Tag: education

Hope, Connection and Reflection

Ambrose Early Years Education Conference is fast approaching, and this year’s theme is Hope, Reflection, and Connection.

Hope towards optimism and possibility, both in our work with children and families, and in our own professional development.

“In the heart of each person, hope dwells as the desire and expectation of good things to come, despite our not knowing what the future will bring.” Pope Francis

These words resonate in the context of early childhood education, where hope is foundational to our work with children, families, and colleagues. Hope aligns with the spirit of National Reconciliation Week, which calls us to “Bridge Now to Next,” building connections and laying the foundation for a future filled with understanding, healing, and shared growth. Hope to inspire positive change and deepen relationships for the benefit of all.

The Power of Connection in Early Childhood Education

Connection is not just about physical proximity, it is about creating relationships that are meaningful, intentional, and supportive. As we work with children, families, and colleagues, it is the relationships that we build and nurture that provide the foundation for learning and growth.

In her book “Culture of Agency: Fostering Engagement, Empowerment, Identity and Belonging in Early Years,” Lisa Burman writes:

“When adults have a strong sense of ourselves in a group…we are more likely to use our agency to fully participate. The same can be said for children. Trust builds the security they need to feel safe to initiate their learning… This creates an emotionally safe environment where children’s agentive drive takes full flight.”

In the context of early childhood, connection is key to creating an environment where both adults and children feel empowered, safe, and inspired to engage in meaningful learning experiences.

Reflection as a Path to Excellence

Critical Reflection is central to the concept of Exceeding themes within the National Quality Framework. Reflection allows educators to deepen their practice, examine their own biases, and engage in continuous improvement. When we reflect, we open ourselves to new ideas and practices, and ultimately, to better supporting the children we work with.

Carla Rinaldi, quoted in Edwards, Gandini, and Foman (1993), challenges us to see ourselves as researchers, saying: “When teachers make listening and documentation central to their practice, they transform themselves into researchers… Only searching and researching are guaranteed to lead us to that which is new, that which moves us forward.”

It is through this process that we continually grow, discovering innovative ways to support children’s development. Reflection is not just about looking back—it is a forward-looking process that shapes the way we approach our work, refine our practices, and create environments of hope, trust, and connection.

Hope calls us to embrace an attitude of optimism and possibility, both in our work with children and in our own professional development. When we build strong, trusting connections with those around us, we create a space where learning, growth, and hope can flourish. And through reflection, we continue to grow in our practice, ensuring that we are always moving forward in ways that benefit the children, families, and communities we serve.

Grows and Glows

In our practices in early childhood education at Ambrose Early Years and Education, it’s often the seemingly simple yet profound insights that spark transformation. What may appear evident to some might be a revelation to others, underscoring the importance of sharing knowledge and experiences within the community and beyond.

At the start of our Early Years Education leadership meeting, which includes Directors and support team members, there is a ritual of sharing. Each participant shares a ‘Glow’—something they or their team are proud of within their early learning service. This is followed by a ‘Grow’—an area they or their team wish to explore further or develop, whether due to interest or as a response to a current challenge. 

I cannot remember where I first encountered this ritual, but a Google search reveals it is a common feedback strategy teachers use to direct student learning and inquiry. This recollection reminds me why I found it appealing—it fosters learning and inquiry and offers numerous other benefits. 

In early learning services, we work to support children’s growth and development, supporting their inquiries and curiosities. The teacher’s role is not to provide direct answers to children’s inquiries and wonderings, but to scaffold their wonderings by providing safe environments to extend their interests and guide their discoveries about the world around them. This same investigative process should be encouraged and replicated with teachers and leaders in early childhood as well. This practice supports collaborative leadership, which is a key principle in the Early Years Learning Framework, (2.0)

“Children’s learning, development and wellbeing is optimised when educators communicate and share ideas and views about improving practice. Collaborative leadership and teamwork support a culture of peer mentoring and shared learning where all team members contribute to each other’s professional learning and growth for high quality programs for children in early childhood settings.”

The glows and grows ritual have provided insights into what is happening for individuals in their services. It has been helpful to identify shared challenges across services and to provide support, sometimes just via a listening ear, and safe space, building a sense of belonging to the team. Helping to create psychologically safe environments where ideas can be shared and shared learning supports growth and change. Pelo & Carter (2018) in their book “From teaching to thinking: A pedagogy for reimagining our work” highlight this imperative to create a culture of inquiry, not only for children, but for teachers as well.

“We believe that educators – like children – have a vast capacity for deep dives of mind, heart and spirit….their work is challenging and exhilarating, and demands their full intellectual and emotional attention. Educators deserve – and are sustained by professional learning that strengthens their development as thinkers, researchers, innovators and constructors of knowledge.”

Our Early years Education leadership meetings, provide opportunities to build communities of practice, helping to build a positive, psychologically safe learning culture.

The Grows and Glows sharing has inspired a further exploration across our services in a variety of areas including the establishment of a wellbeing network group; the development and exploration of practices to support emotional regulation with children and teachers; and the sharing of settling in strategies to support the building of relationships with families.

Too often, meetings can be overwhelming and filled with information delivered with little opportunity for individual sharing. Meetings should also be supporting the creation of a positive team culture where experiences are shared and discussions support creative thinking to overcome challenges and plan for innovative solutions, providing a positive environment for people to flourish. This supports quality outcomes for children and the practice is supported as an exceeding theme in the National Quality standards as outlined in guide to the national quality framework standard 4.2.

Collaborative leadership and teamwork are founded on professional and respectful conversations about practice. Educators respect and engage with different ways of thinking and working as a team to critically reflect on practice. When educators communicate effectively and share ideas about practice, children’s learning, development and wellbeing is optimised (Guide to NQF – Standard 4.2, Professionalism”)

Providing a safe sharing environment for the sharing of experiences which includes challenges faced, supports the building of a positive culture where ideas can be generated to overcome obstacles, as well as sharing ideas across settings to support positive outcomes. Sometimes what is obvious to you is amazing to others. What others may be facing as a challenge, you may have already worked through and can provide insight to overcome perceived obstacles.