The End of Childcare Photos as We Know Them?

How Early Learning Centres Can Protect Children’s Privacy and Still Create Powerful Marketing Without Showing Faces

For years, photographs of smiling children have been one of the most common ways early learning centres communicate with families.

They appear across websites, Facebook pages, Instagram accounts, brochures, enrolment campaigns and learning platforms.

But the environment surrounding children’s images has changed.

On 29 July 2026, national media reported that Goodstart Early Learning had stopped commercial photography sessions because of concerns about how children’s photographs could be stored, accessed and manipulated using artificial intelligence.

The announcement followed a new warning from Australia’s eSafety Commissioner about the increasing misuse of publicly available photographs from school websites and social media accounts.

The Australian Government has also confirmed plans to legislate a Digital Duty of Care requiring AI companies to build safety protections into their products and proactively address foreseeable harm. The proposal is intended to place more responsibility on technology companies, although its final legal requirements have not yet been legislated. ^[1][2]

For childcare providers, this is understandably confronting.

Images are deeply embedded in how centres document learning, communicate with families and market their services.

But this does not mean centres must stop telling their story.

It means the sector needs to become far more deliberate about:

• which images are captured
• why they are being captured
• where they are stored
• who can access them
• where they are published
• how long they are retained
• whether a child actually needs to be identifiable

The centres that respond best will not be those that simply remove every photograph.

They will be the centres that develop safer, more thoughtful and more creative ways to communicate trust.

What Has Actually Happened?

The headlines surrounding this issue can make it sound as though childcare photography has suddenly been banned across Australia.

That is not the case.

There are three separate developments occurring.

1. Goodstart has reportedly stopped commercial photography sessions

Goodstart told 7NEWS that it would not allow commercial photography in its centres until it could be confident that photographers had strict controls covering the storage and security of children’s images. ^[1]

This appears to relate specifically to external or commercial photography sessions.

Goodstart’s own published guidance continues to state that its educators may take photographs using Goodstart-issued devices and that images are only shared with the informed and explicit consent of parents or guardians. ^[3]

That is an important distinction.

Goodstart has not necessarily eliminated every image from educational documentation or private family communication. It has made a risk-based decision about photography that passes outside its direct systems and control.

2. eSafety has warned education providers to reconsider public imagery

The eSafety Commissioner has advised schools to review how they collect, approve, publish and store images.

The warning is directed primarily at schools, but the underlying risks are equally relevant to early childhood education and care services.

eSafety says ordinary photographs can now be manipulated using widely accessible AI tools, sometimes within minutes. A fully clothed image can be altered, sexualised, placed into a fabricated video or used to impersonate the person depicted. ^[4]

Once an image is publicly available, the organisation that published it has very little control over who downloads it, copies it, modifies it or redistributes it.

3. The government is planning stronger obligations for AI companies

The Australian Government has announced its intention to legislate a Digital Duty of Care.

The proposed obligation would require AI companies to build safety into their products and proactively manage potential harm. The government has also said financial penalties would apply for non-compliance. ^[2]

This is significant, but centres should not assume future regulation will eliminate the risk.

Government action and platform controls may reduce harm over time. They cannot give a centre complete control over an image that has already been published, copied or stored elsewhere.

Why Has the Risk Changed So Quickly?

The risk is not simply that someone might download a photograph.

That possibility has existed since the beginning of the internet.

The difference is what can now be done with a single ordinary image.

AI image and video tools are increasingly inexpensive, simple to use and built directly into mainstream social media, messaging and search products. Advanced technical knowledge is no longer required to create a face swap, fabricated video or sexualised image. ^[4]

The data being reported by eSafety is concerning:

Reports from people under 18 involving digitally altered intimate images doubled during the previous year.

Between January and March 2026, eSafety received more than 100 reports involving anonymous accounts targeting schools and school staff.

Almost all of those incidents involved images obtained from school social media pages or websites.

The content included face swaps, AI-generated videos, fake stories, memes and manipulated staff photographs. ^[4]

This does not mean every publicly shared childcare photograph will be misused.

It means the consequences of misuse have become more serious, while the effort required to carry it out has become much lower.

That changes the risk calculation.

