Unit rationale, description and aim
Child Protection is an essential consideration and commitment in the everyday practice of an early childhood teacher working in collaboration with colleagues, families and the wider community. In this unit, pre-service teachers will be introduced to national and state/territory-based legislation and policy with children's rights and professional ethics forming the foundational lens. Theoretical frameworks will be revisited, and contemporary practice models will be explored to support pre-service teachers’ understanding of the complexities involved in child protection.
The aim of this unit is to prepare pre-service teachers for their statutory obligations in preventing, identifying, responding to and reporting suspected child maltreatment. Understanding issues of historical trauma, including of our First Nations people, as well as heightened vulnerability and the contexts in which child maltreatment occurs, will be developed throughout the unit. Trauma-informed strategies will be integrated throughout to inform practice and support the learning and wellbeing of all children, particularly those who have experienced child maltreatment and/or adversity. Pre-service teachers will also be encouraged to apply their developing knowledge to identify elements which create and maintain child safe environments and responsive practices that focus on the overall health and wellbeing of children, families and early childhood professionals.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain the different forms of child maltreatment,...
Learning Outcome 01
Explain national and state/territory laws and regu...
Learning Outcome 02
Apply the ethical and professional responsibilitie...
Learning Outcome 03
Apply knowledge of the principles of child safe or...
Learning Outcome 04
Develop a plan for a collaborative response from a...
Learning Outcome 05
Content
Topics will include:
MODULE 1 CHILD PROTECTION IN AUSTRALIAN AND INTERNATIONAL CONTEXTS
Introduction
- Convention on the Rights of the Child
- Current contexts, international perspectives and foundational theories
- The influence of social, political, and cultural contexts in the Australian child protection landscape
- Australia’s state of the child report (focus on Aboriginal and Torres Strait Islander children
- Revisiting theoretical frameworks from a lens of understanding the complex nature of child protection
Attachment theory, Psychoanalytic Theory, Feminist Theory, Trauma-informed and trauma-responsive approaches, Neurobiology of trauma
*A focus on potentially triggering content in this unit, and encouraging pre-service teachers’ self-care and wellbeing strategies
What is child maltreatment?
- Defining abuse, harm, neglect, domestic violence and trauma
- Indicators of abuse
- Impact on children's well-being, development, engagement and learning
- Historical and intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples
Understanding Australian Legislation and Policy
MODULE 2 CHILD PROTECTION IN EARLY CHILDHOOD EDUCATION AND CARE
History of child protection initiatives in Australian ECEC sector
- Cases of abuse and neglect in ECEC services which prompted inquiries, policy implementation, and sector change
- The impact of media representations on public perceptions of child protection
- The Royal Commission into Institutional Responses to Child Sexual Abuse (2017)
- Child Safe standards
Child Safe Organisations
- National Principles
- State and territory requirements
- Child safe standards
- Safety by design
- Indigenous ways of knowing, being, and doing
- The role of community and family services in supporting families (e.g. maternal and child health, playgroups, parenting programs, early parenting centres)
e-safety practices in ECEC
- Gathering, recording, storing and sharing images of children
- Use of online portals for documenting children’s daily activities and communication with families
- Child-focused work practices
MODULE 3 THE ROLE OF EARLY CHILDHOOD PROFESSIONALS IN CHILD PROTECTION
Responsibilities of early childhood teachers and educators
- Mandatory reporting and procedures
- Service policies
- Working with children check
- Contemporary practice models in child protection (Solution-focused approaches, child and family centred, pro-social modelling)
- Teaching children body safe behaviours
- Children with diverse learning needs
- Trauma-informed practices
- Professional development
- Communicating with families and agencies
- Revisiting and collating a toolbox of resources
Assessment strategy and rationale
This unit comprises two assessment tasks aligned with the learning outcomes and designed to build graduate capabilities in accordance with the University’s assessment requirements. Completion of both tasks is mandatory.
Pre-service teachers will be encouraged to engage with Generative AI (GenAI) in an ethical and responsible manner.
Assessment Task 1 (AT1) is a written essay that draws on current research and credible sources—such as child protection and government websites—to explore the historical landscape and complexities of Australian child protection policy.
Assessment Task 2 (AT2) requires pre-service teachers to formulate a response plan to a possible child maltreatment scenario. This task emphasises the application of children’s rights, current legislation, and ethical professional practice.
By the end of the unit, pre-service teachers will have developed a comprehensive understanding of Australian and international child protection approaches, with a particular focus on Aboriginal and Torres Strait Islander histories, perspectives, and practices. Students will also be expected to demonstrate an understanding of their professional and ethical responsibilities within child-safe organisations.
To pass this unit, pre-service teachers must: (a) submit all assessment tasks; (b) achieve all learning outcomes; (c) obtain at least 50% for AT2; and (d) achieve an overall unit grade of 50% or higher.
Overview of assessments
Assessment Task 1: Essay Source current research...
Assessment Task 1: Essay
Source current research literature and recognised child protection / government websites to respond to the questions:
Part A
How have child protection legislation and initiatives evolved in Australia over the last century? What have been the main drivers for reform and progress? Include consideration of Aboriginal and Torres Strait Islander families.
