The importance of professionalism in education and care: ACECQA advice

Ahead of Early Childhood Educators’ Day, which will be celebrated on 4 September, the Australian Children’s Education and Care Quality Authority (ACECQA) has spoken out about the importance of professionalism in the early childhood education and care (ECEC) sector.

• Knowledge and skills: A professional educator is well-versed in the National Quality Framework (NQF), including the National Law and Regulations, the National Quality Standard (NQS) and the approved learning frameworks. They are committed to ongoing learning and stay up to date with the latest best practices.  
• Communication skills: Effective communication with colleagues, families and children is essential. Professional educators listen actively, express themselves clearly, and foster open and respectful dialogue. 
• Prioritising relationships: Building strong, positive relationships with children, families and colleagues is a cornerstone of professionalism, and such relationships are built on being empathetic, supportive and collaborative. 
• Ethical behaviour: Adhering to ethical principles, such as those outlined in Early Childhood Australia’s Code of Ethics (2016), guides professional conduct and decision making. This includes treating everyone with respect and integrity. While the Code of Ethics provides broad ethical guidelines, a Code of Conduct offers specific standards for behaviour and practices within a service, ensuring consistency and accountability. It protects the rights of children, families and staff, and supports the smooth operation of the service.   
• Good work ethic: Professional educators demonstrate a strong commitment to their work, including punctuality, reliability and dedication to providing high quality education and care. 
• Taking responsibility and showing accountability: Professional educators take responsibility for their actions and decisions. They are accountable to the children and families, their colleagues, and the broader community they serve.  
• Having high expectations: The approved learning frameworks encourage educators to have high expectations of children. This should be reflected in educators’ actions and expectations of their colleagues.   

• How do I demonstrate professionalism in my daily interactions with children, families and colleagues? 

• How do I stay informed about the latest quality practices and regulations in the education and care sector? 

• What strategies do I use to build strong, positive relationships with the children and families I work with? 

• How do I ensure my actions and decisions are guided by ethical principles, high expectations and the service’s policies and procedures?

• How do I address and reflect on any biases that may affect my practice? 

• How do I support and champion service and organisational leadership decisions? 

• How do I foster direct and open communication to build trust and maintain a positive workplace environment?

• How can I model professional behaviour to my team? 

• How can I clearly communicate expectations regarding professional conduct and ethical behaviour to my staff?

• How can I provide ongoing professional development opportunities that encourage reflective practice and continuous improvement?

• In what ways can I foster a supportive and collaborative work environment that values and respects all staff members? 

• How can I support my team to critically reflect on their values, beliefs, and practices to identify and address biases? 

• How do I acknowledge and celebrate examples of professionalism within my team to encourage and motivate staff?