Creative Play ELC Ideas and Possibilities

Which theorist do you resonante with?

From 1 August 2026, the Disability Standards for Education 2005 include early childhood education and care services 📣

These Standards help make sure children with disability can learn and take part in education on the same basis as children without disability. The Standards apply to all education providers from kindergartens and preschools through to schools, TAFEs and universities.

The Standards now also cover centre based care, family day care, in home care and outside school hours care services, including vacation care.

Under the Standards, children with disability have the right to:
- access and participate in education and care services on the same basis as children without disability
- receive reasonable adjustments
- be protected from mistreatment.

Bring NAIDOC Week to life at your service with ABC Education’s free educational resources.

These resources support services to engage with the 2026 theme ‘50 Years of Deadly’, through learning experiences, reflective conversations, and meaningful connections with Aboriginal and Torres Strait Islander histories, cultures, and communities.

https://brnw.ch/21x3Vko

National NAIDOC

A child who intentionally does a chore poorly so you'll take over is not just being lazy.
They are learning the toxic lesson of weaponized incompetence.

You ask them to wipe the table.
They do it so poorly that you sigh and say,
"Fine, I'll just do it myself."

They have successfully escaped the task.
Your justification is simple: it's faster to do it right yourself.
You don't have the energy for a long lesson.

But the child learns a powerful, manipulative lesson:
"If I do a bad enough job, I won't have to do it at all."
Their incompetence becomes their escape route.

The hard reality is this:
You are not just fixing a poorly done chore.
You are enabling a pattern of learned helplessness.

This is how you create an adult who is a frustrating partner,
one who says, "I don't know how" or "You're just better at it"
to avoid their fair share of the invisible labor in a home.

Resist the urge to rescue. Hand the cloth back.
Say, "Let's try that again together."

The goal is to raise a capable adult,
not to have a perfectly clean table right now.

Updated ⭐️

VEYLDF updated version has been released 🌞
The key changes in the updated VEYLDF include:
Strengthened focus on child safety and wellbeing throughout for all early childhood professionals
Integrated teaching and learning approaches. Previously a practice principle within the framework, integrated teaching and learning approaches now sit above the Practice Principles, alongside the Early Years Planning Cycle. The importance of intentional teaching is explained more clearly.
Cultural knowledge stories. Additional cultural knowledge stories have been added throughout the framework.
New examples to support translation of principles into every-day practice. The document has been redesigned to provide clear examples under each Practice Principle of what professionals will do, see and reflect on if they are aligning their practice to the VEYLDF
Updated outcome descriptors. The outcome descriptors have been updated to align with the Early Years Learning Framework 2.0 and the Victorian Curriculum 2.0

https://www.education.vic.gov.au/Documents/childhood/providers/edcare/Victorian-Early-Years-Learning-and-Development-Framework-VEYLDF-2026.pdf

Resources for Early Years FREE RESOURCES