, “well your tastebuds must not be grown up enough for that yet, let’s see what happens next time you try it.” Since children often want to be more “grown up” they may willingly try the offending food again the next time it was offered. If the child decides to try it, make a big deal about how grown up your child is getting.
25. Keep pre-cut vegetables and fruits in a bowl or clear Tupperware container, front and centre in the fridge and — important — then place some on a platter on the kitchen counter in your child’s line of vision all afternoon.
26. Do your children like mashed potatoes? Get more veggies in there! If the mashed potatoes turn green? Well, they’re Hulk potatoes obviously. Are they orange? Then they’re Nemo or insert-your-child’s-favourite-orange-character-here.
27. “We get our children to pick a meal they want to eat for dinner for the week and we buy the ingredients then they all get a night to cook dinner for us, makes them interested in wanting to eat the meal they make for us, and they need to choose something with a minimum of two veggies.” Jess, enrolments officer.
28. Sprinkles also go a long way. Yes, actual sprinkles, or foods that they can shake on like sprinkles. Think seasonings, herbs and chia seeds. If a child doesn’t like the food presented, ask what you can add to make it more exciting. And let them do the sprinkling. Sometimes, it really is as simple as that.
29. While it’s easy to use a smartphone or TV to occupy your child’s attention and you might even see your child mindlessly eat, that’s actually not what you want. You want children to be focused on the food, but also focused on family time and conversation.
30. Relax! Try not to put pressure on them to eat. You wouldn’t want someone constantly commenting on your plate choices and habits. Mel, operations manager of Little Scholars, said her son has been picky since he was two years old. When she spoke to a nutritionist, she said “as long as he was eating 20-25 different foods throughout the week he would be OK.” While it can feel stressful, your child is likely getting the nutrients they need, whether you’re offering fresh, frozen, tinned foods, you’re trying your best, your child is flourishing, and one day, this will just be a memory!
As advocates for early childhood development, we understand the significance of outdoor play in fostering a child’s physical and cognitive growth. If you’re seeking vibrant spaces that not only get your children moving but also spark their enthusiasm for the great outdoors, look no further. We’ve curated a list of what we consider the Gold Coast’s best playgrounds.
These playgrounds are dynamic environments that challenge and engage young minds. Our selection is based on our expertise in early childhood education, ensuring that each playground provides a rich range of experiences to stimulate curiosity and physical activity.
From sprawling play structures to interactive nature-based zones, these spaces are designed to encourage exploration and play.
The beloved Pirate Park got a facelift in 2022 to the tune of $1.4M and the new and improved play space is impressive!
The sand-filled playground offers something for small and bigger children, including:
Parents can grab food or a beverage at the nearby Dune Cafe, and located right next to the playground are public toilets and showers if a dip in the ocean is needed after the sandy fun!
Don’t let your little adventurers miss out on the excitement at Schuster Park adventure playground! Ideal for children aged 4 and above, this playground is a climber’s haven featuring two towering slides off the main structure. Nature paths wind through the park, offering balance beams, jumping posts, sand paths with drums, musical flowers, and stepping stones for endless exploration.
Need to cool off? Enjoy a small beach area within reach. And if you’re planning a family BBQ, you’re in luck – there are two BBQs conveniently located next to the playground, along with a nearby toilet block. Schuster Park is the perfect destination for a day of outdoor fun and play.
The Laguna Park playground in Palm Beach is a great playground for ages 2+, check out the huge adventure playground, pirate ship, slides and rockers, a pedal power monorail, funny faces interactive boards and more. The entire playground is fenced, which is great for the little ones, and it also includes a Liberty Swing for kids in wheelchairs. Much of the playground is shaded by sails, and there are toilets nearby. The playground is surrounded by a lovely lake and a walking trail. A great bonus is that Laguna Park is steps away from Third Base coffee!
Bill Thomson Park in Elanora is an medieval-themed playground completed in 2022 that has really brought the neighbourhood together like never before!
There are turrets and bridges connecting the playground together to create one large castle. A large flying fox runs along the lakeside of the playground, there are internal and external slides, a great swing set and plenty of imaginative play opportunities. This playground is more aimed at slightly older children, but agile toddlers can get around most of it as well.
In the same area, you will find basketball court, picnic shelter great for birthday parties and public toilets. Located a short walk around the lake is The Pines Shopping Centre, so you can grab everything you need for a picnic or just a coffee.
