Early Childhood Professional Development

In House Workshops

Designed in collaboration with the Australian Childcare Alliance Victoria (ACAV), all workshops are delivered by a an Early Childhood Education specialist at your service for groups of at least 10 people.

Call one of our Course Advisors on 1300 275 282 for more information and to obtain a quote

This session will identify and explore the importance of play and how play based experiences support and enhance children’s learning, development, skills and interests. Links will be made to the VEYLDF principle practices and educator’s pedagogy to support the opportunities provided through the development of programs, environments and active engagement for guiding and supporting play based opportunities, identify strategies that incorporate the use of concrete real life materials and allow children to develop their identity and understanding of the world.

NQS 1,2,3,5 and 6, National Law Section 155,168, 323, Regulation 73

This session will explore being purposeful, thoughtful and deliberate in our program and relationships. Intentional Teaching can often mean different things to different people. This session will explore the practice of Intentional Teaching and how to be intentional when implementing a play based curriculum. It will also look at how we can incorporate Intentional Teaching into our reflective practice.

NQS 1 National Law section 323, Regulation 73

Music and movement have strong connections to brain development. It is an integral part of children’s development. Come and join us for a 2 hour session to explore ideas to embed music and movement into your daily programs. Links to all outcomes of the approved learning framework incorporated with reference to the principle practices. Explore how music and movement provides exploration and discovery into language through songs stories and spatial awareness whilst supporting a strong sense of identity through culture.

NQS 1,2,3,5 National Law section 323 Regulation73, 105, 155,156

Good habits are best started young. Being active is important for developing healthy minds and bodies; physical, social, language, emotional and cognitive skills. It is also critical to brain development and learning in the early years.  This session will provide some valuable links to brain development and provide concrete examples of fun activities to keep children’s bodies active, promoting healthy wellbeing and stimulating the brain to concentrate and seek out learning opportunities.

NQS 1,2  National Law 323, Regulation 73, 77

Telling stories to children engages their imagination. It links to Aboriginal and Torres Strait Islander culture. This session will look at ways to become storytellers through the use of personal and imaginary stories, puppets and props. We will discuss strategies for successful storytelling to children and the advantages of implementing this into your programs.

NQS 1,5  National Law section 323, Regulation 73, 155, 156

Dealing with children with challenging behaviours can be both overwhelming and exhausting. Especially when you don’t have any background on the child. During this PD we will explore why children do what they do, how we can help them, and look at more holistic and authentic teachings which actually work.

We will begin to understand the reasons behind a behaviour, which can be the starting point of creating a child who not only has a strong sense of self but is also at the forefront of their own wellbeing. Throughout the workshop we will also discuss the following scenarios;

  • How can we be more holistic in our teachings so as to value children as capable individuals who have a voice within their learning environments?
  • What can we do to encourage children to be more mindful, empathetic and grateful?
  • How do we work alongside children to teach them to be Intrinsically Motivated to succeed?
  • How do we acknowledge a child’s efforts in such a way that they can see their Educator’s being authentic in their interactions?

NQS 1, 3, 5, 6  National Law section 166 Regulation 73,155, 156, 157

Resilience is having skills and the ability to cope with difficult situations in a positive way. Children need resilience to cope with this ever complex world. In this session we will identify ways to support children’s resilience and develop a strong sense of identity and positive self-worth for all children. The role of the educator and partnerships with children and families will be highlighted and explored.

NQS 1, 5 National Law section 166, 323, Regulation 73, 155, 156, 157

In this session we will explore the professional skills and personal attributes we need to successfully lead a team. We will discuss the qualities and values required as opposed to position. Sharing a vision and purpose and having good emotional intelligence. We will also touch on the meaning of being a professional and how ethical responsibility plays a big part in successful professional leadership. We will offer strategies to promote and nurture a professional and positive team and working with immature and young staff.


Cultural competency is strongly connected to identity and belonging. This session will identify diversity, inclusion and equity. It will identify the important role educators play in promoting a sense of identity and belonging for children and families, developing tolerance, acceptance and respect for differences. We will discuss ways to promote diversity and inclusive practice through environments, relationships and intentional teaching. VEYLDF Principle Practice 4

NQS 1, 5, 6 National Law 323 Reg 73, 76, 155,157, 162(2)(i)

This session provides information on establishing and maintaining effective partnerships with families and children using a collaborative approach. Collaborative relationships are fundamental to children’s development, learning and outcomes.  Helpful strategies are discussed and the value of these partnerships are highlighted and explored in detail. A must for all services.

NQS 1, 2, 5,6  National Law 323  Regulation 73,76, 77, 155, 157, 162

The planning cycle requires an understanding of the outcomes and practice principles of the approved learning framework. This session will look at the practice principles which underpin our pedagogy and how to use these in our everyday practice. We will look at the outcomes of the approved learning framework and how to incorporate assessment and reflective practice into the planning cycle. We will also look at how we can incorporate the voices of the child and family. This session is a must for anyone struggling with meeting the requirement of National Quality Standard 1.

NQS 1, National Law section168, 323 Regulation 73

This practical “hands on” session explores the concept on how creating inviting physical and social play, learning and development spaces for all of the services stakeholders has a positive impact on children’s learning and outcomes. The role of educators in active engagement and responsiveness and providing children with aesthetically pleasing indoor and outdoor environments which invite children to play, is investigated and reviewed with an emphasis on the use of natural materials and sustainability.

NQS 3,5,6 Regulation 105, 113,155, 157

Sustainability is a global issue. How do we develop a greener future? This session explores the idea that sustainability is more than “having a veggie patch “and how the United Nations Convention on the Rights of the  Child, the National Quality Standards and the Early Years Learning Framework provides guidelines and direction for educators. Practical examples and strategies are discussed in details and the concepts of social and emotional investment is reinforced as a critical part of effective sustainability in Early Childhood.

NQS 1, 3 National Law 323, Regulation 73, 105, 113

Children are naturally curious about the world.  They have a sense of wonder and curiosity about how the world works. In this session we will explore activities to foster and challenge children’s natural curiosity about how things work and to support mathematical and scientific concepts through concrete, hands on experiences. These experiences will support learning dispositions such as enquiry, investigation, problem solving, predicting, and hypothesising, to mention a few. Engaging in mathematical and scientific experiences will develop critical thinking, extend and consolidate concepts and develop associated language.

NQS 1, 3 National Law section 323 Regulation 73, 105, 113

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