Children’s Images Are Personal Information

Under Australian privacy guidance, an image is considered personal information when a person’s identity is clear or can reasonably be determined from it.

An image may also reveal sensitive information, including racial or ethnic origin, religious beliefs, health information or disability. ^[5]

Private childcare providers will often be covered by the Privacy Act because they:

have annual turnover above the relevant threshold

are connected to a larger organisation

provide health-related services or retain children’s health information

State and territory privacy laws may apply to government-operated and council-operated services. ^[6]

Consent is therefore important, but consent should not be treated as the entire safety system.

A signed enrolment form does not automatically answer questions such as:

Was the parent told the image would be placed on a public Facebook page?

Did the permission cover paid advertising?

Did it cover use several years later?

Did it cover sharing with an external photographer?

Did it explain where the original files would be stored?

Could the child be identified through their name, clothing, location or routine?

Has the family since withdrawn permission?

Has the child shown discomfort or declined to participate?

The OAIC recommends obtaining express consent before publishing photographs online and taking particular care when handling children’s images. Organisations should explain what the image will be used for and who will be able to see it. ^[5]

A Better Model: Three Levels of Childcare Imagery

Rather than applying one rule to every photograph, centres should divide imagery into three separate categories.

Level One: Public Marketing Content

This includes:

• websites
• Google Business Profiles
• public Facebook and Instagram pages
• paid Meta advertisements
• Google advertisements
• brochures
• public newsletters
• employment advertisements
• media releases
• directory listings

This is the highest-risk category because anyone may be able to view, download, screenshot, copy or modify the image.

The safest default for public marketing should become:

Do not show an identifiable child unless there is a clear reason, current and specific consent, appropriate safeguards and no safer way to tell the same story.

For most everyday marketing, centres can tell the story without showing a child’s face.

Level Two: Restricted Family Communication

This may include:

• approved childcare communication applications
• password-protected family portals
• direct emails to the child’s family
• individual learning records
• secure digital portfolios
• printed material provided directly to parents

Restricted communication is safer than a public social media account, but it is not risk-free.

Families may still take screenshots, download files or forward material. Group photographs may include children belonging to several families. Platform access can also remain active longer than intended if permissions are not reviewed.

Centres should use approved platforms, limit access, review account permissions and avoid assuming that “private” means completely controlled.

Level Three: Essential Internal Documentation

This includes images genuinely required for:

• child identification
• medical or risk-management plans
• incident records
• authorised educational documentation
• safety procedures
• regulatory or legal purposes

These files should be held only in approved systems, accessible only to authorised people and retained only for as long as required.

The National Model Code recommends that personal phones, smartwatches, cameras, storage devices and personal cloud accounts not be used to capture or store children’s images while providing education and care.

From 1 September 2025, Australian states and territories moved to ban or restrict personal devices capable of taking images or videos while people are working directly with children. ^[7]

Faceless Does Not Mean Childless

A photograph does not need to show a child’s face to communicate learning, connection, care or belonging.

In many cases, removing the face forces the centre to tell a more meaningful story.

A generic photograph of a smiling child might look pleasant, but it tells a parent very little about the service.

A photograph of an educator kneeling beside a child’s block construction, with the camera focused on their hands and the structure, can show:

• educator involvement
• patience
• intentional teaching
• problem-solving
• concentration
• relationships
• the learning environment

That is far more useful than another generic portrait.

Early Learning Victoria’s current photography policy recommends avoiding children’s faces where possible and instead focusing on the child’s hands, actions and learning. ^[8]

This is an excellent creative principle for the entire sector.

25 Ways to Create Powerful Childcare Content Without Showing Faces

1. Photograph hands engaged in learning

Capture children:

• mixing ingredients
• holding paintbrushes
• building with blocks
• planting seedlings
• turning pages
• using tongs
• threading beads
• drawing
• moulding clay
• investigating natural materials

Hands communicate participation and capability without making the child easily identifiable.

2. Photograph from behind

Photograph children walking through the garden, sitting at an activity, listening to an educator or exploring an outdoor area from behind.

Be careful that names on clothing, distinctive accessories or other identifying details are not visible.

3. Use over-the-shoulder compositions

Position the camera behind the child and focus on what they are observing or creating.

This places the audience inside the learning experience.

4. Capture wide environmental scenes

Show the entire room, outdoor area, garden, atelier, reading space or dining environment.

Children can be included at a distance without their faces becoming the focus of the image.

5. Use the child’s point of view

Capture what the child sees:

• looking down at a science experiment
• approaching a sensory table
• entering a garden path
• choosing a book
• pouring water
• preparing a meal
• selecting art materials

This can create strong first-person video content without showing the child at all.

6. Focus on educator interaction

Educators can become the visible human face of the centre.

Show an educator:

• preparing an experience
• reading a story
• arranging a learning area
• explaining an activity
• serving a meal
• welcoming families
• talking about their teaching philosophy

Where a child is present, position them from behind or outside the identifiable area of the frame.

7. Tell the story through a sequence

Instead of one portrait, publish a carousel showing:

1. the materials being prepared
2. hands beginning the activity
3. the activity taking shape
4. the completed creation
5. an educator’s reflection on the learning

The story becomes about the process, not the child’s identity.

8. Showcase children’s work

Photograph:

• paintings
• sculptures
• constructions
• mark-making
• collaborative projects
• garden projects
• displays
• dictated stories

Remove children’s full names and any other information that could identify them.

9. Use anonymous child quotes

A centre could publish:

“The snail is hiding because the sun feels too hot.”

The caption can explain what the comment revealed about observation, empathy or scientific thinking.

Use a broad label such as “one of our kindergarten children” rather than a name.

10. Photograph feet and movement

Gumboots in the garden, bare feet on sensory surfaces, shoes lined up before rest or children stepping through an obstacle course can produce highly emotive content.

11. Capture shadows and silhouettes

Morning shadows, silhouettes against a play space or reflections in water can create distinctive visual content.

Check that the child cannot still be readily identified through distinctive clothing or context.

12. Use close-up detail photography

Focus on:

• a hand holding a leaf
• paint mixing on a palette
• water droplets
• a block tower
• dough being rolled
• vegetables being harvested
• a book being turned
• a small hand beside an educator’s hand

These images often feel more artistic and intentional than standard classroom photography.

13. Show learning environments before children arrive

Photograph prepared spaces in the morning:

• invitations to play
• art materials
• sensory experiences
• outdoor equipment
• books
• loose parts
• meal settings
• rest spaces

Explain why the environment was prepared and what learning it is intended to support.

14. Create educator-led videos

An educator can speak directly to camera about:

• how the centre supports settling
• what happens during morning drop-off
• how children are supported through conflict
• how the kindergarten program prepares children for school
• how educators extend children’s interests
• how meals are prepared
• how sleep routines are individualised

This creates genuine emotional connection without relying on children’s faces.

15. Feature your cook or chef

Show food preparation, ingredients, menus, kitchen processes and meal presentation.

Nutrition content is highly relevant to parents and usually does not require children to appear at all.

16. Showcase the physical environment

Create detailed content around:

• quiet sleep rooms
• shaded outdoor areas
• vegetable gardens
• water-play areas
• art studios
• nursery spaces
• secure entry systems
• parking
• pram storage
• nappy-change facilities
• parent communication areas

Parents are choosing an environment as well as a program.

17. Use family testimonials

A parent can describe their experience on camera or in writing without their child appearing.

Strong testimonial topics include:

• how their child settled
• why they chose the centre
• how educators communicated with them
• what changed after starting care
• how the centre responded to a concern
• why they trust the team

Obtain written permission before publishing the testimonial and make participation entirely voluntary.

18. Turn real centre moments into written stories

A strong caption can create imagery in the parent’s mind.

For example:

This morning, one of our educators noticed a child standing quietly beside the group, unsure whether to join in. Instead of calling across the room, she sat beside them and began building. A few minutes later, the child added the next block.

No photograph of the child is required.

The specificity of the story builds more trust than a generic statement about “caring educators”.

19. Use illustrations and graphic design

Custom illustrations, typography, icons and diagrams can explain:

• a child’s first week
• the enrolment journey
• the daily routine
• how the centre supports settling
• the kindergarten program
• what families need to bring
• how Child Care Subsidy works

Illustrations should be clearly presented as illustrations rather than pretending to depict real children enrolled at the service.

20. Create stop-motion content

Use toys, blocks, books, artwork, food or learning materials to create simple stop-motion videos.

This can make content playful and engaging without including identifiable children.

21. Show preparation and reflection

Marketing does not always need to show the activity itself.

Show educators:

• planning the program
• reflecting on observations
• preparing materials
• discussing room arrangements
• completing professional learning
• reviewing safety procedures

This helps parents see the work that happens behind the scenes.

22. Showcase community connections

Capture the destination, preparation or learning related to:

• library visits
• bush kinder
• local walks
• community gardens
• emergency service visits
• cultural programs
• wildlife incursions

Avoid publishing live location details or predictable schedules involving children.

23. Use audio without video

Record an educator explaining an activity and place the audio over images of the environment, materials or completed project.

Do not include a child’s voice unless the use has been specifically considered and authorised.

24. Create “before, during and after” content

For example:

• an empty garden bed
• children’s hands planting seedlings
• the garden growing
• vegetables being harvested
• the finished food being prepared

This tells a complete story while keeping children unidentifiable.

25. Let adults carry the emotional weight

The childcare sector has relied too heavily on children’s faces to make marketing feel emotional.

Parents also connect with:

• the director welcoming them
• an educator describing how they help an unsettled child
• a cook explaining how allergies are managed
• a parent describing the relief of finding the right centre
• a long-serving educator talking about why they stayed

Trust is built through people, proof and specific stories. It does not require publicly exposing a child’s identity.

What Centres Should Stop Doing

A safer strategy is not just about creating new content. It also requires stopping weak or risky practices.

Stop posting photographs simply because they are available

Every public image should have a clear purpose.

Ask:

What does this image help a prospective parent understand?

When the answer is unclear, the image probably does not need to be published.

Stop relying on broad, one-time consent

Separate consent into categories such as:

• internal educational documentation
• restricted family communication
• printed centre displays
• newsletters
• website use
• organic social media
• paid advertising
• external media
• commercial photography

Families should be able to approve some uses and decline others.

Early Learning Victoria, for example, separates consent into learning documentation, newsletters, family emails and public platforms. ^[8]

Stop publishing names beside images

Do not combine a child’s clear image with:

• their full name
• age
• birthday
• room
• attendance days
• regular activities
• medical information
• location
• collection time

eSafety warns that names, uniforms, school identifiers, location tags, event details and routines can make it easier to identify, locate or target someone. ^[4]

Stop publishing in real time

An excursion post does not need to be published while children are still at the location.

Delay public content until the group has returned.

Avoid revealing predictable weekly routines such as:

“Every Thursday at 10 am, our kindergarten children walk to the local library.”

Stop using personal devices

Images should not be captured, transferred, edited or stored on:

• personal mobile phones
• personal laptops
• personal cloud accounts
• personal email accounts
• USB devices
• personal messaging applications

Use centre-controlled devices, approved applications and clear access permissions.

Stop assuming an external photographer owns the security problem

Before engaging a photographer, ask:

• What device will be used?
• Is the device business-owned?
• Where will the original files be stored?
• Will cloud storage be used?
• In which country will the data be stored?
• Who can access the files?
• Are subcontractors involved?
• How will galleries be password protected?
• Can images be downloaded?
• When will original files be deleted?
• Are files used to train, test or improve any software?
• What happens if a data breach occurs?
• Will the photographer confirm deletion in writing?
• Does the contract prohibit every secondary use?

If the photographer cannot answer those questions clearly, the centre should not proceed.

Why Adding an Emoji Over a Face Is Not a Complete Strategy

Covering a child’s face with an emoji may reduce identifiability in the final published image.

However, it does not address:

• the original unedited file
• where that original is stored
• who had access to it
• whether it was transferred through a personal device
• whether the image contains names, locations or routines
• whether the child can be identified from other details

The safer approach is to compose the image correctly at the time it is captured.

Do not capture the face unless it is genuinely needed.

Cropping, blurring and emojis can be useful secondary controls. They should not replace good photography practices and secure handling of the original file.

A Practical Public-Content Risk Guide

Lower-risk public content

Generally safer options include:

• hands engaged in an activity
• photographs from behind
• wide environmental images
• learning materials
• children’s work without names
• educator interviews
• parent testimonials
• food preparation
• facilities and outdoor environments
• shadows or silhouettes
• close-up process photography
• graphic design and illustration

Content requiring closer assessment

Exercise additional care with:

• side profiles
• distinctive clothing
• unique birthmarks or physical characteristics
• a child’s voice
• group photographs
• visible centre logos
• excursion locations
• captions mentioning ages or rooms
• images showing a daily routine
• footage where a child briefly turns towards the camera

High-risk public content

Centres should strongly reconsider:

• close-up facial portraits
• photographs paired with full names
• birthday announcements
• live location posts
• images showing regular arrival or departure patterns
• public galleries containing large numbers of children’s faces
• photographs taken on personal phones
• files held by unknown third parties
• identifiable images published without current and specific consent
• footage showing distress, toileting, changing, sleep, injury or vulnerable moments

How to Make Childcare Advertising Work Without Children’s Faces

Some centres will worry that faceless marketing will reduce advertising performance.

Poorly executed faceless content may perform badly.

But poorly executed photographs of smiling children also perform badly.

The issue is not whether a face is visible.

The issue is whether the creative communicates something meaningful.

Start with a real parent concern

Examples include:

• “What happens if my child struggles at drop-off?”
• “How will I know whether my baby is being comforted?”
• “Will my child be known by every educator?”
• “What does school readiness actually look like?”
• “How does the centre handle food allergies?”
• “What happens during the first week?”

Show specific proof

For a settling-support advertisement, use:

• an educator speaking to camera
• a child photographed from behind
• the educator sitting at the child’s level
• a quiet transition area
• text explaining the centre’s settling process

For an educator-consistency advertisement, use:

• a portrait of the educator
• their years at the centre
• a short interview
• photographs of the room they have helped develop
• a parent quote about the relationship

For a kindergarten advertisement, use:

• children’s hands writing or constructing
• examples of projects
• the kindergarten teacher explaining the program
• a sequence showing planning, investigation and reflection

Use copy to provide the emotional context

A photograph of two sets of hands may not immediately tell the entire story.

The copy can explain:

Settling does not happen from the other side of the room. Our educators sit beside children, follow their cues and help them join the day at their own pace.

The image provides the proof. The copy provides the meaning.

Use adult faces strategically

People connect with people.

Show:

• educators
• directors
• cooks
• approved parent ambassadors
• allied health partners
• community visitors

Children do not need to carry the entire responsibility for making the brand feel human.

Build a Centre Content Library, Not a Camera Roll

Centres should move away from educators taking hundreds of unplanned images and hoping some can be used later.

Instead, create a controlled content library organised by purpose.

Possible folders include:

• Centre Environment
• Nursery
• Toddlers
• Kindergarten
• Outdoor Learning
• Educator Profiles
• Settling Support
• Meals and Nutrition
• Safety and Security
• Family Testimonials
• Community Connections
• Hands and Learning
• Artwork and Projects
• Approved Public Images
• Restricted Family Images
• Expired or Withdrawn Consent

Each approved public asset should record:

• date captured
• photographer
• device used
• children depicted
• consent category
• approved channels
• expiry or review date
• storage location
• person who approved publication

This may feel excessive at first.

It is far easier than trying to reconstruct this information after a complaint or incident.

Centres Do Not Need Photographs to Meet Every Documentation Requirement

The National Quality Standard requires centres to observe, assess, analyse, document, plan and reflect on children’s learning.

It does not prescribe one universal method of documentation.

ACECQA advises that there is no single way to meet documentation requirements and that services may select methods that suit their children, families, educators and context. Photographs and videos are options, not the only available methods. ^[9]

Alternatives can include:

• written observations
• learning stories
• educator reflections
• children’s drawings
• transcripts of conversations
• project records
• work samples
• planning notes
• family input
• child voice captured in writing
• group learning summaries
• floor books
• portfolios containing non-identifiable process imagery

The goal of documentation is to understand and extend learning, not to create the largest possible volume of photographs.

A Seven-Day Action Plan for Childcare Providers

Day One: Audit public content

Review:

• website pages
• location pages
• Facebook
• Instagram
• Google Business Profile
• YouTube
• TikTok
• online directories
• old blogs
• downloadable brochures
• archived newsletters
• recruitment advertisements
• paid advertising libraries

Flag content containing:

• identifiable children
• names
• location information
• routines
• outdated consent
• former families
• unclear ownership
• unnecessary close-up portraits

Do not panic-delete everything without keeping an internal record of what was removed and why.

Prioritise the clearest and most unnecessary exposure first.

Day Two: Map every image pathway

Document how images currently move through the organisation.

For example:

1. Educator captures image.
2. Image is stored on device.
3. Image is uploaded to an application.
4. Marketing coordinator downloads image.
5. Image is sent to an agency.
6. Agency stores image in cloud software.
7. Designer downloads and edits image.
8. Image is uploaded to Meta.
9. Image remains in several systems.

Most providers will discover more copies, users and systems than expected.

Day Three: Rewrite consent categories

Replace vague wording such as:

I consent to my child being photographed.

Use separate, clearly explained permissions for each purpose and channel.

Make withdrawal easy and explain how quickly public content will be removed after a request.

Day Four: Review devices and storage

Confirm:

• only organisation-issued devices are used
• personal cloud backups are disabled
• access is role-based
• former staff have been removed
• passwords and multi-factor authentication are in place
• images are not sent through personal messaging apps
• approved storage locations are documented
• retention and deletion rules exist
• downloads are restricted where possible

Day Five: Train educators and marketing staff

Training should include:

• how to compose images without faces
• how to seek a child’s cooperation
• how to recognise identifying details
• when not to take a photograph
• approved devices
• approved storage
• public versus restricted use
• responding to withdrawal of consent
• reporting accidental publication
• responding to suspected misuse

Day Six: Build a safer content bank

Schedule a controlled photography session focused on:

• hands
• learning processes
• educators
• environments
• meals
• outdoor spaces
• artwork
• resources
• preparation
• completed projects

Create enough content for several months.

Day Seven: Communicate with families

Explain what is changing, why it is changing and what families can expect.

Avoid alarming language.

The message should demonstrate leadership, not panic.

Sample Family Communication

Protecting children’s privacy is an important part of our responsibility as an early learning service.

As artificial intelligence and digital technology continue to develop, we are reviewing how photographs and videos are captured, stored and shared.

Families will continue to receive meaningful information about their child’s learning and experiences. However, you may notice that our public website and social media content increasingly focuses on children’s hands, learning processes, environments, educators and completed projects rather than identifiable photographs of children.

We are also reviewing our consent categories, approved devices, storage systems and external photography arrangements.

These changes are not being made because of a specific incident at our service. They are part of our ongoing commitment to child safety, privacy and responsible digital practice.

Families are welcome to review or update their photography and image-sharing preferences at any time by contacting the centre.

What to Do if an Image Is Misused

Every provider should have a written image-misuse response plan before an incident occurs.

eSafety recommends that education providers collect evidence, report the material, communicate carefully with affected families and prepare for the possibility that content may reappear. ^[4]

1. Protect the child

Prioritise the child’s safety, dignity and emotional wellbeing.

Limit unnecessary discussion and internal circulation.

2. Preserve appropriate evidence

Record:

• account name
• username or handle
• platform
• URL
• date and time
• caption
• comments
• messages
• screenshots where appropriate
• reports submitted
• responses received

Do not download, save, print, email or redistribute sexualised material involving a child.

eSafety specifically advises recording links, account details and written descriptions rather than storing explicit content. ^[10]

3. Notify leadership

Escalate immediately to the approved provider, nominated supervisor, privacy officer and safeguarding lead.

Obtain legal and regulatory advice where appropriate.

4. Contact the family carefully

Explain:

• what is known
• what remains unknown
• what has been done
• who has been notified
• what support is available
• who their contact person will be

Do not send the harmful content to the family unless specifically advised to do so by the appropriate authority.

