At ECMS, we understand that early childhood education is not simply about preparing children for school, it’s about nurturing the whole child. This belief shapes our pedagogical framework, where holistic approaches sit at the centre of everything we do.
Holistic practice means paying close attention to each child’s emotional wellbeing, physical needs, cultural identity, and sense of belonging, not just their cognitive development. As Emma Forsyth, ECMS Head of Pedagogy, puts it:
“We know children don’t arrive at our services as blank slates. They bring their family, culture, experiences, emotions - everything that makes them who they are. Holistic approaches allow us to honour all of that.”
The Early Years Learning Framework (EYLF V2.0) supports this view, stating that “holistic approaches to teaching and learning recognise the connectedness of mind, body and spirit” (Australian Government Department of Education, 2022, p. 17). It goes on to say that learning is “not limited to any particular aspect of development” and happens across multiple domains -physical, social, emotional, personal and cognitive.
This understanding gives teaching teams the confidence to look beyond isolated learning outcomes and instead see children as whole, capable people, who are navigating complex worlds.
What does this look like in practice?
At Bulldogs Community Children’s Centre, a child noticed a bird while reading a book outside. This simple observation became the start of a rich, community-led inquiry into Country, art, and Aboriginal histories. As educator Archi Walia reflected:
“The children started talking about the Bunurong people - maybe they lived here a long time ago and maybe some of them had seen these birds. That’s where Obie [the parrot] led us.”
That story didn’t emerge from a pre-planned experience. It came from careful listening, cultural awareness, and a deep understanding that learning happens through relationship. With people, with Place, and always with Country.
At Topirum Primary School Kindergarten, the teaching team worked closely with families who speak multiple languages at home. They recruited educators with those language skills, not just for translation, but to ease transitions, build trust and honour the cultural strengths families bring. As Kristie Macarthur, Area Manager, explained:
“We know that for many children this is their first connection outside the home. We want them to feel safe, but also to feel known.”
This is holistic practice. It recognises that confidence, connection, and curiosity don’t exist in separate boxes, they’re woven together in everyday experiences and view children as whole.
Why it matters
Holistic approaches allow us to be responsive, to meet children where they are. It means the curriculum includes tending to a child’s emotional need, or redesigning an experience because a child’s strengths call us in a different direction. It means understanding that transitions, trauma and past experiences, culture, and community, all shape how a child learns.
As the EYLF reminds us, these approaches enable children to develop “a strong sense of wellbeing” and foster “confidence and optimism in their learning” (p. 17). These are not side benefits. They’re essential outcomes of a meaningful early childhood experience.
Holistic practice also benefits families and educators. Families feel heard, and see themselves reflected in the curriculum. Educators feel empowered to teach with curiosity, compassion, and integrity, building relationships that matter.
At ECMS, holistic approaches aren’t a strategy, they’re our foundation. They remind us that every child matters, in their entirety. Every moment is a chance to connect. And every relationship has the power to shape lifelong learning.
References
Australian Government Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (V2.0). Canberra: Australian Government.