Reflection: Why WVELC Celebrates a Christmas Party?

As the year comes to a close at WVELC, we take time to reflect on what matters most to our community— connection, belonging, and shared celebration. Planning our end-of-year festivities invites us to consider key elements of the National Quality Standard, including inclusive practice (Quality Area 6), children’s agency and creativity (Quality Area 1), safe and respectful use of images (Quality Area 2), and sustainable and meaningful traditions (Quality Area 3). These principles guide us not only in our daily practice but also in how we come together to celebrate.

While many early childhood services hold a general end-of-year party, WVELC continues a long-standing Christmas celebration. This choice is not made lightly; rather, it is deeply rooted in the history, culture, and spirit of our centre. We acknowledge that Christmas does not represent every culture or belief system, and we approach this with warmth and respect. Yet for WVELC, Christmas has become a cherished tradition—one shaped and carried by generations of families, educators, and community members.

December 2019 — From left: Emma, Shanthi, Mr Mal, Mrs Jan, and Stephanie pictured together at WVELC.

Our Christmas Party is filled with small but meaningful traditions that remind us of where we have come from: the classic diagonal sausage on bread, the beloved Aussie barbie, and the Santa suit passed lovingly from grandparents, to staff members, to dads and other important community members. These gestures, though simple, embody the heart of Quality Area 6—strengthening relationships with families and building a genuine sense of community. More importantly, they carry a message we hold dear: the Christmas spirit of bringing joy and happiness to others.

Tracey and Angie busy at the sausage sizzle, keeping everyone well fed and smiling.

There is something incredibly powerful about watching children, families, and educators come together in shared celebration. In these moments, we see children exercising agency—choosing how they participate, create, perform, or simply enjoy the atmosphere. We see families connecting with one another in warm and meaningful ways. We see traditions being honoured while new memories are formed. And in all of this, we see a living example of belonging, one of the core principles of the Early Years Learning Framework.

Our dedicated committee members, Becky and Erin, running the cake stall with smiles as they support our committee’s fundraising efforts.

Ultimately, our Christmas celebration is more than a party—it is a reflection of our identity as a community. It honours our past, celebrates our present, and embraces the relationships that make WVELC the warm, connected place it is. Each year, we gather not just to mark the end of the year, but to celebrate the joy we share, the culture we have built together, and the simple but enduring traditions that unite us.

Here’s to all our dedicated staff—past and present. Thank you for keeping this tradition alive and for the incredible effort you put into the preparations. Pictured: Janet, Santa (Linden), and Sashika.

What Quality Early Childhood Education Should Look, Feel & Sound Like

(For Australian Families Seeking a Place for Their Child)

Choosing an early learning setting for your child is one of the most important decisions you’ll make as a parent. The early years are a time of rapid development — emotionally, socially, and cognitively — and a high-quality early childhood program lays the foundation for a lifetime of learning and wellbeing.

According to Australia’s Early Years Learning Framework (EYLF), quality education and care are built on relationships — respectful, responsive, and reciprocal — and environments where every child feels secure, confident and included.

So, what does quality actually look like, feel like, and sound like when you visit a service?

Below are what to look for, feel for, and listen for when you visit a service — along with the questions you should ask.

👀 What Quality Early Childhood Looks Like

When you walk into a high-quality early childhood environment, you’ll often see:

• Children actively engaged: exploring, playing, creating, interacting with others and with educators.

• Educators positioned at the children’s level: crouched down, listening, observing, guiding rather than just instructing; but also, actively supervising.

• Play-based, meaningful materials and provocation (not only ‘toys’, children seems to be more inclined to play with carboard boxes than a close ended resource)

• Displays of children’s work, stories and interests — showing that children’s voices matter, that their work is valued (unless it’s not the services philosophy).

• Diversity and inclusion in materials: books, images, toys and experiences that reflect different cultures, languages, abilities and family types.

• A balance of routine and flexibility — you can see predictable structure, but also freedom for children’s curiosity and choice.

