Exploring the roles in early childhood education

No two early education settings will look the same or operate in the same way.

Understanding the different rooms and educator roles in centre-based and family-based early learning settings is important when deciding on an early education option. Learn more about the different rooms in these settings and the roles and responsibilities of educators and other staff members when supporting an autistic child.

Different rooms

Most early learning settings, particularly in centre-based care, will have rooms dedicated to supporting children in certain age groups. This ensures that children with similar developmental needs and goals can be supported together, which benefits children and educators. 

Infant/babies’ room

These rooms accommodate children aged six weeks to 12 months. They usually have cribs/cots for sleeping, soft play areas, and other age-appropriate toys and activities. Educators in these rooms feed children, give bottles, and change nappies. 

In these rooms, educators will also guide children through simple activities supporting their physical, emotional, and social development, including tummy time and toys. These will all involve close supervision.

Toddler room

The toddler room is designed for children aged one to two years and is more dynamic than the infants/babies’ room. It will often have small chairs and tables, with toys and activities on low shelves so children can begin to access them independently. It may also be attached to or located near an outdoor play area. 

Activities in the toddler room should be designed to improve motor skills, such as building blocks, simple puzzles, and art projects like drawing or painting. Educators will support children in completing and progressing with these activities but with less assistance than in the infants' room to encourage independence. 

Preschool room

A preschool room provides a structured learning environment for children aged three to five to prepare children for school. This room will also have child-sized tables and chairs, and educators will prioritise activities like reading, number games, art projects, and group learning. Educators will also use structured games and play-based learning to support social skill development. 

Some centres will then have a separate room (or separate activities) for children aged 4 to 5 to support them in transitioning to primary school (sometimes called a ‘pre-kindergarten’ room). In this environment, children will complete more focused and complex activities to develop basic literacy and numeracy skills. This environment is still fun and playful but emphasises preparing for primary school. 

Some centres may not have the size or capacity to have a pre-kindergarten room. Instead, educators will separate children preparing for school from children who are not so that both groups receive the attention and support they need. For example, students preparing for school might complete half an hour of reading and writing while younger children play outside. 

Other rooms and important areas

In addition to dedicated rooms for different age groups, many early learning centres will have rooms and spaces for specific activities, like play. Outdoor play is important for the development of young children, and an early learning centre should have a safe, enclosed outdoor playground that all children can enjoy. This space usually includes play equipment, sandpits, cubby houses, and toys that encourage physical and social development using skipping ropes, cars or dolls.

Outdoor play areas are sometimes used for structured games and activities that educators organise and oversee. Most of the time, they are used for free play, meaning that children can decide where they want to go, what they want to do and who they want to play with. Autistic children may require additional support from their educators during free play to ensure they feel safe, happy and comfortable. A plan for addressing a child’s needs during outdoor play or free time should be outlined in their Individual Education Plan (IEP) or Individual Activity Learning Plan.

Some centres may have rooms dedicated to particular activities, such as art. Others may also have spaces for special occasions, such as incursions, showcases or open days for families. Procedures should be created and outlined in an IEP to familiarise autistic children with these spaces and prepare them for special events or routine changes. 

Some centres may have a dedicated room or area for naps, while others may use their regular room for nap time. If your child has sleep issues, it is important to raise this with educators so that your child can be supported. 

Different roles

Understanding the various roles within the childcare industry helps families choose an appropriate setting for their child. Each role involves different responsibilities and qualifications, impacting the type and quality of care delivered to children. Whether you’re looking for a childcare worker who can provide hands-on care and support, an early childhood teacher who can guide your child’s learning and development, or a centre manager who ensures a safe and well-organised environment, knowing what to expect from each role can help you make the best choice for your family.

Early childhood educator

An early childhood or preschool educator is usually the first person people think of when they think of childcare. These educators work directly with children to deliver learning activities, supervision and care, usually within a specific room or with a specific group of children (e.g., toddlers). They usually hold or are completing further studies in early childhood education. 

Early childhood/preschool educators are responsible for the safety and wellbeing of children in their care. They prepare, lead and supervise learning, as well as meals, naps, and hygiene practices They also guide play-based learning activities to promote early childhood development. Educators are also responsible for managing children’s behaviour and creating a positive, inclusive and accommodating environment. 

Early childhood teacher

Early childhood teachers are also considered educators but may be referred to as ‘teachers’ as they have more qualifications, such as a bachelor’s or master’s degree. They play a key role in creating engaging and educational learning programs that encourage all children to learn and develop, regardless of their ability or developmental stage.

Early childhood teachers are responsible for assessing the progress and development of children in an early learning centre, including identifying any challenges or signs they require additional support. They are also responsible for communicating and forming positive relationships with families and professionals supporting children, such as a therapy team. 

Room leader

Room leaders are experienced early childhood teachers who supervise and assist in delivering learning programs and activities in a room. They are also responsible for supporting educators in managing the behaviour, safety, and wellbeing of children. 

Room leaders also listen to and communicate any observations or concerns educators have about children to centre directors, who may decide to discuss these with the child’s family if they believe a child requires additional support. 

Centre Director

A Centre Director plays the most important role in managing the overall operation, management, and quality of care in an early learning centre. They supervise and manage all staff, including educators, room leaders, and administrators, ensuring that learning activities and programs meet the needs of all children. They may also provide or organise additional training to help educators and teachers in their roles. 

Centre Directors facilitate meetings with families to discuss how a child is progressing in their early learning. If educators believe a child is developing differently from their peers, a Centre Director will organise a meeting with the child’s family to discuss these observations and seek the family’s perspective. They are not qualified to diagnose a child or assess their developmental differences; however, they can answer a family’s questions and recommend next steps, such as seeking an autism assessment. 

If a child is enrolled in an early learning setting and already has an autism diagnosis, the Centre Director will coordinate the development of an individual learning plan and accommodations and adjustments to support the child’s learning. They will also support educators in adapting their teaching practices and are responsible for helping families to feel valued and respected when working with the centre. 

Centre Directors are also responsible for ensuring policies and procedures adhere to best practice guidelines and health and safety regulations. Some centres may have an assistant centre director who supports the Centre Director in their responsibilities. This is more common in larger, centre-based care settings. 

Trainee educator

Some early learning centres will have trainee educators or teachers. These are usually students from a university, TAFE, or private college completing an industry placement as part of their studies. They often work part-time while completing their coursework. 

Trainee educators will assist with learning activities, supervision and other tasks, always under the supervision of an early childhood worker or teacher. Not every early learning environment will have trainee educators, but you can expect to see them in larger centres.

Other staff members

There will usually be other staff members in an early learning centre that are not educators. A common example is administrators, who manage enrolments, enquiries, absenteeisms and administration tasks. They are usually your first point of contact when contacting an early education provider. 

Other staff members in an early learning centre include cooks, cleaners, and maintenance staff. Although these staff members may not interact with your child directly, they are important in keeping an early learning environment clean, safe, and functional.