Table of Contents

Part 1: Being Professional
Ch 1 ‒ Participate effectively in the work environment
Ch 2 ‒ Work within a relevant legal and ethical framework
Ch 3 ‒ Develop cultural competence
Ch 4 ‒ Work effectively with Aboriginal and/or Torres Strait Islander people
Case Study

Part 2: Keeping safe and healthy
Ch 5 ‒ Participate in workplace health and safety
Ch 6 ‒ Ensure the health and safety of children
Ch 7 ‒ Identify and respond to children and young people at risk
Ch 8 ‒ Provide an emergency first aid response in an education and care setting
Case Study

Part 3: Caring and Nurturing
Ch 9 ‒ Provide care for babies and toddlers
Ch 10 ‒ Povide care for children
Ch 11 ‒ Promote and provide healthy food and drinks
CH 12 - Work collaboratively to maintain an environment safe for children and young people
Case Study

Part 4: Extending Learning
Ch 13 ‒ Use an approved framework to guide practice
Ch 14 ‒ Support the holistic development of children in early childhood
Ch 15 ‒ Develop positive and respectful relationships with children
Ch 16 ‒ Use information about children to inform practice
Ch 17 ‒ Provide experiences to support childrens play and learning
Ch 18 ‒ Support behaviour of children and young people
Case Study

About the Author

Lorraine Walker is an educational consultant; a curriculum and training resource writer, and a trainer and assessor. She holds the qualifications of Master of Education (Leicester University, United Kingdom); Diploma of Teaching (Totley-Thornbridge College of Education, United Kingdom); Certificate IV Training and Assessment TAE40110 (Aspire Education, Melbourne); Advanced Diploma of Management (Hunter Institute of TAFE NSW); and Graduate Certificate in E Learning (AdelaideiGlobal.com, Adelaide Institute of TAFE).

Lorraine has worked for almost 30 years as an educator and manager of a wide range of education and care services including long day care, preschools and family day care, and as a teacher within both the United Kingdom and Australian school systems (K‒Year 6), at TAFE and at universities. Her passion for developing training materials to assist best practice stems from her work in recent years as a learner resource developer and adult trainer.
Lorraine has a strong commitment to supporting educators reach high standards to enable best-quality education and care practices. She believes that as the consultant and principal writer for this project she has helped achieve this goal. Lorraine wrote chapters 2, 3, 4, 7 and 9-18.


Shelagh Miller is Head of the Department of Early Childhood Education and Care at University Preparation College in Sydney. Her extensive professional experience includes delivering early childhood education and care seminars, on behalf of the Early Childhood Education Council, in Vietnam, and teaching in Australia and South Africa. Her hands-on work with African children and education systems has given her great insight into the plight of disadvantaged communities, and the many health and safety issues that face children from developing countries and lower-income families.

Shelagh is a Recognition of Prior Learning (RPL) Assessor for the Commonwealth Department of Education, Employment and Workplace Relations and a first aid trainer/assessor. She holds the qualifications of Bachelor of Teaching (ECEC) (University of New England) and Certificate IV in Training and Assessment TAE40110, and has training in counselling, neurolinguistic programming and advanced hypnotherapy. Having owned and directed a small family day care centre, a large (155-place) preschool and baby nursery, and an arts and crafts teaching school, at various stages in her career, she has a vast amount of knowledge in the daily workings of early childhood education.
Shelaghs basic philosophy is that we should keep learning, including from the people around us, and assist others to achieve their goals. Her message is that we aim to work well together, use sensible, practical and honest language and, above all, believe in the innocence and the infinite abilities of the children. Shelagh wrote chapters 1, 5, 6, and 8.

C&K College of Early Childhood provided the case studies concluding each Part of this book. The college is a subsidiary of the Creche and Kindergarten Association Limited, Queenslands peak provider of early childhood education and care, regarded as one of Australias leading providers of kindergarten, long day care and family day care services.
C&K is internationally renowned for its Building Waterfalls teaching and learning guidelines. Developed in consultation with children, parents and educators of C&K programs, and referencing Australias Early Years Learning Framework, the guidelines capture more than 100 years of C&K experience to support childrens learning, growth and development.