Social contexts encompass situations like social isolation, geographical isolation, divorce, or separation as well as living away from home care. In social isolation, the level of sociability is low, whereas geographical isolation refers to barriers in accessing transportation and other services. Several single-parent and young families with children with disabilities report higher levels of loneliness (Nowland et al., 2021). Other studies indicate that remoteness and social disadvantage may be linked with regional disparities in developmental vulnerabilities despite the fact that in rural communities strong social bonds may be present (Baffour et al., 2024)
The family structure is greatly affected by divorce or separation, as the couple may need to change their homes, routines and relationships. There were around 49,158 divorces in Australia reported in 2025 (Australian Bureau Statistics, 2026). Out-of-home care can mean foster care, kinship care or residential care, and there were around 34,600 children in out-of-home care as of 30 June 2025 (AIHW, 2026). It is important for ECEC to observe these processes, as children’s wellbeing and participation depend on stability and reliable connections and access to help.
These various experiences directly impact the ECEC practices. Bronfenbrenner explains how families, communities and broader systems shape children’s experiences (Bronfenbrenner, 1979, as cited in Nolan & Raban, 2015), while Vygotsky emphasises the importance of language, culture and relationships in the process of learning (1978). Moreover, a decolonised viewpoint supports First Nations knowledge and determination (Nakata, 2007; Smith, 2012). These viewpoints indicate that the early child education and care practice has to acknowledge different values, languages and identities, systems of kinship and migration histories.
(Australian Bureau Statistics, 2025)
(Marriage Helper, 2026)
Impact on Children and Families
Isolation has a negative impact on children as far as friendships, language interaction, and an overall sense of belonging are concerned. Also, isolated conditions might limit children’s access to services like Early Childhood Education and Care (ECEC) or specialists (Baffour et al., 2024; Nowland et al., 2021).However, various types of strong family bonding and community or cultural networks might mitigate the consequences of isolation, so it is important not to confuse isolation with distance (Baffour et al., 2024)
Also, parental separation impacts children differently depending on the level of conflict, safety, and possibilities to care. The research conducted among preschool children showed that the quality of shared parenting has significant correlation with the mental health of children after separation, which indicates that the quality of relationship is more important than the correct living arrangement (Bergström et al., 2021).
Children entering out-of-home care may be separated from their parents, siblings, teachers, the community, or culture. Placement instability has been found to correlate with the children’s externalising behaviour; however, prior negative experiences can also play a role here (Maguire et al., 2024, pp. 641-655). Therefore, ECEC services can assist children by providing stable educators and transitions and planning their case as well as providing culturally appropriate help without putting pressure on children (Australian Government Department of Education, 2022; Maguire et al., 2024, pp. 641-655).
(CityNews, 2021)
Social Policy & National Responses
The number of divorces in Australia increased from 47216 in 2024 to 49158 in 2025 (Australian Bureau of Statistics, 2026). Amendments to the Family Law Act 1975 made in May 2024 led to the simplification of relevant factors in determining children’s future living arrangements and abolished the presumption of equal shared parental responsibility (Attorney-General's Department, 2024). This implies that ECEC services should comply with the actual parenting orders and not presume equal decision-making.
Due to geographical distance, the $1 billion Building Early Education Fund is providing assistance to new and established early childhood education and care services in regions where they are necessary and other isolated locations. This may help improve access, but transportation and staff issues are still likely to remain (Australian Government Department of Education, 2026).
According to AIHW (2026), there were 44,900 young children in out-of-home care, including 20,000 First Nations children, at 30 June 2024. The initiative Safe and Supported 2021-2031 supports prevention and coordinated approaches to the protection of children, while the Early Childhood Agreement and An Outline of National Standards for out-of-home care children also contribute to the participation of children in ECEC services as well as their healthy development (Victorian Government, 2026b). Policies require the need for collaboration between educators and carers, and professionals.
(Oteri, 2026)
(Department of Social Services, 2024)
(Department of Social Services, 2021)
Australian Government Department of Education, 2026)
01
Build belonging
Maintain continuity
Adhere to the family's plan as well as cultural values and work together with carers and local organisations.
EYLF Connection
2.1: Children develop a sense of connectedness to groups and communities.
Plan experiences by engaging community members, families and elders.
EYLF Connection
2.1: Children develop a sense of connectedness to groups and communities.
Maintain consistency and predictability across transitions.
EYLF Connection
1.2: Children develop their emerging autonomy, interdependence, resilience and agency.
Connect isolated families with various playgroups and resources for aid.
EYLF Connection
2.1: Children develop a sense of connectedness to groups and communities.
02
Strengthen access
Child-focused communication
Protect connections
Avoid using children as a means of communication between separated adults.
EYLF Connection
1.1: Children feel safe, secure and supported.
03
04
05
(Emerging Minds, 2026)
Community and Professional Partnerships
Organisations and Roles and ECEC Collaboration
Playgroup Victoria
Write a short description of this category
Playgroups offer support while also helping families connect. In addition, educators can refer families that are socially isolated to playgroups in the area.
Provides educational and therapeutic services to children living in rural locations. It enables ECEC practitioners to team up with specialists and utilise telehealth services to obtain the support they need
Offer food to families in need by means of the network of partners. ECE centres can refer families to food relief services nearby.
Royal Far West
Relationships Australia Victoria
VACCA
Provides support for the maintenance of family and community links. It allows educators to work in collaboration in promoting cultural support.
CREATE Foundation
Advocates for the rights and voices of children with care experience. Educators can use its materials to give more voice to children in the planning process
Provides a mediation process for families after separation. Educators refer families while maintaining a neutral position when dealing with parents
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• Resource 02
MyTime Peer Support Program
ICPA Early Childhood Education and Care Resources
Linking parents of kids with disabilities or additional requirements with peer groups that assist in reducing social isolation, as well as enhancing their family support systems.
Helps the teachers comprehend the barriers regarding ECEC access for families living in remote and rural areas, which include distance education and insufficient services available.
• Resource 03
• Resource 04
Emerging Minds: Supporting Children’s Mental Health When Working with Separating Parents
Supporting Children in Out-of-Home Care
Offers practical guidance for promoting children’s well-being and their relations with parents during moments of separation and divorce
Provides the educators with knowledge about the trauma-informed, culturally safe and inclusive practice of early childhood development for kids who live in foster care.
Resources for Educators and Children
Curated storybook selections supporting early childhood education from birth to five years, focusing on cultural and diversity contexts in contemporary Australian early learning environments.
Storybook
Murphy’s Three Homes by Jan Levinson Gilman
Explores social exclusion, friendship and inclusion, encouraging children to notice and include someone who is left out.
Addresses children’s questions and emotions about foster care and uncertainty, helping them understand the adults and systems supporting them
Explores multiple foster placements, anxiety and adjustment, helping children discuss change, security and hope.
Helps young children understand separation and living across two homes while reinforcing stability and continued family relationships
A structured multimedia analysis evaluating digital video, broadcast shows, and educational audio resources designed for children from birth through five years of age.
Resource 01
Resource 02
Skwigly
Emily’s Story: A Guide to Foster Care
This brief animation without dialogues represents life through the eyes of an 8-year-old child whose parents are no longer together. It gives insight into changing family situations, feelings and belonging.
Resource 03
Resource 04
BTN: School of the Air
Kids Ask Dr Friendtastic: Phoebe, Age 6 – Friends Get Together Without Her
Describes foster care through children’s experience and helps kids understand the process of going into care.
The story illustrates the lives of children living in rural Australia and shows how they stay connected despite the geographical distance.
The recording depicts what it is like to be excluded from a group of friends and teaches children how to deal with loneliness