  
  

And a key reminder: brand new and pristine spaces don’t always equal quality. A service with fresh paint and fancy toys may look impressive, but the true measure of quality is what happens inside — the relationships, the responsiveness, the depth of learning and connection. Well-worn activity corners where children’s work is evident can often show deeper engagement than a shiny showroom environment.

Questions to ask around “looks like”:

• “How do you plan for each individual child’s interests and learning?”

• “How is the program aligned with the Early Years Learning Framework (EYLF)?

• “How do you support children from diverse backgrounds?”

• “How do you balance a daily routines or rituals with flexibility or spontaneous play?”

💛 What Quality Early Childhood Feels Like

When you step into a service, you should feel a sense of belonging — for both your child and your family. It should feel warm, safe, respectful and inclusive. Ask yourself: Do children and families appear known, welcomed and valued? Are educators calm, attentive and present?

It should feel:

• Welcoming: someone greets you by name, takes time to connect, asks about your child’s day.

• Safe and respectful: children are treated with kindness, their questions are heard, their emotions handled with care.

• Joyful but calm: you hear laughter, you see exploration, but you don’t feel chaos or rushedness.

• Collaborative: you are treated as a partner in your child’s learning, not just a drop-off/pick-up.

• Intentional: there is a sense of purpose behind the routines, interactions and environments.

  
  

Questions to ask around “feels like”:

• “What is your process for orientating new children and families to the service?”

• “How do you support children in transition (for example, when moving from one room to another, or from home to the service)?”

• “What is your educator turnover rate?

• “What’s your safeguarding statement and process — how do you keep children safe, what training do staff have?”

• “How do you involve families in partnership?”

👂 What Quality Early Childhood Sounds Like

Listening can tell you a lot. The sounds of a high-quality service include:

• Children’s voices — children narrating their play, asking questions, collaborating, problem-solving with peers.

• Educators’ voices — calm, encouraging, responsive, asking open-ended questions, scaffolding thinking, sometimes firm but never angry or dismissive.

• Conversations between children and adults — not just instructions, but meaningful back-and-forth exchanges.

• Moments of play, laughter, storytelling, singing, and also quiet reflection or concentration.

  
  

Questions to ask around “sounds like”:

• “How do you support children’s language and communication development through everyday interactions?”

• “What opportunities do children have to express their ideas, make choices and reflect on their learning?”

• “How do educators respond when children initiate a question or a new idea?”

🌱 Why the First Five Years Matter

These early years are absolutely foundational. Research tells us that by the age of five:

• A child’s brain is approximately 90% of adult size.

• Connections between brain cells (synapses) are forming at an extraordinary rate — millions per second in the earliest years.

• The experiences children have — their relationships, emotional security, stimulation and environment — shape the architecture of their brain and therefore their capacity for learning, behaviour and health across life.

In short: the quality of the early years matters immensely. This is why selecting the right early learning service is so important.

✅ Final Thoughts

Quality early childhood education in Australia isn’t about the latest gadgets or the most glamorous building. It’s about relationships, responsiveness, inclusion and purpose. When you visit services, pay attention to how things look, feel and sound — and ask the right questions.

A quality early learning environment should:

• Look like discovery, play and inclusion.

• Feel like belonging, safety and connection.

• Sound like curiosity, conversation and joy.

Finding Peace in the Outdoors: Mindfulness, Connection and the Beauty of Slowing Down

by Tracey-Lee Elliss 

Lead Pedagogical Leader 

Outdoor learning environments are often viewed as energetic spaces, places for children to run, climb, dig, and explore through movement and play. But the outdoors also invites something quieter and equally important: a chance to slow down, to connect with Country, and to find moments of mindfulness in the natural world. 

For young children, mindfulness lives in presence rather than stillness—in the feeling of safety, engaging senses, and the gentle awareness of the surroundings. It’s through educators’ personal connections with nature that these mindful moments are intentionally woven into our learning spaces. 

