The Self-Reg early childhood educator

We are in the midst of a paradigm-revolution in the science of early child development. To speak of a ‘paradigm-revolution’ signifies that we are not dealing with yet another ‘shift’ in the behaviourist-cognitive pendulum, or yet another method for managing difficult children. Instead, we are presented with a new understanding of the meaning of a […]

Being aware of what children hear and see

Since 2017, more than 110 countries have experienced significant protests[i] and Australia is no exception. As COVID-19 vaccination rates continue to rise in Australia, anti-vaccination mandate protests have been growing in response to a perceived infringement of individual rights and freedoms. In Hong Kong in 2019 and 2020, protests were similarly related to perceived infringements, […]

Enabling environments and children’s agency: Connecting the pieces

The Early Years Learning Framework (DEEWR, 2009, p. 45) defines agency as being able to make choices and decisions, to influence events and to have an impact on one’s world. Children’s agency is supported through intentional teaching, involvement in decision making and reciprocal, attuned responsive interactions. (ACECQA, 2018) all of which constitute the environments that […]

Mythbusting professional love

Professional love, also known in the academic literature as teacherly love or pedagogical love, is a wonderful addition to any early childhood education and care profession, particularly where infants and toddlers are present. Defined by Page (2018) as “a term to comprehend the reciprocal pedagogic relationship which develops in positive interactions between primary caregiver, child […]

Perinatal Mental Health Week

Perinatal Mental Health Week: It’s more common than you think  Early childhood educators have an important role in the lives of children, families and communities. Supporting families with mental health issues is complex, and an educator’s role in this sphere is not always well defined. One important way educators can offer support is by forming […]

Words matter

How do you talk about early childhood education and care? The words we use daily to describe early education matter. Professional language is one way to advocate and begin the changes necessary to support the work we do every day. If we use this professional language every day with children, families and our community—in documentation, […]

Can we belong everywhere?

‘We welcome everyone and respect every person’s right to belong’. Early childhood professionals say this all the time. It’s one of our sector’s dearly held mantras. Every day, through our words and actions, we endorse this sentiment. Pre-service teachers introduce it to their students and assess their competency to enact it. Leaders remind their teams […]

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