**** Please note that the original article has been removed, there was several family daycare educators who commented on the article posted to Facebook and who reached out to the Affinity group about this article. As a community, we stick together and are all working to build the reputation of family day care, so I am incredibly proud that by sticking together we were able to have this article removed. ****
I recently came across an article published by Affinity Education comparing Family Day Care and Long Day Care in Australia. While the article attempted to outline the differences between the two models, I was disheartened by the way it undermined the value and professionalism of Family Day Care educators. As someone passionate about early childhood education and the impact FDC has on families and communities, I feel compelled to respond to this article and set the record straight. Family Day Care is a vital and respected part of the early education landscape, and it deserves to be treated as such. So here is my response!
Dear Affinity Education Team,
I hope this message finds you well. I recently came across an article published by Affinity Education titled "Understanding the Difference: Long Day Care vs Family Day Care in Australia," and I felt compelled to write in response.
I must express my deep disappointment and concern with the content of the article, which I believe presents a skewed and inaccurate view of the Family daycare sector. As an experienced Family Day Care educator, I find the representation of FDC in the article not only misleading but also dismissive of the dedicated professionals in this field. It undermines the entire Early Childhood Education sector, which thrives on diversity and the variety of high-quality services available to families across Australia.
Let me address the specific points mentioned in the article:
“Family Day Care is typically offered in the educator’s home. While this can provide a more home-like setting, it may not offer the same level of safety and specialised resources that a purpose-built centre can provide. In a Long Day Care centre, every aspect of the environment is designed with your child’s safety and educational needs in mind.”
This statement is not only misleading but also demonstrates a lack of understanding of the legal and regulatory requirements that FDC services adhere to. While it is true that Family Day Care is often run from the educator’s home, the safety and educational environment provided is in no way inferior to that of a Long Day Care centre.
FDC educators undergo comprehensive safety checks before their premises are approved, and these spaces are regularly reviewed to meet or exceed national standards. Many educators, myself included, operate from purpose-built or purpose-renovated spaces specifically designed to meet the health, safety, and educational needs of the children in our care. In addition to daily safety checks conducted by the educators themselves, coordination units perform monthly checks to ensure continuous compliance with the National Quality Framework. The suggestion that FDC environments are less safe or less educationally enriching is not only inaccurate but also disregards the professionalism, dedication, and commitment of FDC educators.
I would now like to address the following paragraph from the article:
"While Family Day Care educators often follow the Early Years Learning Framework, the educational experience may vary significantly depending on the individual educator. Affinity Education's Long Day Care centres, on the other hand, employ a team of highly qualified educators who work together to implement a consistent, high-quality curriculum across all age groups. This means your child benefits from a more structured and predictable learning experience, tailored to their individual needs, and which prepares them for primary school and beyond."
This statement is problematic as it seems to suggest that Family Day Care educators may not offer the same level of educational quality or consistency as Long Day Care centres. It also overlooks the rigorous expectations placed on FDC educators to deliver structured, evidence-based programs that follow the Early Years Learning Framework, just as LDC centres are required to do.
While Affinity Education may "employ a team of highly qualified educators" in LDC settings, it’s important to acknowledge that Family Day Care educators are equally committed to providing a consistent, high-quality curriculum tailored to the needs of each child. FDC educators are self-employed professionals working in home-based settings, but we are far from alone. We receive significant support from coordination units, Family Day Care Australia, Early Childhood Australia, and other organisations like Big Hearted Education and The Educators Well.
Additionally, FDC educators are required to engage in extensive professional development every year, ensuring we stay up-to-date with the latest research, best practices, and pedagogical strategies. Many educators, including myself, voluntarily seek out further training to better meet the individual needs of the children in our care. This commitment to continuous learning directly contributes to the structured, well-rounded educational experiences we provide—preparing children for primary school and beyond, just as effectively as any LDC setting.
The suggestion that FDC lacks structure or predictability undermines the incredible work being done by educators who often have long-standing relationships with families and are deeply attuned to each child’s needs. We implement the same high standards that are expected in LDC centres, and we often bring a level of flexibility and personalisation that larger institutions may not be able to achieve as effectively.
I would now like to address the following paragraph from the article:
"In Family Day Care, the level of qualification and training can vary widely among educators. While many Family Day Care educators are dedicated and experienced, they typically work alone, which may limit the diversity of experiences and perspectives your child is exposed to."
