The topic of family connects with us in many ways. We understand the topic through memories of childhood and through our own experiences of family life, both past and present. This chapter illustrates the theories of the family emanating from different disciplines that enrich our understanding of the current status of, as well as changes in ideas about, family. The chapter provides critical illustrations of practice through guided inquiry and meaningful activities. It focuses on developing and refining the communication skills and leadership qualities necessary for valuing, building and maintaining relationships with diverse children and their families.

‘It takes a village to raise a child.’ Early childhood education and care settings play an integral part in this adage. They build such communities by being both a point of connection for, and an integral part of, local contexts. Beginning with what defines a community, this chapter helps readers to consider ways of ‘seeing’, ‘being with’ and ‘serving’ the communities of which they are a part. Illustrations of practice demonstrate ways to invite and involve local groups and services into the early childhood setting. The practicalities of risk assessments and planning for incursions and excursions, and ways of connecting with local aged care facilities, playgroups, council libraries, community centres, and gardening or craft cooperatives are specifically considered. In working together with local communities, teachers do more than partner for mutual connection and the exchange of resources, support or fulfilment. ‘Being with’ encourages teachers to consider ways of ‘seeing’ their contexts first-hand to identify community needs for evidence-informed advocacy and change.

This chapter introduces the Australian early childhood education and care context, with an emphasis on policies, standards and learning frameworks. We begin by discussing historical and sociological perspectives on early childhood education and care, before presenting issues related to various stakeholders: government, policymakers, educators, children and families. We then consider various approaches to bringing about change through advocacy. In the first instance, recognition of the challenges that educators are confronted with in delivering good-quality practices for children are presented, explaining how these have influenced early childhood education and care, and how early childhood education and care has been influenced by policies. The reader will consider contemporary public debates about early childhood education and care, and the implications of these debates for professional development and practice. Some of the key issues include: policies on quality education; the role of governments in determining how education functions; the significance of parents in children’s lives and to the educator; cultural competency; transitions to, within and across the birth-to-eight-years learning environments; and children’s health and wellbeing. Overarching all these issues is that early childhood education and care in Australia suffers from low professional status – for example, early childhood teachers have poor work conditions in comparison to their primary teaching counterparts. The chapter includes a critical look at the issues that Australian early childhood teachers address in their responsibilities, requirements and quality improvement regulations.

In the 21st century, educators are expected to have knowledge and understanding of sustainable environmental practices and the inherent value in, and opportunities for, connecting with the natural world. Furthermore, early childhood teachers have a social and moral responsibility to enact and model sustainable practices, involving young children in the conversation about the benefits of being in harmony with the natural world around them. This chapter investigates relationships that can be built between the child and the environment within our educational settings and communities, thinking about the natural and human-made resources we use, the fluidity and choices we provide to be indoors and outdoors, and the role that local ecologies play in our practice. Illustrations of practice from carbon-neutral settings, local ‘bush kindergartens’ and ‘Forest Schools’, and the pedagogical practices of specific outdoor teachers will encourage readers to consider how children’s positive relationships with nature can be facilitated and sustained in early childhood settings.

This chapter investigates the role of the teacher as observer, evaluator and co-inquirer to consider how these ‘roles’ inform the pedagogy enacted within the early childhood environment. We begin by exploring key learning theories that underpin the pedagogical approaches we employ. Early childhood philosophies of play, emergent-curricula, child-centredness, intentionality, agency and dialogue are explored to consider what contemporary early childhood pedagogy entails. To understand how these philosophies have shaped and informed early years practice, the connections between learning theories and philosophies and teaching practice are investigated in depth. Seeking to show the intersections of theory and practice, this chapter draws upon contemporary research to highlight the factors known to contribute to effective teaching and learning in the early years.

A happy, well-functioning workplace is essential for all people. So that we can thrive and not just survive, it is essential to develop ways to work with colleagues to balance our physical, mental and spiritual wellbeing with that of the children, families and communities in our care. For a harmonious learning environment to be enacted, there need to be organisational structures, clear roles and responsibilities for the workplace, and a combination of autonomy and shared decision-making that aligns with chartered values and philosophies. This chapter helps the reader to develop an understanding of how to build and sustain collegiate relationships, and develop effective, pragmatic personal–professional communications. The chapter considers the procedures for staff protocols that lay the foundations for positive relationships – for example, orientation to the educational setting; conducting staff appraisals and ongoing mentoring; teamwork and leadership; and the collegial conduct of reflective practice and continuous improvement to promote quality early childhood education and care.

This concluding chapter creatively and authentically synthesises the book’s key concepts and ideas to consider how our connections with people and places are foundational to the collaborative and inquiring nature of teaching and learning in early childhood contexts. Exemplars of early childhood teachers’ practice are shared to explore the possibilities and challenges they face in their daily working lives. This chapter provides a rich, descriptive narrative for readers to garner the inspiration and confidence to understand their own teaching philosophies and values, and to reflectively and purposefully make a difference in the lives of the children, families and communities of which they are a part.

This chapter highlights the significance of relating respectfully and meaningfully with children. Relationships are foundational to young children’s growth, learning and development. But how are these practices enacted? What are the ways to best facilitate children’s interactions with peers and adults? Viewing positive relationships as being essential for children’s health and wellbeing, this chapter investigates: groupings of children, including multi-age groupings; facilitating positive interactions/play; social challenges; and supporting children’s health and wellbeing at all times, including during transitions across and within birth-to-eight-years educational settings. The chapter addresses the need for early childhood teachers to have effective positive communication skills by looking at: talking with children; body language; sustained conversations; infant and toddler considerations; and examples of shared intentionality in practice.

This chapter focuses on the practice of documenting the journeys teachers undertake during learning inquiries. The traditional planning cycle, involving observation, planning, assessment and reflection, is described, before we explore how digital technologies and shifts in the democratic participation of children and families in early childhood education programs is changing how teachers action their understandings of and support for children’s learning. Distance and digital modes of inquiry (synchronous and asynchronous) are also explored. Readers will consider how their chosen tools for pedagogy, documentation and assessment align with their philosophical approach/es to teaching and learning. Learning does not just happen in isolation but as a shared venture between teacher and learner. This chapter assists readers to reflect on how children, families, colleagues and community can be involved as key stakeholders in children’s learning.