NQF & Our Code of Ethics


Since the introduction of the NQF (National Quality Framework), many early childhood academics, advocates and educators are trying to role model a change in people’s language from “childcare centre/preschool” to “early childhood sector” to reflect the industry accordingly.

Early childhood sectors have experienced a major shift and are no longer just a place where children are left to play to give families time flexibility – it is much more than that. It is an environment where children are exposed to qualified educators and teachers working in conjunction with families, helping shape each child to become their own best being whilst being surrounded by peers of their age group.

LLC incorporates the NQF and understands that as an education and care service, we are sharing the responsibility with our young families to develop our future generations.

LLC’s strive for continual excellence and quality approach for our front line is simple and starts from our foundations:

1: Our educators and teachers, with passion, knowledge, values and beliefs are a staple in all of our staff selection process.

2: A high-quality environment, created and underpinned by both the NQF and EYLF.

LLC incorporates the latest cutting-edge early childhood programs and applications that have come from decades of industry developments within the sector. This ensures we are giving our little ones the best possible start.

Additionally, it is a place that works in conjunction with other education services like primary schools to incorporate programs for a smooth and efficient transition as children graduate to higher levels.

Families should consider the above when deciding if they should enrol their children into an early childhood environment. The early childhood sector is just as important an element as primary and high school in their development phase.

Click here to download a PDF with more information on Brain Development in Children.

Our Code of Ethics

Little Learners Centre, complete with all its community of members, are guided by this adaptation of the CODE OF ETHICS.

We commit to act in the best interests of all children and work collectively to ensure that every child is thriving and learning. Early Childhood Australia recognises that Aboriginal and Torres Strait Islander people have been nurturing and teaching children on this land for thousands of years. Our service acknowledges Aboriginal and Torres Strait Islander traditional ways of being and caring for children. This Code of Ethics is informed by the principles in the United Nations Convention on the Rights of the Child (1991) and the Declaration on the Rights of Indigenous Peoples (2007). A Code of Ethics is an aspirational framework for reflection about the ethical responsibilities of childhood professionals who work with, or on behalf, of children and their families. In this Code of Ethics, the protection and wellbeing of children is paramount and therefore speaking out or taking action in the presence of unethical practice is an essential professional responsibility. Being ethical involves thinking about everyday actions and decision-making, either individually or collectively, and responding with respect to all concerned. The Code of Ethics recognises that childhood professionals are in a unique position of trust and influence in their relationships with children, families, colleagues and the community, therefore professional accountability is vital.

The core principles in this Code of Ethics are based on the fundamental and prized values of the profession. They act to guide decision-making in relation to ethical responsibilities. These core principles require a commitment to respect and maintain the rights and dignity of children, families, colleagues and communities. It is for this reason that we believe that:

  • Each child has unique interests and strengths and the capacity to contribute to their communities.
  • Children are citizens from birth with civil, cultural, linguistic, social and economic rights.
  • Effective learning and teaching are characterised by professional decisions that draw on specialised knowledge and multiple perspectives.
  • Partnerships with families and communities support shared responsibility for children’s learning, development and well-being.
  • Democratic, fair and inclusive practices promote equity and a strong sense of belonging.
  • Respectful, responsive and reciprocal relationships are central to children’s education and care.
  • Play and leisure are essential for children’s learning, development and wellbeing.
  • Research, inquiry and practice-based evidence inform quality education and care.

In relation to children, educators will:

  • create and maintain safe, healthy, inclusive environments that support children’s agency, enhance their learning and provide a meaningful curriculum. to enrich children’s learning, balancing child and educator-initiated experiences.
  • understand and be able to explain to others how play and leisure enhance children’s learning, development and well-being.
    ensure childhood is a time for being in the here and now and not solely about preparation for the future.
  • collaborate with children as global citizens in learning about our shared responsibilities to the environment and humanity.
  • value the relationship between children and their families and enhance these relationships through my practice.
  • ensure that children are not discriminated against on the basis of gender, sexuality, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin.
  • negotiate children’s participation in research, by taking into account their safety, privacy, levels of fatigue and interest.
  • respect children as capable learners by including their perspectives in teaching, learning and assessment.
  • safeguard the security of information and documentation about children, particularly when shared on digital platforms.

In relation to the sector & profession, educators will:

  • base their work on research, theories, content knowledge, practice evidence and my understanding of the children and families with whom I work.
  • take responsibility for articulating my professional values, knowledge and practice and the positive contribution our profession makes to society.
  • engage in critical reflection, ongoing professional learning and support research that builds my knowledge and that of the profession.
  • work within the scope of my professional role and avoid misrepresentation of my professional competence and qualifications.
  • encourage qualities and practices of ethical leadership within the profession.
  • model quality practice and provide constructive feedback and assessment for students as aspiring professionals.
  • mentor new graduates by supporting their induction into the profession.
  • advocate for my profession, the rights of workers and the provision of quality education and care.

In Relation To Colleagues, Educators Will:

  • encourage others to adopt and act in accordance with this Code, and take action in the presence of unethical behaviours.
  • build a spirit of collegiality and professionalism through collaborative relationships based on trust, respect and honesty.
  • acknowledge and support the diverse strengths and experiences of colleagues in order to build shared professional knowledge, understanding and skills.
  • use constructive processes to address differences of opinion in order to negotiate shared perspectives and actions.
  • participate in a ‘lively culture of professional inquiry’ to support continuous improvement.
  • implement strategies that support and mentor colleagues to make positive contributions to the profession.
  • maintain ethical relationships in all interactions.

In relation to families, educators will:

  • Support families as children’s first and most important teach and respect their right to make decisions about their children.
  • listen to and learn with families and engage in shared decision-making, planning and assessment practices in relation to children’s learning, development and well-being.
  • develop respectful relationships based on open communication with the aim of encouraging families’ engagement and building a strong sense of belonging.
  • learn about, respect and respond to the uniqueness of each family, their circumstances, culture, family structure, customs, language, beliefs and kinship systems.
  • respect families’ right to privacy and maintain confidentiality.

In relation to community and society, educators will:

  • learn about local community contexts and aspirations in order to create responsive programs to enhance children’s learning, development and well-being.
  • collaborate with people, services and agencies to develop shared understandings and actions that
    support children and families.
  • use research and practice-based evidence to advocate for a society where all children have access to
    quality education and care.
  • promote the value of children’s contribution as citizens to the development of strong communities.
  • work to promote increased appreciation of the importance of childhood including how children learn and develop, in order to inform programs and systems of assessment that benefit children.
  • advocate for the development and implementation of laws and policies that promote the rights and best interests of children and families.

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