Centre Support

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Centre Support Do your job well, achieve exceeding, but don't take it home. Your family deserves better.

Centre Support has two key focuses to support a broad range of services -

- Firstly, we provide the ongoing support platform, products and services that allow educators, parents and the community to establish a meaningful connection with the NQF and exchange information amongst each other efficiently to promote best practice.

- Secondly, we act as the catalyst that brings the early childhood community together to work collaboratively to shape best practice, define standards and consider solutions to issues of mutual interest. We pride ourselves on providing timely, accurate, and uncomplicated information for our clients.

05/10/2026

๐—”๐—ฟ๐—ฒ ๐—•๐—ฎ๐—ฏ๐—ถ๐—ฒ๐˜€ ๐— ๐—ผ๐—ฟ๐—ฒ ๐—ฆ๐—ผ๐—ฐ๐—ถ๐—ฎ๐—น ๐—ง๐—ต๐—ฎ๐—ป ๐—ช๐—ฒ ๐—ง๐—ต๐—ถ๐—ป๐—ธ?

Following on from our earlier video, here is another one โ€” this time a more academic presentation connected to our research and the book Babies in Groups.

This presentation explores infant group dynamics, peer soothing, collective learning, and the idea that babies may be far more socially capable than we traditionally assume in early childhood settings.

One of the most fascinating observations was children collectively helping regulate and soothe other children within the group, often without direct educator intervention.

It raises important questions:

Are we underestimating infant sociability?

Have we become too focused on one-to-one attachment models?

What happens when educators consciously work with infant group dynamics instead?

More questions, debate and discussion welcome.

Book link: Babies in Groups: Expanding Imaginations | Oxford Academic

03/10/2026

๐—ฆ๐—ง๐—จ๐—ฃ๐—œ๐—— ๐—ง๐—›๐—œ๐—ก๐—š๐—ฆ ๐—”๐—จ๐—ง๐—›๐—ข๐—ฅ๐—œ๐—ฆ๐—˜๐—— ๐—ข๐—™๐—™๐—œ๐—–๐—˜๐—ฅ๐—ฆ ๐—”๐—ฆ๐—ž โ€“ ๐—ฆ๐—ฒ๐—ฟ๐—ถ๐—ฒ๐˜€ ๐Ÿญ ๐—ผ๐—ณ ๐Ÿด๐Ÿณ๐Ÿฎ

โ€œHave you completed a risk assessment of the emotional impact of multiple educators going on maternity leave?โ€

That was apparently the explanation for a baby crying in a nursery room.

In this video I unpack why questions like this completely misunderstand how babies actually function in groups and why reducing every crying baby to โ€œfailed attachmentโ€ theory is becoming absurd in real early childhood settings.

Based on research from Babies in Groups: Expanding Imaginations by Professor Ben Bradley, Dr Jane Selby and Matthew Stapleton.

If you want the free open-source download link to the book, email: [email protected]

Call: 1800 440 102
Centre Support Pty Ltd

And if you want more videos exposing the strange world of authorised officer visits and exploring what babies actually do in groups, let me know.

Need practical professional learning for your ECEC team?Centre Support Learn gives educators and leaders access to onlin...
25/09/2026

Need practical professional learning for your ECEC team?

Centre Support Learn gives educators and leaders access to online training designed for real early childhood services from behaviour guidance and QIP/SAT support to documentation and critical reflection.

Watch on demand, learn together, and build confidence at a time that works for your team

Explore the courses here: https://learn.centresupport.com.au/
Enquire today with us
1800 440 102

Have you explored our LEARN Website?On the go pre - recorded training webinars READY when you are!See belowhttps://learn...
24/09/2026

Have you explored our LEARN Website?

On the go pre - recorded training webinars
READY when you are!

See below
https://learn.centresupport.com.au/

Contact us TODAY to learn more!

They're some of the most-used words in early learning rooms and often the least effective."Stop" gives a child nothing t...
24/09/2026

They're some of the most-used words in early learning rooms and often the least effective.

"Stop" gives a child nothing to actually do. Try using their name instead ("Cooper, what are you doing?") it prompts them to reflect, rather than just react.

"Sorry" can become an automatic response with no real understanding behind it, sometimes said on the way to doing the exact same thing again.

"Share" fights against how children are wired in the moment redirecting to a similar activity is often far more effective than insisting on it.

Small language shifts like these don't just change a moment over time, they change how confident your whole team feels guiding behaviour.

Our Behaviour Guidance resource is full of practical, real-world scripts and strategies just like this one, built for the moments that actually happen in your room.

What's a phrase your team has moved away from using? ๐Ÿ’ฌ
Comment below!

When a child's behaviour is genuinely hard to manage, it's tempting to label it and move on. But challenging behaviour i...
21/09/2026

When a child's behaviour is genuinely hard to manage, it's tempting to label it and move on. But challenging behaviour is almost always communication a child trying to tell us something in the only way they know how.

Before anything else, it's worth asking: has an underlying health issue been ruled out? Hearing, teeth, sleep, diet and undiagnosed infections can all show up as "difficult" behaviour long before anyone thinks to check. One of the most common examples? An untreated ear infection quietly affecting a child's attention, mood and responses for weeks.

It's a simple first step, but it's often the one that gets skipped.

Our Behaviour Guidance resource walks educators through a full framework starting with health, then environment, communication, relationships and emotional regulation so behaviour support becomes a process, not a guessing game.

What's the first thing your team checks when a child's behaviour changes? ๐Ÿ‘‡

19/09/2026

๐— ๐—ฒ๐—ฑ๐—ถ๐—ฐ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ฟ๐—ฒ๐—ฐ๐—ผ๐—ฟ๐—ฑ๐˜€ ๐—ฎ๐—ฟ๐—ฒ ๐—ผ๐—ป๐—ฒ ๐—ผ๐—ณ ๐˜๐—ต๐—ฒ ๐—ณ๐—ถ๐—ฟ๐˜€๐˜ ๐˜๐—ต๐—ถ๐—ป๐—ด๐˜€ ๐—œ ๐—ฟ๐—ฒ๐—ด๐˜‚๐—น๐—ฎ๐—ฟ๐—น๐˜† ๐—ฎ๐˜‚๐—ฑ๐—ถ๐˜ ๐—ถ๐—ป ๐—ผ๐˜‚๐—ฟ ๐˜€๐—ฒ๐—ฟ๐˜ƒ๐—ถ๐—ฐ๐—ฒ.

In this video I walk through how I review medication records in real service. Checking signatures, dates, authorisations, storage, expired medication, and the small gaps that can quickly become compliance issues.

Good systems are not about โ€œlooking goodโ€ for assessment and rating. They are about protecting children, protecting educators, and making sure the service is operating safely every day.

If your service needs practical support with compliance, systems, mentoring or authorised officer preparation, contact Centre Support.

Myth-bustingLet's bust a big one ๐Ÿ’ฅ Assessment & Rating is NOT about "catching you out." It's your chance to show off wha...
18/09/2026

Myth-busting

Let's bust a big one ๐Ÿ’ฅ

Assessment & Rating is NOT about "catching you out." It's your chance to show off what your team already does brilliantly and get support where you need it.

Confident beats perfect, every single time.

That's what our A&R prep is all about.

Ready to feel ready?
Find out more today! 1800 440 102!

Address

82-90 Allison Crescent
Menai, NSW
2234

Opening Hours

Monday 9am - 5pm
Tuesday 9am - 5pm
Wednesday 9am - 5pm
Thursday 9am - 5pm
Friday 9am - 5pm

Telephone

1800 440 102

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