5. Report the content

Depending on the incident, reports may need to be made to:

• the platform
• eSafety
• police
• the relevant regulatory authority
• the organisation’s insurer
• privacy or data-breach authorities
• child protection authorities

eSafety can assist with content that meets the legal criteria for child cyberbullying, image-based abuse, serious adult cyber abuse, or illegal and restricted material. ^[4]

6. Review how the original image became available

Determine:

• where it was first published
• who captured it
• which devices stored it
• who had access
• whether consent was current
• whether external providers held copies
• whether old copies remain online
• whether similar images should be removed

7. Support affected staff and families

Image misuse can create fear, shame, anger and distress even when the material is clearly fabricated.

Treat it as a safeguarding and wellbeing matter, not merely a marketing or IT problem.

The Biggest Mistakes Centres Could Make Now

Mistake One: Doing nothing

Continuing to publish large volumes of identifiable child imagery without reviewing the risks is no longer defensible.

The technology and public guidance have changed.

Centre practices should change with them.

Mistake Two: Panicking and banning every form of documentation

Not every internal or restricted photograph presents the same risk as a public Facebook post.

Images can still have legitimate educational, safety and family communication purposes when properly controlled.

A blanket response may create unnecessary disruption without addressing the real issues of storage, access, consent and public distribution.

Mistake Three: Treating consent as a waiver of responsibility

Parental consent does not make every use appropriate.

Children’s best interests, dignity, privacy and safety should remain the primary considerations.

Mistake Four: Replacing real content with generic stock photographs

Using stock images of unknown children may avoid exposing enrolled families, but it creates a different problem.

Generic stock imagery often makes centres look interchangeable and can give parents a misleading impression of the actual service.

Centres should instead show their real educators, environments, practices and learning experiences.

Mistake Five: Believing marketing will no longer work

Childcare marketing was never supposed to depend solely on photographs of smiling children.

Parents are trying to determine:

• Will my child be safe?
• Will my child be known?
• Will educators respond when my child is distressed?
• Can I trust this team?
• Will my child belong here?
• Is this the right environment for our family?

Those questions can be answered through specific stories, educator voices, parent experiences, environments, processes and proof.

This Is Not the End of Visual Childcare Marketing

The childcare sector does not need to become invisible.

It needs to become more intentional.

A child’s face has often been used as a shortcut for warmth, happiness and trust.

But trust is not created by a photograph alone.

Trust is created when a centre clearly demonstrates:

• how educators respond
• how children are supported
• how safety is managed
• how learning happens
• how families are communicated with
• how privacy is respected
• what makes the centre genuinely different

The strongest response to this issue is not fear.

It is leadership.

Centres should review their practices, reduce unnecessary public exposure, strengthen consent and storage controls, and build a new style of marketing that protects children without hiding the quality of the service.

Faceless content does not need to feel cold.

Done properly, it can be more thoughtful, more distinctive and more powerful than the generic childcare photography the sector has relied on for years.

Most importantly, it allows centres to continue telling meaningful stories while placing children’s safety, privacy and dignity exactly where they belong: first.

This article provides general information and should not be treated as legal, privacy or regulatory advice. Providers should review the requirements applying in their state or territory and obtain professional advice for their particular circumstances.

Sources

1. Labor promises to legislate ‘duty of care’ for tech companies as childcare provider bans school photos, 7NEWS (29 July 2026).
2. Interview with Natalie Barr – Sunrise, Channel Seven, Ministers’ Media Centre, Australian Government (29 July 2026).
3. National Model Code, Goodstart Early Learning.
4. Sharing school imagery in the age of AI: risks, deepfakes, and how to protect students and staff, eSafety Commissioner (28 July 2026).
5. Posting photos and videos, Office of the Australian Information Commissioner.
6. Children and young people, Office of the Australian Information Commissioner.
7. Joint action on strengthening the safety and quality of early childhood education and care across Australia, Australian Government Department of Education.
8. Electronic devices and photography policy, Early Learning Victoria (Updated 27 July 2026).
9. Educational program documentation for educators and teachers – early childhood, ACECQA.
10. Deepfake damage in schools: How AI-generated abuse is disrupting students, families and school communities, eSafety Commissioner (27 June 2025).