Intentional Opportunities for Mindfulness in Outdoor Spaces 🍃 

By viewing outdoor learning environments simply as a yard or a space for being outside, we risk overlooking the rich opportunities they offer for holistic engagement and discovery. When educators encourage slow, intentional play close to the ground, providing mats, blankets, or soft grass, they invite children to explore textures, light, and movement. These grounded experiences promote sensory awareness and connection, encouraging children to notice the small details: the feel of different surfaces, the sound of the breeze, the warmth of sunlight, or the coolness of rain. 

When educators recognise these benefits, they also become intentional about minimising adult noise during play. By reducing unnecessary music, movement, and chatter, educators join children within their space of exploration—offering gentle narration that draws attention to natural sounds, signs, and symbols, and how these connect to their world. This practice of quiet soundscaping supports emerging auditory processing and fosters calm, focused engagement. 

For our youngest learners, mindfulness is not about stillness, but about presence—found in the moments they pause to feel, listen, and notice the world unfolding around them. The intentional creation of these mindful outdoor experiences begins with the educator. Our ability to slow down, observe, and be truly present with children is shaped by our own connection to nature. The calm we discover outdoors becomes the calm we share. 

Educator Connection to Nature’s Influence on Practice 🌳 

Effective early childhood educators understand that their true superpower lies in being present, available, and deeply engaged with the children in their care. They bring a great deal of themselves into their learning environments—shaped by their own experiences, values, and ways of seeing the world—just as children express their individuality through play and exploration. Encouraging educators to show up authentically nurtures both pedagogical and emotional presence, creating meaningful opportunities for sharing and connection. 

As Ryan, our Koala Room (infants) Team Leader, reflects: 

“Our team deeply influences how we approach outdoor time. Connecting with nature is a way to find kapayapaan (peace), and that feeling is what I bring to the children. Embrace the mess. I’m comfortable with the dirt, water, and mud—it reminds me of being outside when I was little.” 

This sense of inner calm translates into the patient, responsive energy that guides our teaching. Through mindful observation of the natural rhythms and grounding qualities of outdoor learning spaces, educators come to recognise nature itself as an active co-regulator—supporting children’s emotional wellbeing and helping them find their own sense of peace within the world around them. 

This deep connection between educators, children, and the natural world also opens pathways for meaning-making that extend beyond sensory experience. When we bring our whole selves into our practice—including our languages, memories, and personal beliefs—we begin to see how nature invites reflection on identity, belonging, and the shared stories that connect us all. 

Interweaving Language, Faith, and Being 🌏 

Through language and personal expression, educators share parts of themselves that connect heart, culture, and spirit. Words such as kapayapaan, sāmaya (peace), pojednanie (connection) or gagkie (happiness), carry personal resonance, linking faith, language, and lived experience. When shared with children, these words become more than vocabulary—they become expressions of feeling, connection, and understanding. 

Nature provides a gentle and inclusive space for these exchanges to occur. Whether through storytelling, song, or quiet reflection, educators can draw on diverse cultural and spiritual perspectives to deepen children’s sense of belonging and connection to Country. This practice not only honours each educator’s authenticity but also models for children how to value and express their own ways of knowing and being. 

When language, faith, and nature intertwine, mindfulness becomes more than a moment of awareness—it becomes a way of living and learning together. The outdoor environment transforms into a shared space of peace and possibility, where both educator and child can feel grounded, connected, and whole. 

Slowing Down Together 🌿 

In the rhythm of our days, slowing down, tuning in, and embracing the affordances of our environments allows us to see the profound learning that happens in simple, unhurried moments. When we move gently through outdoor learning spaces, listening, noticing, and feeling alongside the children, we cultivate mindfulness not as an activity, but as a shared state of being. It is in this connection between educator, child, and nature that true calm and curiosity unfold. 

When we slow down, the world opens. In the soft rustle of leaves and the quiet gaze of a child, we find peace.