Social Context
Understanding the Context
The social context comprises the relationships, social networks, and community settings that influence children’s identity, sense of belonging, well-being, and participation. This includes experiences such as social isolation, parental separation and out-of-home care which may impact children’s access to stable relationships and support services (AGDE, 2022). Bronfenbrenner's 'Ecological Systems Theory' proposes that the relationships between family, teacher, community and larger social systems play a role in the development of children (Bronfenbrenner, 1979). But we shouldn't be framing these circumstances from a deficit perspective. Creating respectful relationships, cultural continuity and welcoming environments to build children's outcomes. It is especially significant for Aboriginal and Torres Strait Islander children, children with disability, CALD families and different family forms as they possess strengths and identities to be recognised and valued in early childhood education (Varda & Talmi, 2018).
Impact on Children and Families
Disruption to routines, relationships and a sense of belonging can impact on children's emotional wellbeing, identity, behaviour, learning and participation. Social isolation can reduce the opportunities for play, friendships and community engagement and children in out-of-home care can have instability of attachment, education and cultural identity. Separation and/or alternative care does not always lead to negative outcomes. Constructive relationships, cultural continuity and responsive support are protective factors which foster resilience (AIFS n.d.). Early childhood educators are key workers who are essential in shaping stable, culturally safe and inclusive environments which recognise children's strengths, identities and their capacity to thrive.
Social Policy & Australian Responses
The Australian responses are the Family Law Act 1975, Safe and Supported: The National Framework for Protecting Australia's Children 2021-2031 and state and territory child-protection laws. In May 2024, new family-law changes came into effect that further emphasize the need to make decisions in the best interests of children. Safe and Supported means early intervention, integrated services and targeted support for children with complex needs, children with disability and children who are in out-of-home care or children who have been abused. It also commits governments to enhancing Aboriginal and Torres Strait Islander children's self-determination and Aboriginal and Torres Strait Islander community-controlled services to help minimise the over-representation of Aboriginal and Torres Strait Islander children.
These policies are important safeguards, but they will be of little effect if they are not implemented. Fragmented services, placement instability, and lack of cultural authority can detract from policy intentions. ECEC educators implement the policy by recording concerns appropriately, maintaining continuity, working with carers and professionals, maintaining confidentiality, and ensuring that the decisions are guided by children's culture, relationships and views. Relational, culturally responsive and child-inclusive practice will then have to complement the requirement for policy compliance.
Five Evidence-Based Strategies
Through responsive, relationship-based practice, early childhood educators can help minimise the impact of social isolation, family separation and out-of-home care. Safe and trusting relationships build children's sense of security when they experience transition (AGDE, 2022). Social development and sense of belonging are fostered through having friends and playing together in inclusive settings (Theobald, 2016). Additionally, educators need to work in a respectful way with families/carers, use trauma-informed and culturally responsive practices, value children's diversity of identity (AIFS, 2025) and engage with professionals in relation to early intervention when concerns arise (Murray & Harrison, 2022). These strategies are all congruent with Resilience, Inclusion and Positive Wellbeing.
Community and Professional Partnerships
Educators have strong partnerships that enable them to respond to the needs of children with diverse social needs. There are some organisations offering evidence-based information, support and trauma-informed services for families, including: Child Family Community Australia (CFCA), Relationships Australia, Australian Childhood Foundation and Child Protection Services. It also supports effective early intervention and coordinated support through collaboration with speech pathologists, psychologists and social workers. These relationships foster children's wellbeing, resilience and positive developmental outcomes by using family centred practice (Baker et al., 2022; Flottman et al., n.d.).
Professional Websites & Programs
Why These?
These organisations have been chosen because they deliver reliable and evidence-based resources that can help to support children's wellbeing, resilience and family engagement. They support early childhood educators to respond to children who are encountering trauma, family conflict, social disadvantage and emotional difficulties and to practice inclusively and strengths-focused. Through the use of these resources, teachers can create safe, supportive and culturally responsive classrooms in which all children feel valued and included. They also build stronger relationships with families by providing advice, referrals, and useful strategies which support children's development and wellbeing. Embedding these trusted resources into daily practice will enable teachers to make decisions, enhance professional learning, and offer timely assistance in support of positive outcomes for children, families and communities in a variety of early childhood environments.
Children's Books (5 Years)
The Invisible String – Patrice Karst
Helps children understand that love and connection continue despite separation, loss or family change.
Love Makes a Family – Sophie Beer
Celebrates diverse family structures through positive and inclusive representation.
Ruby Finds a Worry – Tom Percival
Helps children recognise anxiety and understand the importance of talking to trusted adults.
The Huge Bag of Worries – Virginia Ironside
Demonstrates how worries can grow and how seeking support promotes emotional wellbeing.
Videos, Educational Shows & Podcasts
Little J & Big Cuz (ABC/NITV)
Authentically represents contemporary Aboriginal family life, culture and community.
Sesame Street in Communities
Provides evidence-based resources on emotions, resilience, family transitions and wellbeing.
Daniel Tiger's Neighbourhood
Explores emotional regulation, friendship, problem-solving and respectful relationships through everyday experiences.
Behind the News (BTN)
Introduces contemporary social issues through child-friendly stories and discussions.
Critical Reflection
Resources need to do more than teach social skills; they need to be reflective of children's lived experiences and affirm their identities. Teachers need to be aware of and consider the issues of authentic representation of Aboriginal and Torres Strait Islander children, children with disability, culturally and linguistically diverse families, children in out-of-home care and children from a variety of family structures in books, media and programs. Intentionally choosing inclusive resources can help to break stereotypes, build empathy, build resilience and provide learning spaces where all children feel included, respected, represented and have a sense of belonging.
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