Code of conduct

The way in which people conduct themselves has a direct impact on the family day care scheme and although it is accepted that people come from a range of backgrounds and experiences that contribute to their values, standards, ideas and communication, a code of conduct will guide behaviors for building effective working relationships.

These guidelines will apply to the Approved provider, nominated supervisor, educational leader, supervisors, educators, staff, students on placement, volunteers, parents/guardian, children and others attending the service.

At FIRST IDEA FAMILY DAY CARE SERVICES we understand that educators, staff and families in most cases work very effectively together for the care and education of children, although sometimes can communicate or behave with differences. We are committed to ensuring educators are informed of their expected behaviors and communication styles whilst representing the service and how-to families can also conduct themselves for the protection of children and the service, this code of conduct will assist all stakeholders to work collaboratively together.

Links to legislation and policies


Education and Care Services National Law Act 2010

Education and Care Services National Regulations 2011

National Quality standard

National Quality Standard


155, 156, 157, 168, 175


4.2.1, 4.2.3


5.1.1, 5.1.2, 5.1.3, 5.2.1,

5.2.2, 5.2.3


6.1.1,6.1.2, 6.2.1


7.1.2. 7.3.5


  • Occupational Health and Safety Act 2004
  • Child Wellbeing and Safety Act 2005

ALL First Idea Family day care service policies and procedures

References and resources

  • Department of Education and Training (DET)
  • Australian Children’s Education and Care Quality Authority (ACECQA)
  • Early Childhood Australia – Code of Ethics
  • Early Childhood Australia
  • Criminal History Requirements: Family day care
  • Guide for Family Day Care Educators
  • DET Emergency Management Guidelines

Behavioural practices guide
In relation to children:

  • Be a positive role model at all times
  • Speak to children respectfully, avoid using labels (darling, sweetheart – and especially negative labels lazy child etc)
  • Always speak in an encouraging and positive manner, get down to the child’s level as often as possible
  • Listen when children speak (their opinions, views, ideas and suggestions) and answer accordingly to extend their knowledge and understanding and make them feel respected, welcomed and appreciated
  • Engage with non-verbal children’s body language – make them feel understood (pointing, laughing, grunting, smiling) respond accordingly
  • Listen actively to children and offer empathy, support and guidance where needed, their problems and fears are real
  • Regard all children equally and with respect and dignity, encourage children’s efforts, show empathy if they are hurt, sad, angry, jealous etc.
  • Inform children if physical contact if required for a personal task and ask them if they are happy to proceed
  • Seek children’s input and suggestions into the program and what they would like, accommodate where appropriate – explain to children if not appropriate – why it is not possible
  • Never do things of a personal nature for a child that they can do themselves; ie. helping them go to the toilet or changing their clothes
  • Respect the confidential nature of information gained, or behaviour observed, while participating in the program – guide children to understand their behaviours and emotions
  • Ensure the environment is safe at all times
  • Ensure children have enough resources and time to ‘Play’ and choose and explore
  • Respect children’s cultural background and family practices – try and include practices where possible
  • Help parents to better understand early childhood development
  • Not engage in on-line relationships with children outside of family and approved provider consent and knowledge
  • Not enter into relationships or have contact with children and families outside of the organisation without the approved provider’s knowledge
  • Not discriminate against a child or the family due to race, religious beliefs, job or disability
  • UNDER NO CIRCUMSTANCES – ignore or disregard suspected or disclosed abuse
  • UNDER NO CIRCUMSTANCES – will a child be made to feel scared, humiliated or isolated
  • UNDER NO CIRCUMSTANCES – will a child be smacked

In relation to other adults:
Adults will work together to ensure the child’s best interest is paramount and central all times

  • Educators will ensure, educator assistants, students, volunteers and house guests are aware,
  • informed and sign agreement to adhere to the behaviors outlined in the services ‘Code of conduct policy and procedures.
  • Use courteous, respectful, encouraging and accepting verbal and non-verbal language to everyone
  • Refrain from the use of profane, insulting, harassing, aggressive or otherwise offensive language
  • Respect the rights of others as individuals and their opinions and choices
  • Refrain, at all times from gossiping (talking negatively behind their back) about any stakeholder. If an issue occurs seek to debrief with your immediate supervisor or implement the grievance procedure
  • Give encouraging and constructive feedback rather than negative criticism, especially to children
  • Speak with the staff member if you have a problem complying with any directions given by educator employees or staff (students/colleagues)
  • Be aware of routines and guidelines for children’s play within the service, abide by them and seek advice when unsure
  • Be aware of emergency evacuation procedures, follow directions if implemented
  • Managing and guiding children’s behaviour is the responsibility of allocated educator matters or concerns related to children’s behaviour should be referred directly to the educator
  • Under no circumstances should a parent raise an issue with another parent, they should seek guidance from the educator or implement the grievance procedure with the support of the approved provider
  • Avoid approaching staff to discuss a child whilst other children in attendance. Seek an alternative time and make an appointment for a time when the educator is free from contact duties with children to have a discussion
  • Refrain from public criticism of children and adults at the service
  • Raise any issues or grievances as outlined in the Complaints and grievances policy in accordance with policy and procedures
  • Under NO circumstance should a child, parents/guardians or member of staff be approached directly in a confrontational manner – raised voices are not acceptable in a children’s service
  • Smoking is prohibited on the service’s property at all times.

In general:

  • The service (employees) and educators are responsible for the children who are enrolled and signed into the program
  • Adults are required for all children who accompany them—for example, drop-off and pick-up times—ensuring they do not inhibit or disrupt the program in any way.
  • Parents/guardians must clean up after their children following meetings and activities that are not part of the program, such as a working bee etc.
  • Under no circumstances are children not enrolled into the service to remain on the premises without a parent or guardian present



July 2019


July 2020


Policy created for First Idea Family Day Care Services, inclusive of changes to the National Quality Standards and Education and Care National Regulations

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