What do children need to flourish?

Parents are often told that the early years matter. But what actually makes the biggest difference for children?

It’s easy to focus on things like facilities, toys, or what an environment looks like at first glance – but the evidence tells us something different.

As Goodstart Chief Children’s Officer Cathrine Neilsen-Hewett says high quality early learning isn’t about having the “best looking” environment – it’s about what happens between people – big and small.

Here are five things evidence consistently shows make the biggest difference for children.

1. Warm, responsive relationships

Children learn through relationships.

When children feel safe, understood and supported, they are more confident to explore, try new things and develop independence.

You might notice:

• Educators getting down to children’s level
• Warm, respectful conversations
• Children confidently approaching educators
• A calm, welcoming atmosphere

These moments may seem small – but they are foundational for learning and development.

2. Skilled educators who extend learning

The evidence is clear: educator capability matters.

Children benefit most when educators understand development and know how to extend learning through everyday moments.

This might look like:

• Asking open-ended questions
• Encouraging problem solving
• Supporting language development through conversations or book reading
• Introducing new ideas during play

These small interactions help turn everyday experiences into powerful learning opportunities.

3. Rich interactions with other children

Children don’t just learn from adults – they learn from each other.

Through peer interactions, children develop:

• Confidence
• Collaboration
• Negotiation skills
• Emotional regulation
• Problem solving

These are critical life skills – and they develop best in social environments where children interact regularly with others and are supported by competent and engaged adults.

4. Intentional play-based learning

Play is essential in early learning – but high quality play isn’t just free play all day.

High quality environments balance:

• Child-led exploration
• Educator-supported learning
• Small group experiences
• Opportunities for curiosity and investigation

This is where learning deepens – when educators support and extend children’s play.

5. Strong leadership and team culture

One of the less obvious – but most important – ingredients in quality is leadership.

Strong leaders create environments where educators:

• Work collaboratively
• Reflect and improve
• Feel supported
• Focus on children’s outcomes

You might notice this in how teams work together, how calm the environment feels, and how engaged educators are.

You’ll often feel quality before you see it

When you walk into a high quality early learning environment, there’s often a feeling:

• Children are engaged
• Educators are attentive, responsive and attuned to children’s needs
• There’s a sense of calm and connection
• Learning is happening naturally.

It’s not about having the flash new building, newest equipment or the most elaborate displays.

It’s about people. Because when children experience warm relationships with skilled educators, rich interactions and intentional learning – they don’t just participate in early learning. They flourish.
 
Going on a centre tour soon? Have a look at the Good Choices toolkit that helps parents and carers spot high quality early learning. Visit www.firstfiveyears.org.au/Good-Choices

About our early learning expert and Chief Children’s Officer: