Still, in a world context, Australia still has much work to do.
"There has been a big shift in the past few years, but there is still a long way to go," says Associate Professor Susan Krieg, Early Childhood Program Coordinator at Flinders University.
"Research proves the need for continuity in relationships, yet funding constraints mean some centres in some states cannot even guarantee staff numbers year to year."
And that is what makes the likes of Kirsty Brown's job so much harder.
"As an educational leader I am always looking to upskill the educators, provide professional development and mentor," Kirsty says.
"It's a 360-degree approach and we are taking all levels of skills and backgrounds, those who have been in the profession for some time and we are formalising that; we are taking the importance of early learning and applying it where it is critical."
"We do have a long way to go, but every day our job is to make sure the children in our care are given every opportunity to learn from us. So they see what we do, they see how we interact, they experience how we respond to situations and then guide them.
"As role models we have a very important role – to the children and to their families."
Kirsty said role modelling impacted every facet of a child's learning – from emotional development to motor skills, socialisation to problem solving.
"It's about context, causes and what sparks a reaction.
"It's not about judgement.
"It sets out what is okay and what isn't.
"It's about taking time to watch and following a child's lead, but then responding and positively framing outcomes and opportunities for development.
"Consistency is absolutely vital. While there could be changes and ups and downs in their lives, their early learning environment is one which can remain constant and sure.
"It is all about security – and with that come the most rewarding and holistic development outcomes."
For families, that is about more than peace of mind in their child's development and security.
"The best way to help children is by helping their families. Making time for families, talking to them and making sure they are comfortable is all important.
"Likewise, so is knowing one approach doesn't suit everyone.
"If there are issues, then we consider how to respond and then communicate with, and involve, the families to help come up with solutions. We identify what might be making a child behave in a certain way and then we take a whole-picture approach."
In the end though, Kirsty maintains there still needs to be a shift in the way child care and early learning is perceived and understood.
In the community, in government policy development, in the home – our early learning role models need to be recognised as more than just babysitters.
"It's about communication. It's about mentoring. It's about strategy and training and experience and qualifications. It's about so much more."