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In recent years, the landscape of early childhood education has seen significant evolution, especially for children who are autistic or neurodivergent. This evolution has been driven by enhanced access to information, evidence-based practices, and a dedicated effort towards inclusive education.
C&K was delighted to invite Amber McGregor (second from right) to the stage during C&K Conference 2024.
In this article, we explore the insights and experiences shared in a recent interview with Amber McGregor, Autism Queensland’s General Manager of Consultancy & Learning, highlighting the importance of creating inclusive learning environments and the roles educators and parents play in this journey.
Over the past two decades, the field of early childhood education has witnessed a remarkable transformation. There has been a significant increase in access to informed research and best practices for autistic and neurodivergent children. This information is now more readily available, allowing educators to provide inclusive and engaging experiences for every child.
“One of the pivotal shifts has been the introduction of frameworks like the Early Years Learning Framework, which acknowledges the diversity of children in early education settings,” said Amber. “These frameworks emphasise the need for systemic change, ensuring that inclusion is both physical and psychological, allowing every child to engage and achieve,” says Amber.
Diagram 1 This diagram shows the integrated connections of the Vision, Principles, Practices and Learning Outcomes that centre on children’s learning, development and wellbeing. Belonging, Being and Becoming overlap all these elements.
Autism Queensland is one of Australia’s oldest and most experienced providers of autism-specific education and therapy services, proudly supporting Queenslanders of all ages, their families and communities since 1967. The organisation has played a key role in supporting early education through programs that focus on nurturing play and communication. They believe that every child should have access to play-based learning, which is fundamental to development. This involves creating environments where communication and play are accessible through interactions with peers and adults, allowing every mode of communication to be acknowledged and supported.
This inclusive approach is crucial in providing children with the opportunity to thrive and develop their social skills. By nurturing both play and communication, educators can create rich experiences that enable children to flourish.
A child's education is most successful when there is a collaborative effort between educators, parents, and other stakeholders. C&K and organisations such as Autism Queensland emphasises that the child should always be at the centre of this collaboration. Amber recommends “By working together as a team, educators and parents can create a plan that supports the child's unique needs, leveraging the strengths of each party involved.”
Engaging in open and empathetic communication with families and being strength-focused in conversations can lead to successful partnerships. It's important to appreciate the family’s perspective and focus on the child's strengths, interests, and needs rather than their challenges.
An educators behaviour has a significant link to a child’s achievement. In collaboration with the Department of Education, Autism Queensland has developed a number of tips Neurodiversity-Affirming Practices in the Early Years.
These include:
The future of early childhood education for autistic and neurodivergent children is promising. We are on the cusp of significant breakthroughs, with a strong movement towards systemic change that supports inclusive practices. The conversations and collaborations happening today promise a more inclusive environment where every child can achieve their potential.
By continuing to focus on inclusion, investing in educator training, and fostering strong partnerships with parents, we can ensure a better start for every child.
For more information on professional development, parent education, or other learning opportunities with Autism Queensland, visit https://autismqld.com.au/services or call 07 3273 0000.
You reply, “So busy, really busy”, while simultaneously reading the email from school about the latest head lice outbreak, working out the logistics of stopping at the chemist on the way to swimming lessons – do we need milk? – Teams chat pings – wriggling toddler on your hip.
Familiar? We know being busy is a regular feeling for parents of children of all ages right now. Parents and caregivers are juggling working, life admin, study, socialising, parenting, extra-curricular activities, quality family time, endless notifications, plus clutching moments for exercise, self care, or just a minute to breathe.
The pace in which we do life is faster than ever. The glorification of busy, of achieving things, of filling our days, and our children’s, with places to be and things to accomplish. But children don’t glorify busy. As parents, we need to embrace the slow in their early years. By dedicating unhurried, slow-time with, and for, our children - we can benefit their development in so many ways.
