For many families, the years before school can bring increasing attention to school readiness. Can my child recognise letters and numbers? Can they sit and listen, or will they become too distracted with their friends? Can they follow instructions, keep track of their belongings and interact confidently with other children? These are understandable questions, but before focusing on what a child needs to know before starting school, there is another important question to consider – does the child feel safe, secure and confident enough to learn, explore and engage with the world around them?
Felt safety is more than simply ensuring that a physical environment is safe. It is the child’s internal sense that they are accepted, understood, supported and able to be themselves. While educators cannot always know exactly how a child is feeling internally, they can create consistent, responsive environments and relationships that help children develop a sense of security and belonging. A child who feels safe is more likely to explore, communicate, ask questions, make mistakes, seek help and engage with others. These are not separate from school readiness; they are foundational to it.
For early childhood educators, understanding the relationship between felt safety, wellbeing and learning is an important part of supporting children’s development. This is reflected in the approach to learning and development embedded throughout the Suzan Johnston CHC30125 Certificate III in Early Childhood Education and Care and CHC50125 Diploma of Early Childhood Education and Care. Both qualifications develop educators’ understanding of children’s wellbeing, relationships, learning and development, providing the professional foundations needed to create environments where children can feel secure while building the skills they need for their next stage of learning.
The Early Years Learning Framework V2.0 places children’s learning, development and wellbeing at the centre of early childhood practice and pedagogy. Importantly, it recognises that children’s learning does not occur in isolation. Relationships, wellbeing, identity, belonging and opportunities to participate all influence how children engage with learning. Secure, respectful and reciprocal relationships are identified as a key foundation for children’s learning and development.
This means school readiness should not be viewed simply as a checklist of academic skills. Children are developing a strong sense of identity, wellbeing, confidence, communication and connection with their world long before they walk through the school gates. These capabilities influence how children approach new experiences, manage uncertainty, interact with others and respond when something does not go according to plan.
Consider a child who is reluctant to participate in a group experience. It may be tempting to view their reluctance as something that needs to be corrected before school. However, an educator who understands the importance of relationships may first consider what the child is communicating. Are they uncertain about what is expected? Do they need more time to observe before joining? Are they overwhelmed by the noise or size of the group? Would greater familiarity with the educator or routine help them feel confident enough to participate?
Rather than seeing reluctance as a lack of readiness, the educator can respond to what the child may need in order to feel confident enough to participate.
This is where responsive, relationship-based practice becomes so important.
The EYLF V2.0 describes responsiveness to children as a key practice, while ACECQA highlights that secure relationships support children to develop confidence in expressing themselves, learning new things and taking calculated risks. When educators take time to understand children’s individual strengths, dispositions, experiences and needs, they can create conditions where children are more willing to engage in learning.
Predictability also contributes to felt safety. Familiar routines, consistent educators, clear expectations and preparation for transitions can help children understand what is happening and what might happen next. This can be particularly important when children are preparing for the significant transition from an early learning environment into school.
Predictability does not mean removing opportunities for independence. In fact, it can provide the secure foundation children need to develop agency. When children know they can rely on the adults and environment around them, they can gradually take greater responsibility, make choices, solve problems and attempt things independently. In this way, security and independence are not opposites – a secure foundation can give children the confidence to become increasingly independent.
The EYLF V2.0 specifically recognises children’s agency, play-based learning and intentionality, as well as continuity of learning and transitions, as important elements of early childhood pedagogy. Rather than rushing children towards a narrow definition of school readiness, educators can intentionally create opportunities for children to practise the skills that will support them throughout their educational journey.
This might look like encouraging a child to negotiate with a peer rather than immediately resolving a conflict for them. It might involve giving children time to attempt a task independently before stepping in, encouraging them to explain their thinking, or supporting them to identify and communicate their emotions. It might also mean helping a child become familiar with what school may look and feel like through conversations, stories, visits or transition experiences, without creating pressure to perform or “be ready”. These everyday moments can build persistence, problem-solving, communication, self-regulation and confidence.
Collaborative relationships with families are equally important. Families bring unique and invaluable knowledge of their children, and genuine partnerships can provide valuable insight into children’s interests, experiences, routines, strengths and concerns. Sharing information about an upcoming transition to school can also help educators and families work together to support the child rather than placing responsibility for school readiness solely on the child.
For educators, developing the professional knowledge to support these experiences is an important part of quality early childhood practice. The Suzan Johnston CHC30125 Certificate III in Early Childhood Education and Care includes units focused on supporting children’s health, safety and wellbeing, developing positive and respectful relationships, supporting holistic learning and development, observing children to inform practice and using an approved learning framework to guide practice.
Through this learning, students develop an understanding that supporting children’s readiness for future learning involves much more than teaching isolated academic skills – it includes building relationships, supporting wellbeing, observing individual needs and creating environments where children feel confident to participate and learn.
For experienced educators seeking to deepen their knowledge and progress their careers, the Suzan Johnston CHC50125 Diploma of Early Childhood Education and Care enhances knowledge and skills for working with children, families, educators and early learning teams. The Diploma provides a pathway for educators who want to strengthen their professional practice, take greater responsibility for curriculum and pedagogy, support other educators and contribute to high-quality learning, development and wellbeing outcomes for children.
Both qualifications are offered through Suzan Johnston Australia’s flexible, self-paced online delivery model, supported by dedicated trainers and practical workplace experience that helps students connect theory with everyday early childhood practice.
Preparing a child for school is not about making them “school ready” as quickly as possible. It is about giving them the foundations that allow them to approach school with confidence, curiosity and a sense of belonging.
When children feel safe, they are more likely to feel comfortable exploring. When they feel understood, they are more willing to communicate. When they experience trusting relationships, they are more prepared to take risks in their learning. And when they develop confidence in their own capabilities, they are better positioned to navigate the challenges and opportunities that school will bring.
Perhaps, then, the most valuable preparation for school is not knowing all the answers. It is knowing that there are trusted adults nearby who will listen, support, encourage and believe in you while you discover the answers for yourself.
For those considering a career in early childhood education and care, Suzan Johnston Australia’s CHC30125 Certificate III in Early Childhood Education and Care and CHC50125 Diploma of Early Childhood Education and Care provide flexible pathways to develop the knowledge, practical skills and confidence to support children’s learning, development and wellbeing.