This playground has some open areas off the ground, is not fenced and steps away from the lake, so adult supervision is a must.
Frascott Park has two playgrounds! Accessed via Yodelay Street or Mattocks Road, the most popular section of the park is the Mattocks Road entrance safari-themed playground.
Here you’ll find two play structures, one for the bigger kids and one for the toddlers. A huge slide and flying fox are keen favourites, while little ones will love driving the safari jeep. The second playground is located by Yodelay Street and is well suited for younger children. There is lots of natural shade, and easy climbing opportunities on the playground. The playground includes bridges, a slide, merry-go-round, swing set and spider net.
There’s also opportunities for parents to get some physical activity in! Fitness stations are scattered along the pathway. A large kick and play field with one goal post, perfect for a friendly game of footy, rugby or soccer. Also, a basketball court with hoops and backboard.
Toilets are available onsite near the Yodelay Street entrance.
The Ronnie Long Park is a great set of two playgrounds between the Tallebudgera Surf Club and the beach. With one playground suited toward slightly bigger children, it’s partially fenced, has a big climbing tower, large nest swing, spinning frame, and rockers. This area is shaded and has a rubber floor, while the second playground is more suited to toddlers. There’s a slide, two swings and a plane to climb in and on. This area is also shaded with a sand floor. Behind the playground is the surf club’s cafe for parents. There are toilets and BBQs nearby. Just be aware the playgrounds are steps away from Tallebudgera Creek, parking can be a challenge on nice days.
Deodar Park is home to a total of seven slides, including a mega slide (which of course means mega fun!). Partly covered by shade sails, this small but mighty playground has elements suitable for a range of ages. Here you will find climbing opportunities, a flying fox, interactive panels, swings, a seesaw, balance rope and tunnels.
Alongside the playground is a fenced BMX pump track, suited to confident young riders. There is also a concrete basketball court and a large grassed area that allows for dogs off-leash.
There’s also a drinking fountain, picnic shelter, picnic tables. Note, there aren’t toilets located near the playground.
The Broadwater Parklands playground is one of the most beloved play areas on the Gold Coast with several fun areas for children to explore, and recently got a $5M upgrade with a new spiral tower over four levels, with interactive play equipment like a glockenspiel, binoculars, telescopes, suspended nets, rope tunnels and an enclosed slide.
There’s also a water and sand play area with carved sandstone, bronze sea animals, water pumps, mini weirs and water gates, an elevated sand table designed as a ‘fish and chip shop’ that can accommodate wheelchairs
Play equipment including play panels, swings, slides, trampolines, diggers, stepping stones, balance beams, a carousel, climbing walls, and climbing nets
And that’s just the upgrades. Further down the park, there’s also the huge fenced bouncy pillow, as well as a popular monorail track that circles the perimeter of the playground. There’s also a zip line that runs along one side. There is also an unsheltered sand-based playground with swings, slides, and climbing equipment. A jumping pillow, seesaws, and other bouncing play equipment provide lots of play opportunities for kids of all ages.
The Rockpools water play is a sculptural water playground. The water play area is designed with cool water fountains and vibrant marine-themed equipment. It includes a creek bed and several tidal rock pools for children to splash in and explore.
The playground features a liberty swing for all abilities. There are four electric BBQs near the main playground area, and several covered table areas near the main playground, plus shady trees and umbrellas in random places on the large lawn area closest to the café. There are several toilet blocks throughout the park, including accessible toilets. There’s lots of paid parking, but know it’s well-patrolled by Gold Coast City Council.
Do you have a dinosaur lover in your family? Then Holly Brooke Carter playground is the place to be! Located in Ashmore, the playground caters for a range of ages, with both a big and small playground at Bob Huth Park. The big playground is 3-storeys high and has two slides, and there’s a fun swinging bridge for children to climb across and plenty of high climbing opportunities too. The small playground has steps that toddlers can crawl or climb up without fear of falling off. There is also a small slide to tackle, and a few interactive panels.
Other elements in the playground include the infamous dinosaur, which survived recent renovations to the playground, to climb, a see saw and a dinosaur rocker, swings and a spinning swing too. The playground is mostly covered by shade sails, and the parkland has plenty of open green spaces with shade trees. There are picnic shelters, but no toilets or BBQs.
