Today I want to share one of my all-time favourite resources for preschoolers and early years learning — Studymate Linking Cubes (sometimes called linking blocks).
These colourful cubes are a must-have in any early childhood classroom, family day care, homeschooling setup, or STEM corner. They’re simple, open-ended, and surprisingly powerful for building so many foundational skills.
I take these cubes with me whenever I visit early childhood centres — and they never fail to spark curiosity! Children love how they click and twist together on all sides, which means there’s no single “right way” to play. You can build trains, robots, towers, dinosaurs, or anything your imagination allows.
They’re also slightly challenging — perfect for building hand strength and fine motor control. Some children will find it easy to connect the cubes, while others need to use both hands and a bit of effort, which is excellent for developing grip and muscle coordination.
✋ Skills Developed Through Play
Here’s why these little cubes are so much more than a toy:
🔹 Fine Motor Skills
Every snap helps children build hand strength, coordination, and control — important pre-writing skills that support school readiness.
🔹 Counting and Maths Concepts
Linking cubes are ideal for counting, comparing, and measuring. You can invite children to:
Count how many cubes they used in their tower or train
Make groups of ten
Compare which creation is “longer” or “shorter”
Try early addition and subtraction (e.g., “Take away two cubes — how many are left?”)
🔹 STEM Learning
These cubes introduce early engineering and design thinking. As children build, balance, and modify their constructions, they’re exploring problem-solving and spatial awareness — essential STEM foundations.
🔹 Colour Recognition and Patterns
You can explore patterns, symmetry, and sequencing (“red-blue-red-blue”) or let children design their own. Pattern play naturally builds early maths and logic skills.
🔹 Creativity and Imagination
There’s no limit to what children can make — from robots to castles to “machines that fly.” Linking cubes encourage open-ended exploration and storytelling through construction play.
🧒 Suitable Ages and Safety
The cubes are best for children aged 3 to 5 years, as they’re small enough to manipulate but large enough for safe play. As always, supervise younger children closely and introduce them gradually if working one-on-one.
💡 Ideas for Educators and Families
Create a STEM challenge table (“Who can build the tallest tower?”).
Encourage collaborative building projects to support teamwork.
Use cubes for measuring classroom objects (chairs, books, even friends’ height!).
Combine with literacy — children can “record” their design by drawing it afterwards.
🧩 Final Thoughts
Studymate Linking Cubes are one of my top recommended resources for preschool education, early learning centres, and homeschooling. They combine fun, learning, and creativity in one simple tool.
So next time you’re planning your STEM or fine motor setup — grab a set of linking cubes. You’ll be amazed at what children create and how much they learn through play.
Have you ever come home from work feeling empty, like you used everything inside you just to get through the day? You try to smile, plan, and engage, but your energy is gone. Maybe your heart isn’t in it like it used to be. If that’s happening often, you might be edging toward burnout. I experienced burnout after 5 years of working as an educator, completing my degree and raising a child. It was tough.
Burnout in early childhood education is more than “just being tired”. It is a creeping drain on your passion, energy, and wellbeing. In Australia, it is not just anecdotal. Recent studies show educators are being stretched thinner than ever.
What the Research in Australia Says
As you know, I love evidence-based information.
A recent national survey of 570 early childhood educators found that more than three-quarters work an average of nine unpaid hours per week, and educators spend less than 30% of their day in uninterrupted interaction with children. (sydney.edu.au)
In a systematic review of 39 global studies (including those from Australia), burnout risk increased when educators had low social capital, weak organisational support, lack of career progression, and poor workplace relationships. (iier.org.au)
In other words, the workplaces were toxic, the status of the profession is low (we are undervalued), we feel unsupported at workplace and we feel stuck.
During the COVID-19 period, Australian ECEC leaders reported the sector being pushed into “burnout central”, having to adapt constantly, manage change, and deal with increased stress and staff turnover. (researchers.mq.edu.au)
Teachers across Australia are reporting mental health impacts at levels three times the national norm, with 90% of teachers indicating significant stress, and about 70% calling their workload “unmanageable”. (unsw.edu.au)
So yes, you are not imagining it. The system is pushing many educators to their limits.
🔍 Scientific signs of burnout in ECEC
These are the red flags you can notice in yourself before things get worse:
Emotional exhaustion You feel depleted, drained, or like you have nothing left to give at the end of the day.
Irritability and low tolerance Behaviours that used to feel normal now trigger you. You find it harder to respond calmly.
Loss of enthusiasm or cynicism You start doubting your work, questioning your purpose, or feeling “why bother?”.
Physical symptoms Headaches, digestive problems, sleep troubles, tension. Your body is telling you something.
Reduced performance or mistakes You miss details, procrastinate more, and forget things you normally wouldn’t.
Emotional withdrawal You avoid staff room talk, stop collaborating, or pull back from relationships at work.
📝 Quick Self-Check Quiz
Answer the following with Yes or No:
Do I often feel emotionally drained after a “normal” workday?
Have I become more negative or cynical about my role?
Is it hard to switch off from work when I’m home or during weekends?
Have I skipped breaks, meals, or rest just to get through the day?
Do I feel less effective at my job than I did before?
Interpretation:
4–5 Yes = strong signs of burnout, take action now.
2–3 Yes = you are under strain, a reset is urgent.
0–1 Yes = you are doing okay for now, but check in often.
🌱 5 Ways to Reset
Micro-breaks Even 60 to 120 seconds of deep breathing, stepping outside, or pausing to notice your surroundings can calm your system.
