How will childcare share my child’s learning with me?

Hearing about all the wonderful things your child gets up to during their days at childcare is one of the most joyful parts of the whole journey. When you can’t be there with them all the time, it’s completely natural to feel curious about what their day actually looks like: What are they learning? Who are they playing with? What are they enjoying?

The reassuring part is, in a quality early learning setting, there are always plenty of ways to stay informed about your child’s learning and development. Under Australia’s Early Years Learning Framework (EYLF) and National Quality Standards (NQS), services are expected to share this information regularly with parents, using a range of different approaches.

Documentation of learning and development

Childcare isn’t just about keeping children safe and busy -  it’s about supporting learning, development and wellbeing.

Under Australia’s early learning and quality frameworks, services are expected to:

• observe children’s learning
• document development
• share this information with families

Educators are continually assessing and documenting children’s learning and using it to plan future learning activities based on children’s identified needs and interests. Records of learning and participation is often called “Learning Documentation” - it can take many forms and look different from one service to another while still meeting requirements.

Ways childcare services communicate learning

Most services use a mix of communication methods:

Digital communication (apps and online platforms)

Many services use apps or online systems to share updates. You might see:

• photos and videos
• short daily summaries
• learning stories (more detailed observations)
• milestone updates
• links to the EYLF

These are great for quick insights into your child’s day, but they’re only one part of the picture.

In-person communication

Some of the most valuable insights happen in conversation. This includes:

• quick chats at drop-off and pick-up
• informal updates from educators
• scheduled meetings or check-ins

These moments often give you context that doesn’t always come through in an app.’

Learning portfolios and documentation

Some services also create learning portfolios for each child. These are:

• collections of photos, observations and learning stories
• Examples of children’s artwork or creations
• built up over time
• designed to show your child’s development, interests and progress

Portfolios may be:

• digital (through an app or platform)
• physical (a folder or book kept at the service)

Unlike daily updates, portfolios give you a deeper, long-term view of your child’s learning.

Formal vs informal communication (what’s the difference?)

It can also help to think about communication in terms of formal vs informal.

Formal (planned and documented)

These are structured and give you a more detailed picture of your child’s progress over time. Examples include:

• learning stories or portfolios
• developmental summaries
• parent-teacher meetings
• transition or progress reports

Informal (day-to-day updates)

These happen naturally throughout the week. It could be showing you something your child has created, sharing photos with short supporting explanations or simply comments like:

• “They loved painting today”
• “They’re really into building at the moment”
• “They played beautifully with a new friend”

These small updates add up to give you an understanding of what your child is enjoying and exploring right now.

What parents should expect to receive

While every service is a little different, most families can expect:

• regular informal updates (daily or weekly)
• occasional learning documentation (like learning stories or summaries)
• opportunities for conversation with educators
• the option to request a meeting if needed

If you’re ever unsure what your service offers, it’s completely okay to ask.

How to ask about your child’s progress

If you’d like a clearer picture of your child’s learning, a few simple questions can open up really helpful conversations.

You might ask:

• “What are they interested in at the moment?”
• “Have you noticed any new skills developing?”
• “How are they going socially?”
• “Is there anything we can support at home?”

These kinds of questions invite insight, rather than just updates.

What to do if you’re not satisfied with communication

At times you may feel like you’re not getting enough information and it’s something that can usually be improved with a simple conversation.

Start with a gentle check-in

You might say:

• “I’d love to understand a bit more about what they’re learning”
• “Is there a way to get more regular updates?”

Often, services can adjust how they communicate once they know what you need.

Ask about what’s available

Some services offer:

• additional meetings
• more detailed learning stories
• different communication preferences

Trust your instincts

If communication continues to feel unclear or limited over time, it’s okay to:

• ask more questions
• request a meeting
• or reflect on whether the service is the right fit

Feeling informed and included is an important part of the childcare experience.

A simple way to think about it

If it ever feels like you’re not seeing the full picture, it can help to remember: you don’t need to know everything your child does each day to understand their learning. Instead, look for:

• patterns in what they enjoy
• skills they’re building over time
• connections between home and care

Staying informed about your child’s learning isn’t about tracking every moment - it’s about staying connected. These small moments help you see the bigger picture of how your child is growing, learning and thriving.