Bella’s Wonderland stands as the Gold Coast’s largest play centre, offering an unparalleled experience for kids. Redefining the concept of a play centre, it features beautifully designed spaces with quality toys, sparking imaginative adventures. From an organic market and kitchens to an ice cream shop, dress-up boutique, Lego room, miniature cars, library, chill-out room, and a giant sandpit, every corner is bursting with excitement. The venue impresses with its sheer size, constantly unveiling new rooms filled with fun surprises.
The attention to detail is impeccable, earning it a resounding ‘wow’ from visitors. Additional attractions like a train ride and carousel, along with a delightful onsite cafe serving fresh and tasty treats, enhance the overall experience. Entry options include a 2-hour session or all-day play, with bundles available for multiple tickets. Online booking is recommended, although walk-ins may be accommodated based on availability (not guaranteed).
Check out Emerald Lakes in Carrara! The play structure revolves around a central ramp, making it accessible for everyone! Children can climb, explore, and slide their way through the play area, with additional slides, climbing webs, interactive panels, swings, a spinner, and a see-saw for endless fun.
Safety is a top priority, as the playground is fully fenced with only one entry and exit point. Shade sails and trees offer protection from the sun, ensuring a comfortable play experience. While heavy rains can make the surrounding parklands wet, the elevated design of the playground keeps it dry.
Conveniently located within walking distance to the French Quarter, it’s the perfect spot to play while parents enjoy a cup of coffee. Please note, there are no toilets or picnic facilities. Off street parking available. There is a bike path and walking track around the lake.
The Bim’bimba playground is an award-winning park with a large outdoor amphitheatre, toddler play space, playground, teen hangout, and basketball court, which are all connected by a series of entwining paths perfect for bike and scooter riding. There’s also the metal music gong, the animal sculptures, and a spinning wheel. Everything is spread out at this park, with lots of little spaces for different types of play. The park really encourages exploration and the use of imagination.
It’s a climbing-focused park, so better suited to children ages 4+. There is a toddler area separate to the big structures.
The park is partially shaded by shade sails. There are also toilets and baby change facilities, as well as picnic shelters and BBQs on site and onsite parking for 50 cars, otherwise street parking available.
Eagle Tree Park at Foreshore Coomera is one of the newest on the Northern Gold Coast. It’s packed with areas for imaginative play and sensory play, as well as more traditional play equipment. It comfortably caters for all ages, and provides a range of experiences for all ability levels.
Based around a central ‘birds nest’ structure, the playground includes a standalone toddler play space, small basketball court and swing set. There are heaps of flat pathways for bike and scooter riding, a picnic shelter with BBQ and a toilet block.
This playground is perfect for those who love to climb! There are platforms to reach, bridges to cross and huge slides to come down again. Little ones are not forgotten, with a space that has a sandpit with hidden shells and diggers and a playhouse with interactive game and music features. There’s also a number of small slides across the park.
The bike paths allow you to link up with the Foreshore Jetty Park, which incorporates a launch pontoon for kayaks and a riverside setting for family get-togethers and barbecues.
On-site there are BBQs, toilets, and a water fountain. The area is accessible for prams, wheelchairs, bikes and scooters.
The Surrounds at Helensvale boasts an innovative playground designed to provide children with an exciting tactile and sensory adventure, offering numerous play elements and the chance to safely take on challenges that stimulate both their bodies and minds. The highlight for older kids is a large, double climbing cube-type structure, featuring slides accessed through various climbing points. The unique challenge lies in the absence of platforms or stairs attached to the slides, requiring access via rope nets. This feature may not suit little ones or those averse to climbing, but alternative delights include trampolines, a rope swing, and a flying fox!
For younger children or those less inclined to climb, a smaller playground awaits with a couple of slides, stairs, a ride-on jeep, and a see-saw. And for those seeking messy play, the playground offers a sand and water play area sure to captivate children for ages.
Ideal for hosting birthday parties, the playground includes a spacious picnic table shelter complete with BBQs, tables, and bench seats. The addition of shade sails addresses the heat factor, with early morning or late afternoon visits recommended to avoid the peak temperatures. Conveniently, a nearby community centre houses a cafe and toilet facilities, making it a dream location for every parent.
The Parklake Park playground is a child’s dream! It has six different playground play spaces and a large park to explore, with a giant brightly-coloured two-level treehouse fort with two slides, several sets of swings including a nest swing, rockers, and see-saws, flying fox, suspended rope bridge, a play car, climbing dome turtle and drums!