Set boundaries Decide: “I will not do observations after 7 pm” or “No work on Sunday mornings.” Do not WORK at home!
Lean on your network Talk with your colleagues, get a buddy, use supervision or coaching. You don’t have to solve everything solo.
Reflect with journaling or logs Each day, write one thing that went well and one thing you found hard. Over time, you will see patterns and growth.
Seek structural support or professional help If your service offers counselling, mentoring, or wellbeing programs, use them. Coaching, reflection, and counselling have shown effectiveness in reducing burnout risks in ECEC settings. (iier.org.au)
If you resonated with the quiz results, don’t wait for burnout to get worse. Pick just one of the five reset actions above and try it this week.
When friends and acquaintances learn I work as a preschool teacher, they often smile. They say, “You must have so much patience.” I usually just shrug. I don’t think patience is the most essential quality when working with young children. In fact, I’m not a fan of patience. I’m all for understanding.
Take four-year-old James. He is a sturdy redheaded boy. He just decided who gets to ride the scooter by pushing a three-year-old girl off it. Does James’s behaviour require patience? Is patience what I need, as his teacher, to handle the situation thoughtfully and effectively? What does being “patient” even mean?
According to most English dictionaries, patience is “the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset.” The underlying assumption? You’re enduring something unpleasant.
Patience is often seen as a hallmark of good educators. “Kate, I could never do what you do—I don’t have the patience.” “You must be incredibly patient to work with kids every day.” Compliments like that used to make me smile, but lately they’ve started to rub me the wrong way. Probably because I’ve never considered myself particularly patient. Sure, I can sit through a dental appointment in silence, give blood without flinching—but to put up with work that drains me or feels meaningless? No, thank you.
Patience is usually framed as a virtue. It conjures images of someone calm, humble, quietly enduring something difficult. You grit your teeth, take a deep breath, and get through it. Why? Because “patience is a virtue.” Because “good things come to those who wait.” Because “hard work and patience conquer all.” These sayings run deep in our cultural wiring.
But I don’t think early childhood educators, nannies, or parents of young children should rely too heavily on patience. Why? Because if you’re constantly “putting up with” children, it probably means you’re not enjoying the work. It suggests you’re not in a state of flow, as described by psychologist Mihaly Csikszentmihalyi. And that’s a problem. Because it means you’re disconnected.
An educator who truly understands a child’s developmental stage—their strengths, their challenges—won’t suffer silently. Take James again. His behaviour might look aggressive, but developmentally, it’s not out of the ordinary. I’m not about to label him a “troublemaker” or say he’s violent. He’s a great kid—he just doesn’t yet know how to behave differently. Maybe he struggles with self-regulation. Maybe he needs support from a psychologist. Either way, the incident (yes, James pushed someone again) becomes an opportunity to teach, not punish.
At this stage of development, James only knows how to express himself through force. My job is to help him find another way. That doesn’t require me to clench my fists or count to ten—it simply means I remind him, gently and clearly, that we don’t hit people. We use our words. James isn’t distracting me from my work—he is my work. He gives me a reason to model better ways of interacting.
And it’s not just James. There’s Zoya, who loves pulling hair and biting. There’s Ruben. He is autistic and sometimes throws sticks from the top of the slide. This behavior is not out of malice. He doesn’t yet grasp the consequences of his actions.
If I relied solely on patience, I’d burn out by the end of the first week. By the end of the month, I’d be yelling and reacting poorly. What I need far more than patience is understanding. And that understanding comes from developmental theory, from knowing children’s capabilities and limits—and from genuinely wanting to be around them.
Patience has a limit. There’s a reason we say, “Beware the wrath of the patient person.” But understanding, compassion, and connection? They’re renewable.
Teachers and parents who expect three- to five-year-olds to sit quietly on a mat or at a desk? They do need patience—because they lack understanding. It’s almost comical to watch an educator sternly tell a child “for the last time” to take a pencil out of their mouth. They clearly forget what it’s like to be teething and want to chew everything.
Expectations that aren’t age-appropriate only create tension between adults and children. If I know a child’s gums are itchy, I’ll offer a teething toy or some crunchy toast. My voice and body language stay calm—not because I’m forcing patience, but because I get it. When you understand, there’s nothing to endure.
Treating young children’s behaviour as something to be endured—like a headache or a traffic jam—turns it into something threatening. “You’re doing this just to upset your mum!” “Johnny, did you pee your pants on purpose?” Many of us still remember those hurtful lines from our own childhoods. We recall how wrong they were. We also remember how much they shamed us.
But harshness and rejection often come from a simple lack of understanding. When adults take time to really listen—not just to what children say, but to what they mean—they create space for growth. When I understand a child, I respond to them as they are—not as I wish they were. I don’t waste energy fighting the fact that children are, well, children. I use my energy to guide them.
And that, to me, is far more powerful than patience.
Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.
Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.
Dancing – is the perfect time to observe children
What Are Group Observations in Early Childhood Education and Care?
Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.
Why Use Group Observations in Childcare?
1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.
2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.
3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.
How to complete group observations of learning?
To make the most of group observations, it’s important to have a plan.
I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
Relate your observations to early learning frameworks to ensure they align with educational goals.
EXAMPLE 1
Pollock style painting
Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.
The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”
Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.
Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.
Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.
Possibilities for extensions and future learning
After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:
Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.
Example 2
Example 3
Observation of art experience (group level)
“Like Pollock” Splat Painting
Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.
Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.
Analysis
This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.
Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.
What’s Next?
Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.
Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.
If you need help in learning how to write learning stories using EYLF – here is your video
