Your suggested week will appear here, with outcomes explained for every activity.
Ask for a responsive week of activities, or design a whole tailored pack — session plans, risk assessments and family stories included. Every link to MTOP, QKLG and the NQF is explained.
Your suggested week will appear here, with outcomes explained for every activity.
AI in early childhood education
Used well, AI can enrich what children experience and lighten the paperwork that comes with quality programming — helping educators draft family communications, prepare first-draft observations and build programs that follow children's real interests. It works best when it supports, rather than replaces, your professional judgement.
Since 1 September 2025, the National Regulations ask services to have policies and procedures for the safe use of digital technologies and online environments — including AI.
ACECQA's policy-and-procedure guidelines and NQF Online Safety Guide show how to wrap those safeguards around any AI you use, with child safety, privacy and consent first.
Everything an AI tool generates should be checked and made true to what actually happened in your room before it enters documentation, the QIP or assessment and rating evidence.
Keep children's personal information out of open AI tools — no full names, photos or sensitive details.
Discovery House programming is built on children's interests, and capturing those interests starts with you. The planner and pack builder work from what you share — what you hear and see in your educational setting, your observations, children's questions, the play and conversations that unfold each day — and shape it into intentional teaching linked to MTOP, QKLG and the NQF.
Your contribution is what makes the outcomes real. Programming outcomes require your evidence: only you can confirm what actually happened in the room, which children engaged, and what came next. That is how we support the healthy use of AI — it drafts, lightens the paperwork and sparks ideas, while your professional judgement and authentic observation remain the evidence base that children's learning is assessed against.