There’s also shade sails or large established trees that provide shade over the majority of playground play space, a large sporting field, wide walking paths, one gazebo and several BBQ picnic shelters scattered throughout park, a basketball court, on-site public toilets and an off-street carpark.
Gibirrngaan Park/Cloverside Park is a unique one! It’s a nature-inspired playground centred around a huge black snake statue. There is play equipment for both young and old with a toddler cubby and slide, as well as a giant rope-climbing tower and enclosed slide for the bigger children. There’s even a fun sandbox to dig for dinosaur fossils!
Children can balance along the giant red bellied black snake, dig for dinosaur fossils or explore the playhouse. Climb the net to the wooden birds nest for views across the park, and then race down the mega slide! Little explorers will love the dry creek bed and giant snake eggs.
If all of this isn’t enough to keep little ones happy, the bike race track is sure to please. Partially fenced, this race track has twists, turns and hills. The park has plenty of seating and two covered picnic shelters.
There are no toilets or cafes nearby so be prepared, but there are several shaded picnic tables for snack breaks.
Lion’s Park at Helensvale is a huge playground that caters for everyone, especially the climbers, as the only way to the fort is by climbing nets!
Within close proximity are:
Celadon Park is located in the Helensvale Surrounds estate. This is a great play space for 0-5 year olds with its to the endless opportunities for imaginative play! This playground doesn’t feature any of your traditional play equipment pieces and allows for creative play!
The playground is surrounded by an interactive bike track designed to help children of all ages learn how to ride a bike. It has traffic signs, a petrol station for refueling, a fire station for imaginative play and a small pump track component for the children looking for a challenge, do not forget to bring the bikes or scooters on this visit!
The playground is shade-sail covered, but the bike track is not. Note there aren’t toilet facilities or BBQs. Picnic tables, rubbish bins and a water fountain are available.
The centrepiece of the adventure playground at the Country Paradise Parklands is the 11.5m windmill with mega slide, accessed via a water-tank tunnel and swing bridge. Wrapping around the entire playground space is a creek bed with water play elements. There are toddler and pre-schooler play spaces, as well as the central playground for everyone to enjoy. The water play area features water pumps, troughs and ramps, encouraging the kids to build natural channels for the water to flow.
This area includes BBQs, toilets including accessible ones, a drinking fountain, picnic shelter and picnic tables.
Just beware, we’ve heard magpies can get nasty during mating season.
An unexpected gem at a shopping centre! The Backyard at Coomera Westfield offers a lot for children of all ages!
There’s an age one – four years play zone: a ‘fallen log’ immersive sensory zone entertaining children with tactile, auditory and visual experiences. The fallen log includes cubby and hiding spaces, sound tubes, a playful tunnel experience and slippery slide.
Then there’s an ages four – eight years play zone: a fun-filled obstacle course providing imaginative and adventure play. The space includes numerous balance and climbing experiences, trampolines, swings and a spiral slide.
The real highlight of The Backyard, particularly on hot summer days, is the water play area, which features ankle to knee-deep water, children can pump the water pumps, dodge squirting frogs, spin water wheels and explore the winding streams of water. The Backyard features big shade sails and grassy banks, and has deck chairs for the adults. There are change rooms are right beside the water area, plus toilets and BBQs. The Backyard is also conveniently located right next to the shopping centre’s fresh food Marketplace!
Green Grove Park in Gainsborough Greens (Pimpama) isn’t the biggest playground in the area, but the playground’s interpretive and educational play experience is why it received an Award of Excellence – Play Spaces at the 2019 Queensland Landscape Architecture Awards in recognition of the playground’s elements of exploration, discovery, role play, balance, climbing, storytelling, exhilaration, and social interaction.
Children will enjoy this award-winning adventure playground with its eight-metre-high hill slide, timber log play forts, sandstone block stair climb, and sand play at the base. The playground also includes a reclaimed fallen tree for climbing over as well as big sandstone boulders and climbing structures. The area is connected by pathways and dry creek beds.
Note, there are no toilet or BBQ facilities available.
An oldie but a goodie! Hilltop Park is split into two sections, you’ll find a shady toddler play area with a car, climbing frame and mini playground with slide and swing in one area.