This statement is misleading and does not accurately reflect the stringent qualification and training requirements of Family Day Care educators. All FDC educators must meet the same qualification standards as educators in Long Day Care centres. Every FDC educator must hold a minimum Certificate III in Early Childhood Education and Care, and many hold higher qualifications, including Diplomas and Bachelor's degrees in early childhood education. Additionally, we undergo regular professional development and are subject to the same National Quality Framework and assessments as LDC centres.
It is also worth noting that while FDC educators may work individually in their settings, we are far from isolated. We are backed by dedicated coordination units that provide ongoing support, training, and networking opportunities. Furthermore, collaboration and idea-sharing are common among FDC educators, both within local networks and broader early childhood education communities such as FDCA and Early Childhood Australia. Through these networks, FDC educators are consistently exposed to diverse perspectives, resources, and innovative educational practices, ensuring a well-rounded and enriching experience for the children in our care.
To suggest that working alone limits the diversity of experiences is to overlook the rich and varied experiences that FDC environments naturally provide. In an FDC setting, children benefit from mixed-age interactions, smaller group sizes, and strong, personalised relationships with their educator. These unique elements offer opportunities for children to develop social and emotional skills, while also allowing for tailored, interest-based learning that may not always be possible in larger, more structured LDC environments.
FDC educators bring a wealth of individual experiences and skills, and the idea that working in a smaller setting diminishes the quality or diversity of education provided is simply not true. The intimate and flexible nature of FDC allows for highly responsive care and learning experiences that are carefully crafted to meet the needs and interests of each child.
In contrast, Family Day Care settings may not offer the same level of community engagement and family involvement, as the care is more individualised and often lacks the broader support network that a centre can provide."
This statement could not be further from the truth and reflects a misunderstanding of the incredible community engagement that many Family Day Care services, like mine, foster. The intimate nature of FDC actually allows for a deep connection with the local community, often in ways that larger Long Day Care centres cannot achieve.
For example, my service regularly engages in excursions to local playgroups, participates in school holiday activities, and visits schools for reading groups. We have established connections with the local high school to provide work experience opportunities for students, and we collaborate with the local Men’s Shed, which contributes to the development of high-quality, educational resources for the children. Furthermore, we maintain regular relationships with local police and ambulance services, who visit us frequently, providing children with valuable experiences and learning opportunities.
Twice a year, we visit the dentist as part of our health-focused activities, and we have local Indigenous elders who assist us in developing a bush tucker garden, offering children a deeper understanding of Indigenous culture. Regular trips to Bunnings for gardening and DIY projects, as well as community open days and BBQs, further connect us with the local community. Our service sponsors local sporting groups and animal rescues, demonstrating our commitment to the broader community.
Moreover, we are fortunate to receive lambs donated by local farmers for the children to bottle-raise each year, and we’ve recently had ducklings and chicks donated to the service as well. On top of that, parents are actively involved in our program, coming in to cook with the children, read stories, and even participate in working bees. These examples only scratch the surface of the many ways in which we engage with our community on a regular basis.
To suggest that FDC lacks community engagement is, frankly, a complete misrepresentation. In fact, many FDC services are deeply embedded in their communities, with relationships that extend far beyond what can be captured in a larger, more institutional setting. The flexibility and personalisation of FDC allow us to create meaningful, tailored experiences that foster a sense of belonging and community for both children and families alike.
"Long Day Care centres also offer greater continuity for children as they progress through different age groups. Your child will benefit from an environment specifically tailored to their stage of development, with access to age-appropriate rooms, resources, and educators with specialist training in caring for each age group."
While Long Day Care centres may offer age-specific rooms, the suggestion that Family Day Care cannot provide continuity of care and tailored developmental support is incorrect. One of the key strengths of FDC is its ability to offer continuity of care in a unique and powerful way. Unlike LDC centres, where children may transition through several rooms and educators as they grow, FDC allows children to stay with the same educator for an extended period, often from infancy until they are ready to start school. This continuity fosters a deep sense of security, belonging, and trust, which are essential for healthy emotional and social development.
In an FDC setting, educators work closely with small groups of children, which allows us to build meaningful relationships with each child and their family. This enables us to tailor learning experiences to each child’s unique developmental needs, interests, and strengths. The personalised attention and individualised care that FDC educators provide is often far more responsive to children’s evolving needs than the standardised approach in larger LDC centres.
