The proportion of the world population in the birth-through-childhood group is large and while it will decrease proportionately in the future, it will continue to be a dominant group in the world’s population. The birth years for the Alpha Generation commenced in 2010. The values and beliefs of the emerging generation are being shaped and defined, with contemporary world and local events impacting on this generation in ways never before experienced. There are many agencies globally and in Australia that provide updates of indicators related to children’s health, development and wellbeing. What these data indicate is a wide range of variability in the health, development and wellbeing of young Australians aged 0–14 years – and a lack of comprehensive knowledge in some core areas where we might expect to have a clear understanding of our practices, especially with regard to the proportion of children attending early childhood education programs. The variability is geographic and between some population groups.

Since the end of the twentieth century, children have been faced with a rapidly changing world that is having a significant influence on their health and wellbeing, including alterations to our food supply, marketing and other lifestyle factors that influence children’s food consumption. The early years are a pivotal period for the establishment of food and nutrition literacy – that is, dietary education, behaviours and preferences – when children are forming their tastes and food preferences, and are most receptive to health messages. Schools and caregivers are ideally placed to assist early years learners to develop positive attitudes towards, and knowledge of, healthy food. This is also of relevance to schools because healthy children are better learners, and evidence suggests that a holistic approach to education that includes health and nutrition has wide-reaching benefits for children and staff.

Keeping children safe in Australian education settings is a priority. In 2012, the National Quality Standards were implemented for early childhood education and care throughout Australia. Standard 2 relates to children’s health and safety. It encompasses children’s physical health and comfort, healthy eating and physical activity, and safety and protection from harm. A safe environment for a child is one that provides freedom from harm and offers a strong sense of security and belonging from which to play, learn and develop. A healthy and safe environment also promotes children’s psychological wellbeing by allowing them to exercise their independence through making decisions and taking on new challenges. Educators are responsible for providing and maintaining safe environments for children in their care, including the development of strategies to prevent injury in indoor and outdoor environments. Injury prevention promotes safety, protects the child and minimises risk. By protecting children from hazards, injury prevention offers children the sense of safety and security that allows them to develop to their fullest potential.

Since the end of the twentieth century, children have been faced with a rapidly changing world that is having a significant influence on their health and wellbeing, including alterations to our food supply, marketing and other lifestyle factors that influence children’s food consumption. The early years are a pivotal period for the establishment of food and nutrition literacy – that is, dietary education, behaviours and preferences – when children are forming their tastes and food preferences, and are most receptive to health messages. Schools and caregivers are ideally placed to assist early years learners to develop positive attitudes towards, and knowledge of, healthy food. This is also of relevance to schools because healthy children are better learners, and evidence suggests that a holistic approach to education that includes health and nutrition has wide-reaching benefits for children and staff.