The main playground space is better suited for bigger children, with a larger playground and slide, large climbing net, balance beams, spinners and a swing set. Little ones can also climb the ramp up to the old water tower, which has been converted into a play structure.
Toilets, a BBQ , water bubbler and picnic shelter are right beside the playground, with additional shady seating all through the park.
Check out our guide to all the best playgrounds across South East Queensland! Read:
We adore the endless stream of questions that little ones bring to us every day! From an early education standpoint, we want children to learn at every opportunity. Children are inquisitive beings, and they have lots to learn! At Little Scholars, we cherish this innate curiosity in children and strive to foster a lifelong passion for learning.
As parents and educators, we understand that some questions from our little ones can catch us off guard, leaving us searching for the right words to provide age-appropriate answers. We’re here to lend a helping hand, so let’s tackle a few of these tough questions together!
How are babies made/how did a baby get in a mummy’s belly?
Children at this age are curious about the beginning of life. You can answer simply, “A tiny seed, called sperm, from the daddy joins with a special egg from the mummy, and that’s how a baby starts to grow inside the mummy’s belly.” They may understand it like a fruit grows from a seed. For young children, this should satisfy the question. You may want to explain it’s not the same kind of egg we eat for breakfast!
What does dying mean?
The concept of death can be challenging for young children to grasp. We think it’s important to be honest here. You can say, “Dying means that a person’s body stops working, and they don’t feel pain anymore. They don’t breathe, eat, feel hungry or cold. It’s a natural part of life’s cycle, like when leaves fall from a tree in the autumn.” This is a topic that may be followed up with further questions, such as ‘will I die or will you die?’ and be honest. “Yes, we all die. But I hope to be around for a really long time. I have no serious illnesses that could change that.”
What happens to us when we die?
For toddlers and preschoolers, you can offer a comforting response like, “When someone dies, they become like a beautiful memory in our hearts. We remember all the happy times we shared with them, and they will always be a part of us.” If your family has cultural or religious beliefs around death, this may be the place to share, “in our family and our culture/religion, we believe when the body dies ______.” Your child may work through this further through their play, but just be there for them and prepared to revisit this topic.
How come Louis has two dads?
Children may notice different family structures. You can say, “Families come in all shapes and sizes. Louis is very lucky to have two dads who love and care for him just like your mummy and daddy love you.”
Why does Ashley’s mum live in a different house from her dad?
When answering a small child’s question about why a couple has divorced, we think a simple, honest, and age-appropriate response that takes their emotional well-being into consideration works best. Here’s one way to address the question: “Sometimes, mummies and daddies decide to live separately because they have found they feel happier when they have some space. It’s like when friends need some time apart.
If it’s your separation, your child will need a lot of reassurance from you. “Even though mummy and daddy won’t be living in the same house, we both still love you very much, and we will always be there for you. You will have special time with both of them, and we will continue to love and care for you in different homes.”
Young children may have a limited understanding of complex situations like divorce, so keeping the explanation simple and reassuring them of their parents’ love is crucial. Encourage them to share their feelings and questions, and assure them that it’s okay to talk about their emotions. Creating a supportive and open environment helps children navigate through changes and emotions in a healthy way.
What happened in the news that’s making everyone so sad?
Addressing sad news can be tricky. Open the discussion by asking your child what they know about what’s happened in the news. This is a good opportunity to correct false information and provide context. Remember to use age-appropriate language. Check your child’s understanding throughout the conversation and allow them to ask questions. You can say, “Sometimes, sad things happen in the world, and it can make people feel upset. It’s okay to feel sad or worried, and we can always talk about our feelings with someone we trust. You can always talk to me about anything.”
Why is the sky blue?
The secret behind the blue sky lies in something called “Rayleigh scattering”. It’s a fancy scientific term, but it’s a super interesting phenomenon that helps us understand why the sky is blue. When sunlight enters the Earth’s atmosphere, it interacts with tiny particles like dust, water vapour, and pollen. This mixing causes the sunlight to scatter, or spread out, in all directions. When light waves hit these particles, they bounce off and scatter in different directions, just like water droplets scatter after you throw a rock into a pond.
Now you might ask, “Why is the sky blue and not another colour?” That’s because blue light has a shorter wavelength than other colours of light, like red or yellow. Shorter wavelengths scatter more easily when they interact with the tiny particles in the atmosphere. So, when we look up at the sky, we see more blue light than other colours.