FDC educators have the flexibility to create multi-age learning environments, which are incredibly beneficial for children's social and emotional growth. Older children learn to model leadership and empathy, while younger children benefit from observing and interacting with their older peers. This creates a rich, inclusive learning community where each child can thrive at their own pace, rather than being confined to an age-specific room.
Many FDC educators, myself included, invest heavily in age-appropriate resources and spaces designed to cater to children's developmental stages. Whether through purpose-built rooms, a variety of indoor and outdoor resources, or through thoughtful, creative play, FDC educators ensure that each child's developmental stage is well supported.
I would now like to address the following paragraph:
"Family Day Care educators are also required to meet NQF standards, but the level of oversight and frequency of inspections can differ. In a Long Day Care setting, the larger team and dedicated management ensure a consistent focus on maintaining high standards of care and education.”
While it is true that both Family Day Care and Long Day Care services must meet the same National Quality Framework standards, the assertion that FDC operates with oversight or less frequent inspections is inaccurate and unfairly dismisses the rigorous regulatory requirements that govern FDC services. FDC educators undergo comprehensive and regular assessments from both their coordination units and the regulatory authorities, just like LDC services.
FDC educators are supported by coordination units that provide ongoing supervision, guidance, and professional development. These coordination units conduct regular visits, spot checks, and audits to ensure compliance with the NQF, as well as health and safety regulations. In fact, the nature of FDC, where educators work independently, often results in a more personalised oversight process, with frequent one-on-one support from the coordination unit. This level of interaction allows for continuous reflection, improvement, and adherence to high standards of care and education.
While LDC centres have larger teams and dedicated management, FDC educators are deeply invested in the children in their care due to the close, personal relationships we build with families. We are not only motivated to meet the NQF standards, but we often exceed them because of the autonomy and flexibility we have to personalise our programs and environments.
It’s important to note that FDC educators are also required to conduct self-assessments and engage in ongoing professional development. Many FDC educators go beyond the minimum requirements to stay informed about best practices and new developments in early childhood education. We are deeply committed to maintaining and improving the quality of our care, and this is reflected in our regular participation in training programs, workshops, and courses.
To imply that FDC educators might not consistently focus on high standards due to working alone or being subject to oversight is a misleading and inaccurate representation. FDC educators are highly motivated, not only because of regulatory requirements but also because we are passionate about providing the best possible care and education for the children we serve.
I do agree with the statement: "Choosing the right care for your child is a deeply personal decision, and it’s important to consider what environment will best support their growth and happiness."
However, the overall tone of your article, which belittles and dismisses Family Day Care, is truly disheartening. Rather than fostering a spirit of collaboration between Long Day Care and FDC, the article presents a divisive narrative that undermines the professionalism, commitment, and quality of care provided by FDC educators.
The article suggests that FDC offers an inferior level of care and educational experience compared to LDC, which is simply untrue. Both sectors play crucial roles in the early childhood education landscape, and both can provide exceptional environments that nurture children's growth, learning, and happiness. Instead of focusing on tearing one down to uplift the other, we should be working together to highlight the strengths of both models and encourage families to make informed choices based on their unique needs.
As early childhood educators, whether in LDC or FDC, we share a common goal: to support children’s development and well-being in the best possible way. It is disappointing that your article chose to cast FDC in a negative light rather than embracing the diversity and richness that each model of care brings to the sector.
The way forward is through collaboration, respect, and understanding across the early childhood education spectrum. Both LDC and FDC can and should coexist in a supportive framework that recognises the strengths and contributions of all educators and services.
It is upsetting that instead of promoting unity and respect within the sector, this article seeks to divide, which goes against the very values of early childhood education.
Perhaps instead of relying on assumptions or generalisations, I encourage you to reach out to your local Family Day Care service. Take the time to visit, talk to the educators, and observe the environment in person. By seeing firsthand the positive impact FDC has on children and communities, you’ll be able to gain a more balanced and informed understanding, beyond what AI or preconceived notions may suggest.
The experiences, dedication, and high standards upheld by FDC educators cannot be fully captured in an article or through surface-level comparisons. It’s essential to consider the facts and actual experiences before making broad claims that belittle the value of FDC.
I strongly urge you to take this opportunity to engage directly with FDC services and better understand the vital role they play in the early childhood education sector.
Kind Regards
Rachel Smith
Educator
Rachel’s Home Child Care
Mentor and Resource Developer
The Educators Well
0459 492 799
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