By embracing the slow with babies, toddlers and young children, we can create space for:
Improved communicationSlower interactions encourage deeper conversations and enhanced listening. By taking your time, you give your child the opportunity to observe, understand, and eventually anticipate how you, as an adult in their life, will respond. This approach also helps you notice the subtle cues in your child’s early attempts to communicate. Your attentiveness is key in affirming your bond with your child.
Better observation skillsChildren learn to notice details in their environment. Children investigate and learn through their senses; this important process supports the child to make sense of their surroundings.
Stronger relationshipsThis slowing partnership forges trust and grows the already innately strong attachment between parent and child
Increased independenceAllowing children to complete tasks at their own pace builds confidence and positive self-worth. When children are given opportunities to master real life tasks, they learn that they are active citizens with a part to play in their world.
Improved motor skillsUnhurried physical activities aid in developing coordination. Through movement, children experience their world in new ways!
Enhanced learningChildren absorb information better when given time to process and ask questions.
Emotional developmentA slow pace allows adults to support children by giving time and space for the child to experience their emotions and make sense of what they’re feeling. Through the attentiveness of adults, children learn to organise their internal feelings and later, this understanding forms the basis of self-regulation. A calm environment helps children know that it’s okay to have feelings – for your child, these feelings are big.
Creativity boostUnstructured time encourages imagination and problem-solving skills. This is when you reap the feel-good benefits of play!
Reduced stressA slower pace can lower cortisol levels in both children and adults. This simple act equips you to relish in the special and fleeting time that is childhood.
Enhanced mindfulnessSlowing down teaches children to be present in the moment.
Think back to your childhood. What are some of your favourite memories? We know things like climbing trees, snuggling in bed with the whole family on the weekend, and performing shows with your siblings and cousins will be right up there. What parts of your children’s life do you want them to look back on with fondness? You can cultivate these slow moments of joy by starting small, with little moments of dedicated unstructured, unhurried time throughout your week.
We understand life is different in 2024, and the external pressures can be extensive. Parents rely on quality early childhood education and care for their children whilst they juggle work, study and other commitments. At C&K, slowing down with our babies, toddlers and young children is part of our curriculum. C&K’s early childhood curriculum Listening and Learning Together: C&K Curriculum Approach is used for children from birth to 5 in all our kindergartens and childcare centres across Queensland.
C&K educators skilfully partner with all children and families to create caring and supportive learning environments, with time dedicated to build respectful and meaningful relationships. We want all children to feel safe, secure, and trust their educators. Deep trusting bonds are something that cannot be rushed, and we have all the time in the world to connect with our young children in ways that support their social and emotional growth and well-being.
In the theme of resisting busy – what part of your day could you intentionally slow down right now? Is there one transition or routine that stresses you and your child out the most? Maybe it’s going from playing to getting into the car. Something as simple as having a quick game of “I Spy” on the way to the car, or pretending to be a bird and flapping your wings on the way can reduce anxiety, frustrations, and meltdowns – plus it’s fun for everyone!
Some moments are worth slowing down for, and we are grateful to get to witness the joys of childhood first-hand, every day, alongside thousands of children across Queensland. We would love to welcome you and your child to visit one of our 330 centres to experience a C&K childhood for yourself. Enrolments are now open for 2025 and beyond, click here for more information.
If you’re reading this, you are likely gearing up for your child’s first day of childcare. It’s normal for parents, caregivers and children to feel nervous about their first day, and as you start this new journey together, your child’s educators and the rest of the team at C&K will be on hand to support you. Here’s our list of items to pack for childcare and some handy tips.
If you are starting kindergarten with C&K, you’ll also receive a free wide-brimmed hat and t-shirt as a part of your enrolment which you are welcome to pack on the days you attend your centre.
Yes, all items should be labelled with your child's name so educators can easily determine ownership of items. It also helps your child to learn about their name, and their belongings.
When you arrive at childcare, there will be a dedicated space for children to store their bags and a fridge where you can place lunch boxes. Make sure your child knows where their belongings are – let them see where their bag is, and that their food is in the fridge (if applicable).