But guess what? The sky isn’t always blue! Sunrises and sunsets are not only beautiful but also full of science. The colours we see during these times depend on the angle of the sun and the distance its light travels through the atmosphere. The lower the sun is in the sky, the more atmosphere the light has to pass through. This causes shorter wavelengths, like blue and green, to scatter more, leaving the longer wavelengths, like red and orange, to dominate the sky. That’s why we see those breathtaking colours during sunrises and sunsets!
Clouds, pollution, and weather can also change the sky’s colour, making it look grey, white, hazy, or yellow.
Where do birds go at night?
Children might wonder where birds go when it gets dark. You can say, “Birds have special nests or cozy spots where they rest at night, just like we have our beds to sleep in.
How do plants grow?
Children might be fascinated by the growth of plants and flowers. You can say, “The plants have roots at the bottom that absorb water and minerals in the ground, and then the stem starts growing. With the help of the sunlight, the stem grows in branches. Green leaves start growing out of the branches. The five things plants need to grow are sunlight, water, minerals, and food..
Why do we have seasons?
Seasons happen because the Earth goes around the sun. The Earth travels around the sun, called an orbit, once a year or every 365 days. As the Earth orbits the sun, the amount of sunlight each location on the planet gets every day changes slightly. This change causes the seasons. When it’s closer to the sun, it’s warmer, and when it’s farther away, it’s cooler.
Where does rain come from?
Children may be curious about rain and weather. Sunlight heats up water on Earth’s surface. The heat causes the water to evaporate/dry up into the sky, or to turn into water vapor. This water vapor rises into the air and makes up clouds. As the water vapor cools, it turns back into water, in the form of droplets or rain drops.
How do airplanes fly?
Little ones might be fascinated by airplanes in the sky. “Airplanes have special wings that help lift them into the air. When they move forward, the air goes over and under the wings, which creates lift and allows the airplane to fly.”
If they have follow-up questions, we liked the answers from Britannica Kids.
Why do I have to go to bed early?
Children may question bedtime rules. You can say, “Going to bed early helps our bodies and minds rest and get ready for a new day of fun and learning.”
Why do I have to eat vegetables?
Answer with something like, “Vegetables have special nutrients that help our bodies grow strong and healthy. They are like superhero foods for our bodies! We need a variety of food that have different types of nutrients so our bodies can get everything they need to be the best they can be.
How come your body doesn’t look like mine?
We bet you thought the puberty question would come later! But nope, your child has noticed there’s a slight difference between their bodies and their parents’ bodies. We know this can feel awkward to answer, but your child doesn’t understand why it could be hard for their parents to explain, so use proper words and keep it simple.
It’s okay not to have all the answers, and it’s perfectly fine to keep explanations simple and age-appropriate. If you don’t have the answers, you can look it up together. By embracing your child’s questions and engaging in open conversations, you’re nurturing their curiosity and building a strong foundation for their learning journey. Be sure to let your lead educator know you’re having these conversations at home. Your child is likely not the only one wondering some of these questions, and your educators can find ways to help them understand life’s curiosities!
Each child comes into the world with a unique temperament, or personal way of engaging with their surroundings. One key aspect of this temperament is how a child reacts to new experiences and people they haven’t met before. While some children are naturally at ease and dive straight into unfamiliar settings, others are more reserved and require additional time and support from attentive adults to feel secure in new situations.
We’ve all encountered them, the little ones who hang back a bit, observing the world from a safe distance before stepping in. Perhaps they clam up and don’t say a word, even when they’re encouraged to say hi. Whether it’s at a family gathering, coming to Little Scholars for the day, a playdate, or even in their own home, these children often take their time to warm up to both familiar faces and new acquaintances. While it’s easy to label them as ‘shy,’ ‘reserved,’ or even ‘standoffish,’ these terms can be misleading and, at times, unfairly stigmatising. The implication with terms like these often is that there’s something wrong with the child or some problem they need to outgrow.
Understanding the nuances of a slow-to-warm-up temperament is crucial, not just for parents but for anyone who interacts with children. These children aren’t necessarily shy or unsociable; rather, they have their own unique way of engaging with the world around them. And contrary to some misconceptions, their reserved nature isn’t a sign of rudeness or obnoxiousness. These children simply need time to observe a situation, time to figure out how things work, space to decide whether they feel comfortable with someone, and respect for their right to move at their own speed. In fact, if they feel pressured to change, then they can turn into shy people, as shyness often is based in a fear of being judged negatively.