Part B
How does Australian legislation and initiatives compare in an international context to protect all children, including our First Nation children? What aspect of child protection is evidenced that Australia does well, and what is one aspect of child protection where Australia can make improvements?
40%
Assessment Task 2: Scenario Response Plan From t...
Assessment Task 2: Scenario Response Plan
From the perspective of an early childhood teacher, provide a detailed response plan to a chosen scenario (of a selection of 4 scenarios) of an identified instance of possible child maltreatment.
Informed by current research literature and resources, include in the response:
- The form/s of possible child maltreatment identified in your chosen scenario
- The procedure you will follow, identifying relevant national and state/territory laws and regulations
- Recommended processes and practices to implement at service level to support children and educators
- Identification of the potential risks of not responding to this instance of possible child maltreatment
- A one-page e-resource for families detailing why and how your ECEC service is a child safe organisation, following the national principles.
60%
Learning and teaching strategy and rationale
This unit uses a trauma-informed, blended learning strategy that combines digital resources with collaborative, discussion-based experiences. Weekly online modules provide access to legislation, rights-based frameworks, and ethical scenarios, supported by asynchronous reflections and interactive tutorials. These are complemented by group dialogue and practical workshops that encourage critical thinking about child protection within diverse early childhood education and care (ECEC) contexts.
The strategy centres on building pre-service teachers’ capacity to identify, prevent, and respond to child maltreatment by embedding culturally responsive practices and a deep understanding of historical trauma—particularly in relation to First Nations peoples. Engagement with contemporary practice models, professional ethics, and national and state policies ensures that pre-service teachers are prepared to create safe, supportive environments for all children.
Importantly, pre-service teachers are encouraged to approach technology with care, using generative AI tools ethically and responsibly—for research, reflection, and collaboration—while maintaining privacy, integrity, and professional accountability. By linking theory to real-world contexts and fostering shared learning, this strategy helps pre-service teachers develop confidence and capability to protect children’s wellbeing in authentic and sustainable ways.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO2
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO2, LO3, LO4
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Learning, development and care
Relevant Learning OutcomeLO1
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO1, LO3, LO5
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO1
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Management and administration
Relevant Learning OutcomeLO2, LO4, LO5
Relating to
Professional identity and development
Relevant Learning OutcomeLO2
Relating to
Advocacy
Relevant Learning OutcomeLO3, LO4
Representative texts and references
Recommended Texts and References
Australian Children’s Education and Care Quality Authority. (2025). Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide
Australian Government (n.d.). eSafety Commissioner. https://www.esafety.gov.au/
Australian Institute of Health and Welfare. (2022). Family, domestic and sexual violence. Australian Government https://www.aihw.gov.au/reports/domestic-violence/family-domestic-and-sexual-violence
Walsh, K. & Smith, R. (2022). Putting Children First: Child safe organisations. An Everyday Learning Series, Vol. 20(4). Early Childhood Australia.
Recommended References
Attrash-Najjar, A., & Katz, C. (2023). “The story of the abuse as the story of my life”: Narrative analysis of the stories of survivors of prolonged child sexual abuse. Children and Youth Services Review, 145, 106774. https://doi.org/10.1016/j.childyouth.2022.106774
Bisagno, E., Cadamuro, A., Serafine, D., Dima, B. M., Anne, G., Zane, L.-O., Annija, K., Dóra, V.-S., Dorottya, M., Noémi, L., Monika, R., Andrea, G., Giovanna Laura, D. F., & Johanna Maria Catharina, B. (2023). The Development of a Screening Tool for Childcare Professionals to Detect and Refer Infant and Toddler Maltreatment and Trauma: A Tale of Four Countries. Children, 10(5), 858 - 873. https://www.mdpi.com/2227-9067/10/5/858
Brennan, E., & McElvaney, R. (2020). What Helps Children Tell? A Qualitative Meta-Analysis of Child Sexual Abuse Disclosure. Child Abuse Review, 29(2), 97-113. https://doi.org/10.1002/car.2617
Chudzik, M., Loomis, A., & Conklin, F. (2025). A critical perspective on trauma-informed care in early childhood education: Recommendations for research, practice, and policy. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01921-y
Emerson, A. (2022). The case for trauma informed behaviour policies. Pastoral Care in Education, 40(3), 352-359. https://doi.org/10.1080/02643944.2022.2093956
Green, M. J., Tzoumakis, S., McIntyre, B., Kariuki, M., Laurens, K. R., Dean, K., Chilvers, M., Harris, F., Butler, M., Brinkman, S. A., & Carr, V. J. (2018). Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years. Child Development, 89(5), 1599-1612. https://doi.org/doi:10.1111/cdev.12928
Krippner, S., & Barrett, D. (2019). Transgenerational Trauma: The Role of Epigenetics. Journal of Mind & Behavior, 40(1).
Rudolph, J., Zimmer-Gembeck, M. J., Shanley, D. C., & Hawkins, R. (2018). Child sexual abuse prevention opportunities: Parenting, programs, and the reduction of risk. Child maltreatment, 23(1), 96-106.
Strong Foundations. (2019). The first thousand days: A case for investment. https://www.pwc.com.au/health/first-1000-days-report-apr19.pdf
Talarico, N. (2023). Asserting a Culture of Child Safety: Offering children the protection and care that they deserve. Amba Press.