Element 2.1.1: Wellbeing and comfort

Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
National Law & Regulations

National Law and National Regulations underpinning Element 2.1.1

Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children)

Section 166 Offence to use inappropriate discipline

Regulation 81 Sleep and rest

What Element 2.1.1 aims to achieve

Wellbeing and comfort incorporate both physical and psychological aspects and are central to children’s learning and development. Without a strong sense of wellbeing it is difficult for children to develop a sense of belonging, to trust others and feel confident in being themselves and to participate in experiences that support their personal growth (Early Years Learning Framework, p. 30; Framework for School Age Care, p. 29).

Holistic approaches recognise the importance of physical, mental and spiritual wellbeing. Educators who provide a range of active and restful experiences throughout the day support children’s individual requirements for health, nutrition, sleep, rest and relaxation.

Children’s individual comfort and wellbeing requirements may vary for daily routines, such as rest, sleep, dressing, and toileting or nappy changing. Educators should recognise and incorporate into their practice:

  • the sociocultural background of the child and the family
  • the child’s personal preferences
  • the routines and activities that are in place at the child’s home.

Assessment guide for meeting Element 2.1.1 (for all services)

Ensuring children’s wellbeing and comfort


Assessors may observe:

  • children:
    • demonstrating a sense of belonging and comfort in their environment by recognising and communicating their bodily needs and seeking comfort and assistance from educators when required (Early Years Learning Framework, p. 32)
    • being supplied with clean, appropriate spare clothes when they need them and knowing where they can access them independently
    • who do not require sleep or rest being given choice and opportunities to engage in quiet play experiences
Birth to three
  • being supported sensitively and positively when they are learning to use the toilet
School age children
  • being provided with and accessing comfortable spaces away from the main activity areas for relaxation and quiet activity
  • children’s needs for privacy during toileting and/or dressing and undressing times being respected and facilitated
  • children’s and families’ individual clothing needs and preferences being met to promote children’s comfort, safety and protection within the scope of the service’s requirements for children’s health and safety
  • sleep and rest practices that are consistent with current views about children’s health, safety and welfare and that meet children’s individual needs
  • physical spaces being made available for children to engage in rest and quiet experiences
  • educators:
    • showing awareness of children’s comfort and avoiding overcrowding when children are grouped for rest and sleep
    • providing a range of active and restful experiences throughout the program and supporting children’s preferences for participation
Birth to three
  • relaxed, positive nappy-changing and toileting routines that are adapted to meet the individual child’s routines


Assessors may discuss:

  • the service’s sleep and rest policies, procedures and practices
  • how the service:
    • addresses each child’s clothing needs and preferences
    • provides opportunities for families to communicate changes in children’s routines to educators
  • how educators:
Birth to three
  • work with families to support children’s toileting routines
  • find out about children’s and families’ individual clothing needs and preferences and how they reach agreement with families, considering the scope of the service’s requirements for children’s health and safety
  • negotiate sleep and rest routines and practices with families for each child at the service
School age children
  • negotiate arrangements for relaxation and ‘downtime’ with children
    privacy arrangements for children’s toileting and personal hygiene requirements.

Assessors may sight:

  • evidence demonstrating that the service’s approach to addressing individual clothing needs and preferences is shared with families
  • evidence demonstrating that the service’s approach to sleep and rest is shared with families
Birth to three
  • evidence that babies who are asleep are checked at regular intervals
  • evidence that families are provided with daily information about their child’s nappy change/toileting patterns
School age children
  • planning that reflects the input of children into rules and routines of the service that relate to the comfort of individuals and the group.