Research tells us the brain grows tells us that children learn best when they feel safe and relaxed. Feeling safe helps their brains become more flexible, making it easier for them to learn new things. On the other hand, stress and worry can make learning more difficult. So it’s important to create safe and comfortable spaces where children can focus on learning. For all the reasons above, children who warm up to others gradually are precisely those who could benefit the most from a little extra understanding and support from parents, caregivers, and other trusted adults in their lives.
One American study evaluated the usefulness of slow-to-warm-up temperament as conceptualised by Thomas and Chess in predicting child and maternal parenting behaviors, with a particular focus on its conceptual link to child inhibition. The study included 1,072 mothers and their children in the NICHD Study of Early Child Care and Youth Development. The study found that slow-to-warm-up temperament in infancy did predict later inhibition. Specifically, ‘shy’ toddlers whose mothers are overprotective or overly forceful demonstrated more inhibition in childhood than shy toddlers whose mothers do not demonstrate such parenting styles. The study also found that maternal sensitive and stimulating/supportive parenting was associated with less shyness in early childhood for children who were slow-to-warm-up in infancy.
It also found slow-to-warm-up infants with high quality interactions with their mothers may be less likely than slow-to-warm-up infants with low quality interactions with their mothers to demonstrate inhibition in early childhood. So while it may be hard for parents who are not slow-to-warm up themselves to understand their child’s feelings, it’s important for them to understand what their child needs to feel comfortable. The style of parenting used with a slow-to-warm up child can affect them long into childhood and beyond.
So, how can we create an environment that not only respects their natural disposition but also empowers them to overcome feelings of anxiety or discomfort? How can we help them muster the courage to engage more freely with others, enriching their social experiences and emotional development?
Children who are slow to warm up often feel more at ease when they know what’s coming. This could be anything from going to a friend’s birthday party to a visit to the dentist. You can help them get ready by:
Before going into a situation you suspect might be hard for your child to warm up, prepare them for what they can do when they get there by saying something like, ‘when we walk in, it may feel like a lot of people are there, when everyone comes to say hi, if you’re not ready, you can smile and wave.’
When in the moment where your child is still assessing the situation they’re in, you could say to your child something like, ‘You don’t have to answer, but if you want to, here’s a game. If you’re having a good time at this party, touch your nose, if you’re not, stomp your feet!” This helps warm the child up without feeling like they have to speak and help them get past the feeling of ‘freezing up’ and you might even get a smile out of them.
Being someone who is a little more gradual in building comfort around others is not a negative trait, and it shouldn’t be treated as such. Children who are slow to warm up possess a unique set of strengths that make them truly special. Not only are they keen observers, picking up on nuances that might escape others, but they also demonstrate exceptional impulse control, carefully considering their actions before taking the plunge.
While they may have a selective circle of friends, their loyalty to those with whom they connect is unwavering. Their empathetic nature allows them to tune into the feelings of others, making them excellent listeners and compassionate companions.
Once they find their comfort zone, these children are every bit as joyful and adventurous as their peers. Additionally, their cautious approach often makes them excellent problem-solvers, as they take the time to assess situations thoroughly. Their introspective nature also lends itself to deep thinking, allowing them to engage meaningfully in activities and conversations.
There’s an opportunity there to lift up the cautious child as you observe them in these situations. Maybe by telling them you admire how they read the room before they move forward, or highlighting when they took a big step of approaching someone first, then asking them how they felt afterward. This shows your child you’re always in their corner, and helps them build up those feelings of safety and confidence.
Kristen, a lead educator in the early learner studio at Little Scholars Pacific Pines, says that building relationships through play is key, especially when a child starts with us for the first time.
“Play is the language of children,” Kristen says. “We are always on the child’s level offering support and companionship without expecting them to return or respond immediately. Through observations and learning stories we share how we celebrate even the smallest achievements such as a child engaging in a group activity alongside peers.”
Kristen says family involvement is really important, as our families know our little scholars best.
“We remember that every child is unique, and the key to helping slow-to-warm-up children is individualised attention and care. We work closely with families to bring children’s interests and special talents from home into their Little Scholars environment.”
Raylene, lead educator at our Yatala campus, agrees.
