Building resilience in early childhood: Why it matters now more than ever

Across Australia, early childhood educators are increasingly focused on an essential life skill: resilience. Far from being just a personal trait, resilience is now recognised as something that can be nurtured through relationships, routines, environments and intentional teaching.

 

With more children entering care and school needing emotional support, the ECEC sector is stepping up. But how exactly can educators and services help build resilience in a way that’s meaningful, measurable and sustainable?

 

Vulnerability is rising in key developmental areas

 

New findings from the Australian Early Development Census (AEDC) 2024 point to a growing need for early intervention. Almost 10 per cent of children were identified as developmentally vulnerable in emotional maturity, up from 8.4 per cent in 2021. This domain reflects children’s ability to manage emotions, demonstrate empathy and resolve conflict.

 

The social competence domain also recorded a rise in vulnerability. These results paint a clear picture. More children are struggling with the very skills that allow them to form friendships, regulate behaviour and participate meaningfully in group settings.

 

The data is a wake-up call, but not a reason to panic. As countless studies and lived experiences show, resilience can be taught. Early childhood education and care is one of the best places to start.

 

Relationships are the foundation

 

Secure relationships are at the heart of resilience. Children who feel emotionally safe are more likely to take risks, solve problems and recover from setbacks. Models like Circle of Security show how strengthening attachment between children and caregivers can help develop a stronger sense of trust, autonomy and emotional regulation.

 

This emphasis on relationships aligns closely with the Early Years Learning Framework (EYLF) Version 2.0, which recognises secure, respectful and reciprocal relationships as central to learning outcomes. It encourages educators to be attuned, responsive and reflective in their work with young children.

 

Educators support this daily through small, consistent moments. Validating emotions, offering co-regulation and staying calm and available through challenges all help build emotional safety and confidence.

 

Rhythm and routine reduce stress

 

In ECEC settings, predictability offers comfort. A well-structured day supports emotional security, helping children feel safe and in control. Transitions such as arrivals, mealtimes and rest periods can be opportunities to reinforce that sense of rhythm.

 

Programs like QUT’s RAMSAR (Rhythm and Movement for Self-Regulation) use music and movement to build executive function. These embodied learning experiences help children manage impulses and regulate their energy levels. They are a playful but powerful way to foster resilience.

 

Even simple strategies like visual timetables, songs to mark routines or calm-down corners can make a meaningful difference.

 

Emotional literacy helps children name their needs

 

Children who can name their emotions are better equipped to manage them. Many services are using tools like Zones of Regulation, Kimochis and feelings charts to help children recognise and express what they’re feeling.

 

Educators extend these tools through modelling. Saying things like, “I feel frustrated, so I’m taking a deep breath,” shows children how to process emotions constructively. Evidence-based programs like the Conscious Control Curriculum (3Cs)also offer structure for teaching these skills intentionally, with strong outcomes reported in preschool-aged children.

 

When emotional literacy is embedded into daily practice, children learn to understand their inner world. That’s a powerful protective factor.

 

Outdoor play encourages confidence and recovery

 

Nature-based play provides children with the space to explore, problem-solve and take risks. It encourages persistence, creativity and emotional recovery. Whether it’s climbing, digging, balancing or building, children are practising the same resilience skills they’ll need throughout life.

 

Educators in outdoor-rich environments often shift from managing to facilitating. Rather than stepping in to fix a problem, they might ask, “What do you think you could try next?” This approach helps children think flexibly and develop confidence in their own abilities.

 

Families are essential to resilience-building

 

Resilience grows best in consistency. When families reinforce what children learn in care, the impact deepens. Programs like Triple P – Positive Parenting Program help parents support children’s emotional and behavioural development at home.

 

Services can strengthen these partnerships by sharing tips during pick-up, using consistent language or offering practical resources for families.

 

It’s also essential to ensure resilience strategies are culturally responsive. Families bring diverse values, communication styles and experiences. Services that adapt their approaches by asking questions, listening openly and acknowledging cultural perspectives on emotion are better placed to build trust and effectiveness.

 

Early intervention supports deeper development

 

Some children need more structured support to build resilience, especially if they face challenges with regulation, behaviour or communication. In these cases, early intervention is key.

 

Allied health professionals such as occupational therapists, speech pathologists and child psychologists work alongside ECEC teams to tailor environments, adapt communication and introduce targeted strategies.

 

Occupational therapists may help with sensory processing needs or self-regulation tools. Speech pathologists support children in expressing their feelings and reducing frustration. Psychologists offer behaviour support and trauma-informed guidance.

 

Trauma-aware practice is particularly important. Children who have experienced stress, violence or displacement may respond to everyday challenges differently. Educators drawing on frameworks such as Be You can provide consistent, developmentally appropriate support.

 

When educators, specialists and families work together, the result is a more inclusive, nurturing environment for every child.

 

Educator wellbeing plays a vital role

 

Resilient children need resilient adults. ACECQA highlights that supportive team environments, professional reflection and strong communication help educators manage stress and model calm, responsive care, as outlined in its guidance on supporting educator wellbeing. 

 

Services that prioritise educator wellbeing through mentoring, peer support or regular check-ins create a culture where emotional safety is shared. This not only benefits staff but also helps to sustain the relationships that support resilience-building in children.

 

A sector-wide opportunity

 

The AEDC 2024 data confirms what educators are seeing. More children are arriving with big feelings and complex emotional needs. But the ECEC sector is well equipped to respond.

 

By embedding secure relationships, predictable routines, emotional coaching, nature play, early intervention and inclusive family partnerships, while also caring for educators, services can help children thrive. Not just cope.

 

Because when we build resilience early, we build futures.