Glen Education Fern Street 

Ensuring online safety and digital vigilance.

By Rachael Coffey, Early Childhood Teacher

At Glen Fern Street, we are committed to creating a child-safe environment, both offline and online. Guided by the Glen Education Organisational Risk Assessment and aligned with Child Safety Standard 9, we prioritise children’s safety by fostering a safe physical and online environment. 

Our digital vigilance begins the moment families enter our kindergarten. At the entrance to each room, signage reminds families to avoid mobile phone use and to respect every child’s privacy. If an educator notices a parent or visitor using a phone, they will gently remind them of our “no phones in the room” policy. 

Educators use iPads to capture children’s learning experiences through photos, which are added to portfolios and displayed around the room. These images encourage reflection and celebrate children’s growth. Some photos are also shared with families via Kinderloop, our online communication platform. Upon enrolment, families may choose to opt out of having their child’s image shared on Kinderloop or in Glen Education’s marketing materials, and our staff carefully respect these preferences. 

We are equally mindful of screen time. Technology is used intentionally to support learning, balanced with active play and hands-on experiences that promote healthy development. For example, television use is directly linked to the curriculum. In Term 3, as part of our focus on self-regulation, we introduced daily quiet time after lunch. During this period, children often engage with guided activities such as Cosmic Kids Yoga and The Mindfulness Teacher, which nurture calmness, awareness, and emotional regulation. 

Technology also extends our exploration of the community. Recently, we used Google Earth to enhance our curriculum focus on “community and place". Together, children viewed local landmarks, revisited neighbourhood walks, and connected holiday experiences with digital maps. This practice deepens children's understanding of their environment and strengthens links between real-world experiences and digital tools. 

iPads are also used throughout the day for simple but meaningful purposes such as playing music, documenting learning, and enhancing classroom activities. 

One of our curriculum goals for 2025 is to nurture children’s sense of active citizenship by embedding the language of children’s rights into everyday learning. With technology becoming part of children’s lives at earlier ages, it is essential for educators and families to support safe, balanced, and purposeful engagement. By acknowledging both the benefits and risks of digital tools, we can help children build strong foundations for responsible use. 

This work connects closely to our teaching on body safety and personal boundaries. Throughout the year, children have been learning to identify trusted adults and to recognise when they feel unsafe. These lessons strengthen their confidence in the kindergarten environment and prepare them to assert their rights in the wider community – including the digital world.