As early childhood educators, we have a significant opportunity to support the unique development of every child in kindergarten, which can include three-year-old children. This stage of early learning is a time of immense growth, where children begin to build foundational skills for future success, and educators act as a base for social and emotional development (Buyse et al., 2011). High expectations are not about pushing children beyond their capabilities, but about showing belief in their potential and creating environments where they can thrive.
The eight principles of the Queensland kindergarten learning guideline (QKLG) underpin the professional practice of kindergarten teachers and educators. They guide us to approach three‑year-old learners with a mindset that honours their individuality and fosters their growth. Individual growth and learning are championed in the principle: high expectations, equity and respect for diversity (QCAA, 2024).
By holding high expectations for every child, we lay the groundwork for their future success. These expectations, coupled with intentional teaching and strong relationships, ensure that three-year-olds in kindergarten feel supported, valued, and capable.
The power of high expectations
Research consistently shows that children’s self-belief, motivation, and academic progress are shaped by the expectations of the adults around them (Cash et al., 2018; Morales, 2010). Early childhood educators know that every three-year-old child learns differently, so the aim is to create flexible learning environments that help children explore and grow at their own pace. Through strengths-based, differentiated approaches, we can help every child experience success.
At the heart of high expectations lies the teacher–child relationship built on a foundation of understanding and mutual respect (Stronger Smarter Institute, 2017). Strong, supportive relationships are not just a foundation for children’s social and emotional wellbeing; they are essential for their learning and development. Evidence shows that high-quality teacher-child connections can significantly boost a child’s confidence, resilience, and academic progress (Ansari et al., 2020; Cash et al., 2018; Richardson et al., 2023).
High expectations also challenge us to examine and address biases — whether linked to culture, gender, or socioeconomic factors — that may inadvertently lower our expectations for some children. Relationships that are grounded in respect and understanding can shape environments where every child feels valued, safe, and capable of achieving (Neilsen-Hewett et al., 2018).
Practical insights from the QKLG
The QKLG Principles and Practices provide a strong framework for creating high-quality learning environments that nurture three-year-old learners. These principles and practices encourage:
- relational pedagogy — building meaningful, respectful relationships with children and families
- How might teachers and educators interact, communicate and collaborate with children and families in ways that suit them as individuals and show they have valuable contributions to make?
- sustained shared thinking — engaging children in deep, meaningful conversations that extend their learning
- How can teachers and educators create opportunities for meaningful conversations that challenge children’s thinking and encourage them to explore their ideas more deeply?
- reflective practice — continuously adapting teaching strategies based on the unique needs and interests of each child
- What strategies can teachers and educators use to tailor their teaching approaches to meet the individual needs and interests of each child?
- community connections — collaborating with families and the broader community to enrich children’s experiences
- What can teachers and educators do to enable collaboration with diverse family and community partners to enhance children’s learning experiences?
The QKLG's continua of learning and development offers essential guidance when planning and assessing educational experiences for three-year-olds. The continua emphasises that learning is a unique experience for each child that reflects their individual growth and needs. The intent of the continua is to support ‘point in time’ assessment and planning decision-making that will support and promote the learning of individuals in both meaningful and relevant ways. For instance, following a series of story-time sessions and experiences exploring feelings, an educator might notice that a child is beginning to recognise and name their emotions in familiar situations, and with explicit support is consolidating and applying those skills in more unfamiliar situations. Attentive observation and genuine appreciation of children's learning moments foster trust and enable more personalised educational support.
High expectations build bright futures
By holding high expectations for every child, we lay the groundwork for their future success. These expectations, coupled with intentional teaching and strong relationships, ensure that three‑year-olds in kindergarten feel supported, valued, and capable. As we reflect on our practices, the QKLG principles guide us to create inclusive, high-quality environments where every child can flourish.
Susanne Garvis is a professor of early childhood education at the Griffith Institute for Educational Research. Susanne has lived and worked at universities in Australia, Norway and Sweden. Her research focuses on improving policy, quality and learning with young children from birth to age five. Susanne is a mixed methods researcher who has worked with various governments, NGOs and professional organisations in Australia and around the world.
Marghi Ghezzi is a qualified teacher, published author, and now initial teacher education academic. Marghi has been working across education sectors for over 25 years. She is currently a PhD candidate at Griffith University under the supervision of Professor Susanne Garvis and Professor Donna Pendergast, and A/P Eric Pakulak (based in Stockholm University, Sweden). Her research focuses on self-regulation in the early years. More precisely, it is a multi-method feasibility study and cultural adaptation of a two generation, neuroplasticity-informed program for children aged 3–6.
Parian Madanipour is a doctoral candidate in the School of Education and Professional Studies at Griffith University, and an academic at the Melbourne Graduate School of Education. Throughout her career, Parian has worked extensively in research and teaching. Her doctoral studies explore how early childhood teachers facilitate the development of executive functions in everyday preschool settings, offering insights that bridge theoretical frameworks with practical applications.
This article is also available as a PDF.
References
Ansari, A, Hofkens, TL, & Pianta, RC 2020, ‘Teacher–student relationships across the first seven years of education and adolescent outcomes’, Journal of Applied Developmental Psychology, p. 71, 101200, https://doi.org/10.1016/j.appdev.2020.101200
Buyse, E, Verschuren, K, & Doumen, S 2011, ‘Preschoolers’ attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference?’, Social Development, 20(1), pp. 33–50, https://doi.org/10.1111/j.1467-9507.2009.00555.x
Cash, AH, Ansari, A, Grimm, K J, & Pianta, RC 2018, ‘Power of two: The impact of 2 years of high quality teacher child interactions’, Early Education and Development, 30(1), pp. 60–81, https://doi.org/10.1080/10409289.2018.1535153
Morales, EE 2010, ‘Linking strengths: Identifying and exploring protective factor clusters in academically resilient low-socioeconomic urban students of color’, Roeper Review, 32(1), pp. 164–175.
Neilsen-Hewett, C, Siraj, I, Howard, S, Grimmond J, & Fitzgerald, C 2018, Department of Education Case Studies of Effective Practice: Evidence from the Fostering Effective Early Learning (FEEL) Study, retrieved from https://education.nsw.gov.au/content/dam/main-education/early-childhood-education/whats-happening-in-the-early-childhood-education-sector/media/documents/Case-Studies-of-Effective-Practice-FEEL-Study_PDF.pdf
Queensland Curriculum & Assessment Authority (QCAA) 2024, Queensland Kindergarten Learning Guide (QKLG), www.qcaa.qld.edu.au/downloads/kindergarten/qklg_2024.pdf
Richardson, S, Kelly, M, Whiting, C & Peddie, B 2023, Effectively managing classrooms to create safe and supportive learning environments, Australian Education Research Organisation, https://www.edresearch.edu.au/resources/effectively-managing-classrooms-create-safe-and-supportivelearning-environments
Stronger Smarter Institute 2020, When challenged, how do you respond? Educators taking responsibility for change, Stronger Smarter Institute Limited position paper, https://strongersmarter.com.au/wp-content/uploads/2020/10/PUB_Resp-for-Change_2020_final.pdf
- Last updated:
- 18 February 2025
