January is: Veganuary
January is: Walk Your Dog Month
Thu 1.1.: New Year's Day
Public Domain Day
National Science Fiction Day
Fri 2.1.: World Introvert Day
Sun 4.1.: World Braille Day
World Spaghetti Day
Wed 7.1.: Orthodox Christmas Day
Thu 8.1.: Devonport Cup (TAS)
Sat 10.1: Houseplant Appreciation Day
World Hindi Day
Sun 11.1.: Clean Off Your Desk Day
Girl Hug Boy Day
Mon 12.1.: Earth Chakra Day
Tue 13.1.: Rubber Duckie Day
Wed 14.1.: International Kite Day
Makar Sankranti (Hindu)
Orthodox New Year
Thu 15.1.: Wikipedia Day
Sat 17.1.: Kid Inventors’ Day
Sun 18.1.: Winnie-the-Pooh Day
Mon 19.1.: World Religion Day
Martin Luther King Jr. Day
Tue 20.1.: Penguin Awareness Day
Wed 21.1: National Hug Day
Squirrel Appreciation Day
Sat 24.1.: International Day of Education
Sun 25.1.: Triple J Hottest 100 Day
Mon 26.1.: Australia Day Holiday
Yabun Festival
Tue 27.1.: Chocolate Cake Day
Holocaust Memorial Day
Wed 28.1.: National LEGO® Day
Thu 29.1.: Puzzle Day
January 2026 – Early Childhood Programming Overview
✔️ What this alignment demonstrates (for assessors & centres)
EYLF Principles: Secure relationships, respect for diversity, high expectations and equity
EYLF Practices: Play-based learning, intentional teaching, responsiveness to children
NQS Links:
- QA1: Program planning and intentional teaching
- QA3: Sensory-rich and sustainable environments
- QA5: Emotional well-being and relationship building
- QA6: Community and cultural connections
Week 1 (1–4 January)
Focus: New Beginnings, Sensory Exploration, Belonging
Activity 1 – “New Year Sensory Play”
- 0–2 years: Explore textured materials (soft fabric, foil, bubbles) in a sensory tray to support sensory awareness and curiosity.
- 3–6 years: Create a “New Year Discovery Tray” with loose parts, mirrors, and numbers to encourage exploration and early numeracy.
Activity 2 – “All About Me”
- 0–2 years: Look at family photos with educators, supporting attachment and recognition of familiar faces.
- 3–6 years: Create simple self-portraits using drawing materials to express identity and self-awareness.
Focus: Belonging, Identity, Sensory Exploration, Transitions
EYLF Outcomes
- Outcome 1: Children have a strong sense of identity
- Outcome 3: Children have a strong sense of wellbeing
EYLF Practices
- Holistic approaches
- Responsiveness to children
- Learning through play
National Quality Standard (NQS)
- QA1 – Educational Program and Practice
- 1.1.1 Approved learning framework
- 1.2.1 Intentional teaching
- QA5 – Relationships with Children
- 5.1.1 Positive educator–child interactions
Rationale:
Activities support children settling into routines, recognising themselves and others, and developing emotional security through sensory play and identity-focused experiences.
Week 2 (5–11 January)
Focus: Nature, Caring, Curiosity
Activity 1 – “Plant Care & Veganuary”
- 0–2 years: Touch and smell safe herbs and leafy vegetables, supporting sensory learning and connection to food.
- 3–6 years: Plant seeds or herbs and talk about caring for plants and healthy food choices.
Activity 2 – “Movement & Wellbeing”
- 0–2 years: Gentle movement activities such as crawling through tunnels or rolling balls.
- 3–6 years: Yoga-inspired stretching and breathing to support emotional regulation and body awareness.
Focus: Nature, Sustainability, Wellbeing, Movement
EYLF Outcomes
- Outcome 2: Children are connected with and contribute to their world
- Outcome 3: Children have a strong sense of wellbeing
EYLF Practices
- Learning environments
- Intentional teaching
- Sustainability practices
National Quality Standard (NQS)
- QA3 – Physical Environment
- 3.1.1 Fit for purpose
- 3.2.1 Inclusive environment
- QA1 – Educational Program and Practice
- 1.2.2 Responsive teaching and scaffolding
Rationale:
Engaging in planting, movement, and wellbeing activities encourages children to care for the environment, develop physically, and build awareness of healthy lifestyles.
Week 3 (12–18 January)
Focus: Creativity, Culture, Imagination
Activity 1 – “Kites & Creative Art”
- 0–2 years: Decorate paper using safe paints and sponge dabbing to explore colours and textures.
- 3–6 years: Design and decorate simple paper kites, linking to International Kite Day.
Activity 2 – “Story Time & Imagination”
- 0–2 years: Interactive story time using board books and puppets.
- 3–6 years: Retell a familiar story (e.g. Winnie-the-Pooh) through dramatic play or drawing.
Focus: Creativity, Culture, Imagination, Expression
EYLF Outcomes
- Outcome 4: Children are confident and involved learners
- Outcome 5: Children are effective communicators
EYLF Practices
- Learning through play
- Cultural competence
- Intentional teaching
National Quality Standard (NQS)
- QA1 – Educational Program and Practice
- 1.1.2 Child-centred practice
- QA6 – Collaborative Partnerships with Families and Communities
- 6.1.2 Parent views are respected
Rationale:
The creative arts, storytelling, and cultural celebrations foster self-expression, imagination, early literacy, and respect for diverse traditions.
Week 4 (19–25 January)
Focus: Community, Respect, Learning Together
Activity 1 – “Learning Around Us”
- 0–2 years: Explore books and objects together in small groups, supporting shared attention.
- 3–6 years: Create a “learning wall” showing things children like to learn about, linked to International Day of Education.
Activity 2 – “Music & Connection”
- 0–2 years: Sing action songs and explore simple instruments.
3–6 years: Listen to different types of music and create rhythm patterns with instruments.
Focus: Learning, Community, Collaboration, Music
EYLF Outcomes
- Outcome 2: Children are connected with and contribute to their world
- Outcome 5: Children are effective communicators
EYLF Practices
- Intentional teaching
- Continuity of learning and transitions
- Responsiveness to children
National Quality Standard (NQS)
- QA1 – Educational Program and Practice
- 1.3.2 Ongoing learning and reflective practice
- QA5 – Relationships with Children
- 5.2.1 Collaborative learning
Rationale:
Group learning, music, and discussions about learning foster communication, collaboration, and a sense of belonging within the learning community.
Week 5 (26–31 January)
Focus: Culture, Sustainability, Problem-Solving
Activity 1 – “Puzzle & LEGO Play”
- 0–2 years: Large shape puzzles and stacking blocks to support fine motor skills.
- 3–6 years: LEGO or construction challenges to encourage problem-solving and teamwork.
Activity 2 – “Our Community”
- 0–2 years: Explore images of community places (parks, childcare, homes).
3–6 years: Group discussion and art about belonging and community, linked to Australia Day themes of connection and respect.
Focus: Community, Problem-Solving, Construction, Belonging
EYLF Outcomes
- Outcome 2: Children are connected with and contribute to their world
- Outcome 4: Children are confident and involved learners
EYLF Practices
- Learning environments
- Play-based learning
- Intentional teaching
National Quality Standard (NQS)
- QA3 – Physical Environment
- 3.2.2 Resources support play-based learning
- QA1 – Educational Program and Practice
- 1.2.1 Intentional teaching
Rationale:
Construction, puzzles, and community-focused experiences support the development of problem-solving, cooperation, persistence, and an understanding of community connections.