We encourage you to meet your child’s centre Director and Educators before their first day. It's a great way for you and your child to settle any nervous by becoming familiar with your new routine and space. You might like to visit your centre before you start and explore our play areas or participate in one of our “Stay and Play” sessions. Your centre will have a number of orientation activities for your child and family leading up to your child’s first day.
C&K's government-approved kindergarten program is led by university-qualified teachers for children in the year before they attend school. Children attend kindergarten for 15 hours per week, for the school calendar year (600 hours a year). C&K's quality, structured, play-based kindergarten program focuses on helping children to develop a wide range of essential skills and prepares them for their transition to school.
C&K's community kindergartens are usually open for approximately six hours per day, for example 8:30am to 2:30pm, five days per fortnight (3 days one week and 2 days the following week) but can vary depending on the kindy. A community kindy group has up to 22 children, who are turning four years of age by the end of June.
C&K also has 39 childcare centres that deliver a government-approved kindergarten program for four-year-olds, led by university-qualified teachers.
At C&K, we are proudly supported by the Queensland Government's kindergarten funding program to deliver our government-approved kindergarten program. In 2024 all eligible-age children can attend a C&K kindergarten centre for 15 hours a week (600 hours a year) for FREE! Places are limited so secure your child's place today and enrol now.
All eligible-age children can attend a C&K kindergarten centre for 15 hours a week (600 hours a year) for free.
A one-off, non-refundable enrolment fee of $100 is required when you complete your enrolment at a C&K branch kindy, to confirm your place. This fee is not subsidised and is issued to cover the administrative costs of your child's enrolment at a C&K branch kindy. However, the enrolment fee can be waived if you are an eligible concession care holder. Please discuss this with your centre's Director.
You can check your child's eligibility for Free Kindy by checking the criteria below:
If your child does not meet the eligibility criteria above, the non-eligible enrolment kindergarten fee will apply.
If your eligible-age (turning 4 by 30 June 2024) child is enrolled in a C&K childcare centre where they participate in a government-approved kindergarten program you will be eligible to receive 15 hours per week of free kindy for 40 weeks per year (up to a maximum 600 hours per year).
Children aged 4 years old by 30 June in the year they attend kindy are also called ‘Eligible age’ or ‘Target age’.
The below table shows the year the Queensland government recommends your child attends kindergarten. You can wait list your child at a C&K kindergarten up to 4 years in advance. Enrolment offers are made between May and July the year before your child attends.
Priority is given to eligible-aged children but if there are places available, we are happy to have 3 year old children at kindy and attend for 2 years. FREE kindy does not apply for 3 year old children, and the non-eligible enrolment kindergarten fee will apply. Please contact your local C&K centre for more information on fees for 3 year olds and to discuss your child and your family’s situation.
For more information, contact us or visit the Queensland Government's Free Kindy Website.
Starting kindy is exciting, but it's normal for children (and their families) to feel nervous. To help make the transition to kindy a positive and calm experience, we have put together five things that you can do before the first day of kindy to prepare your family for the adventure ahead
Talk regularly with your child in everyday conversation about the experiences they might engage in, the friends they will make, and the interesting things they will learn.
Teach your child how to open and close their lunchbox and drink bottle, open packets of food, and identify rubbish vs recycling.
Encourage your child to choose their own clothes and dress themselves, pack their bags, and instil a sense of responsibility for their belongings.
Make preparing for kindy fun! Pretend to be the teacher and run your child through activities similar to what they might experience at kindy. Arriving and putting their belongings away, discussion/group time, outdoor play, morning tea, indoor creative play, lunch, quiet time, and going home.
Our kindies don’t open their doors until later in January, but you can include a drive or walk past your child’s kindy during your regular outings so that they become familiar with the route and what the kindy looks like. You can also book a tour of your kindy directly with the centre director.
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