At Y Early Learning, creating a sense of belonging in early childhood is at the heart of everything we do. It shapes how children feel when they walk through our doors, how families connect with our community, and how learning unfolds each day.

Sharing with us her expertise is one of our Centre Directors – Mary Grace, who has been the Centre Director at Rosebery for 11 years, and in the Early Childhood sector for 20 years.

“We firmly believe that one of the biggest contributions we can give the community is being able to raise future citizens of the world. Helping to make the world better, one generation at a time, is what we deem our best input to make our society a better place to live in.”

Mary Grace – Rosebery Early Learning, Centre Director

Why is a sense of belonging so important for children?


“For us, it starts in the early years,” she explains. 

“Working in children services, we understand the role that we have in our hands. Early years is the most significant period in one’s life as development happens rapidly during everyone’s first to five years, called the foundation years.” 

These years shape how children see themselves, others, and the world around them. 

“A sense of belonging is crucial to a child’s confidence because when children feel safe, valued, and respected, they are more willing to express themselves, explore new ideas, take risks, and learn from their mistakes.”

Mary Grace – Rosebery Early Learning, Centre Director

“Feeling secure in their environment allows them to develop resilience, independence, and a positive sense of identity, all of which are key foundations for lifelong learning.”

 When children feel secure, they build resilience, independence and a strong sense of identity. These are the foundations for lifelong learning. 

Mary shares that these early experiences shape how children seem themselves and the world around them.

How do Educators help children feel safe, confident and included?

“It comes back to connection,” she says. 

“We hold the opinion in our professional communities that children are most likely to feel safe, confident and included when positively and respectfully connected to educators, families and the wider learning community.” 

Every child is unique, and our learning environments reflect that. Children see themselves in the spaces around them through photos, artwork, cultural materials and shared experiences. 

Educators take the time to understand each child, responding to their needs, interests and strengths. 

“We’re responding to the needs of each child, respecting children’s agency and supporting children’s interests.” 

This creates a space where children feel confident to explore, participate and be themselves. 

What routines and practices help children feel they belong?

Belonging often starts with the smallest moments. 

“Building trust and re-assurance begins with a simple smile and simple gesture of excitement seeing them in the morning as they gets dropped off. The warm welcome means a lot and almost the make or break of the entire day.”

From there, strong relationships with families play a key role. 

“We work closely with families from the very beginning, learning about each child’s routines, culture, language and interests. These conversations shape how we care, teach and support each child.” 

“We welcome families from diverse backgrounds in the Centre. We respect their values and cultures… ensuring all children feel valued.” 

These everyday connections help children feel safe, supported and understood. 

Building trust is crucial in building belonging

“It’s very normal that new children would start care with us unsure and anxious. It is understandable that children will be unsettled as they transition to new environment and feel hesitant to new people other than their primary carers, their family.”

“At the start of the year, a young child joined our centre after moving from overseas. She was unsure, overwhelmed and often cried throughout the day until she loses her voice. With English as a second language, she struggled to communicate her needs.” 

The team recognised that trust and communication were the biggest barriers. 

“Our educators worked closely with her family to build trust and understanding. They learned key words from her home language, created a wellbeing plan, and introduced activities connected to her interests.” 

The team also made sure the child saw positive interactions between her parents and educators. 

“The simple glimpse of a smile and positive interaction between her parents and educators lets the child know that her teachers are someone she can trust.” 

She began to feel safe. She started to engage. She found her voice. 

From there, they built experiences around her interests, giving her opportunities to feel confident and capable. 

“This made the child proud, making her feel that she is an expert on the activity… she slowly starts to feel empowered and valued.” 

Today, she is confident, connected and even supports the educators to calm other new children as they settle in. 

“Nowadays, she radiates self-assurance… it is as if she is telling them that this place is safe and the people here truly care.”  

How are children’s cultures, languages and traditions respected and celebrated in the centre?

“Families are the first teachers for both the children and us carers.” 

From enrolment and through daily conversations, families share insights that shape each child’s experience. 

“We gather as much information about their child… we acknowledge that they provide the best information about the children they are turning in our care.” 

The centre embraces diversity in meaningful ways. 

“We recognise families’ language and cultural diversity… we understand that they are our partners in building children’s capacity and development.” 

Children are also supported to develop an understanding and respect for First Nations cultures and the world around them. 

“If children are to appreciate the culture of First Nations People, we must raise up the same values of cherishing the land we walk upon.” 

“We respect their values and cultures as we believe that building trust, practicing cultural responsiveness, and embedding inclusion into daily routines to ensure all children feel valued”

“Effective partnerships support children’s access, inclusion and participation in the program. We treat families input with as a basis for decision making about their child’s learning and well-being.”

Creating a sense of belonging everyday

Belonging is something the team continues to nurture every day. 

“We will remain committed to building relationships… observing how individual children approach and interact with peers and adults.” 

The centre continues to explore new ways to support inclusion, including visual supports, multilingual resources, and shared cultural experiences. 

“We include key words, photos and even songs and music of diverse languages into our program.” 

At Rosebery Early Learning, the goal is simple. 

To ensure every child feels seen. 

To ensure every child feels heard. 

It starts with creating a sense of belonging in early childhood.

When children feel that they belong, they don’t just learn. They thrive.