“One of the most useful, however overlooked strategies that I’ve used in my time as an educator is to build strong relationships with parents. When children see their parents positively engaging with a person, they begin to see that person as someone they too can connect with. Having a good relationship with families also provides the platform to initiate open, meaningful and welcomed communications whether it’s light social banter or a need to develop collaborative care strategies for their child.”
Ray also says it’s important for educators, parents and other people who interact with children to attune themselves to the child’s temperament.
“As educators it’s crucial to ensure that we are attuning to the children in our care at every stage of their life so they feel recognised and supported to become the capable little humans they were born to be at a pace that is natural for them.
“We can do this by being intentionally present in our interactions, which in turn gives us the opportunity to identify their emotional cues whether it’s from their words, behaviours or body language. We can continue developing this safe space for children and support them to feel seen, heard, understood and validated by ensuring we are genuinely responsive; actively listening to them and addressing their need in a way that allows them to feel content. It’s about not only recognising, but facilitating for each child as the individuals they are to build a trusting relationship and safe environment.”
Understanding and supporting children with a slow-to-warm-up temperament is a collective effort that involves parents, caregivers, and educators. At Little Scholars, we’re committed to creating an environment that respects and nurtures each child’s unique way of engaging with the world. By taking the time to understand these special little ones, we can help them flourish, turning their cautious observations into confident explorations. Rather than treat your child’s temperament as something that should be excused or apologised for, we should celebrate the strengths of these thoughtful, empathetic, and deeply introspective children, and offer them the understanding and support they deserve. After all, they might just be the careful thinkers, loyal friends, and compassionate leaders of tomorrow.
Do you have a child who’s struggling with separation anxiety, especially at when being dropped off at school or early education? Perhaps they’re going through a developmental milestone that makes them need Mum or Dad a bit more than before. This is common starting around six months of age, peaks at 14-18 months, then can happen again when your child hits preschool and school-age. Or maybe your child is new to our service or has recently transitioned studios. The transition from home to early education is a milestone for both children and families. Separation anxiety can even happen for children who’ve been in Little Scholars for a while. It can be hard moving into a new studio where she or he doesn’t yet know new routines, where things are kept and spending time with different educators with different ways of doing things can be overwhelming for the child. This is all normal.
If you’re at a loss on how to make things easier on your little one, and yourself, we have some ideas.
Acknowledge and validate their feelings by saying something like “I know goodbyes can be hard, but I always come back. I will see you later today. I love you.” Give a big hug, a smile and a wink.
Then at home, if your child is old enough, have a chat about why she/he is having a hard time at drop-off, and think about what you can do to alleviate it. Ask him or her what make things easier. Perhaps it’s including a comfort toy, blanket or family photo. Maybe you each have a special bracelet that you can touch when you’re missing each other. Make a plan for something special together when you pick him or her up, like a walk or playing a game together, which will give your child something to look forward to through the day.
If you’re preparing your child to go to early education or school, it’s best they understand what their days will look like. So the conversation could look something like ‘we’ll all have breakfast together and get ready for the day. Then we’ll get in the car and first we’ll stop at Little Scholars. I’ll walk you in, give you a big hug, and you’ll go off to have a day of play while I go to work. When I finish work, I’ll jump in the car and come right over to pick you up, then we’ll go _____” These conversations may have to happen several times for it to sink in.
Also, if you’re pondering signing your child up for early education, this is why we offer play dates to children newly enroled but yet to start – this allows them to begin to become familiar with their new educators and studios.
Remember, you can always chat with your educator or campus manager about how to help. We’re always available, and we’ve been through this before, we can offer ideas or reassurances everyone will be OK!
We also know separation anxiety can be a two-way street, especially for new parents, or returning to work after maternity leave. Don’t forget we have our Little Scholars app so you can see pictures of your child, and be reassured that if there were tears from your child, they likely didn’t last long and they’re busy having fun and learning while you’re at work.
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We know it can be hard to come up with easy, quick things to do with your children, so we thought we’d share a favourite of our little scholars. Learn how to make your own moon sand in minutes with a few of these kitchen staples!
Preparation Time: 5 minutes
Cooking Time: None
At Little Scholars School of Early Learning, we’re dedicated to shaping bright futures and instilling a lifelong passion for learning. With our strategically located childcare centres in Brisbane and the Gold Coast, we provide tailored educational experiences designed to foster your child’s holistic development.
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
