This past month, I had the privilege of attending the Early Childhood Australia National Conference in Brisbane under the theme ‘Realising the Vision – An Integrated Future for the Early Years’. The conference brought together an incredible array of thought leaders, educators, and advocates, offering deep insights into the future of early childhood education (ECEC) in Australia. Below are some of the highlights and reflections that left a lasting impact on me.
Professor Paul Leseman: Opening Keynote on Equitable and Inclusive ECEC
The conference began with a thought-provoking keynote by Professor Paul Leseman, titled ‘Working Towards Strong, Equitable and Inclusive ECEC – A Complex Systems Perspective’. His message resonated with everyone in the room, particularly his statement that “the quality of the ECE environment should AT LEAST be as good as the alternative, that being their home environment.” This assertion reminded us that we must continually strive to create spaces that support children in ways that reflect the warmth, safety, and opportunities for growth found in their homes. As we moved through the rest of the conference, this principle echoed as a guiding standard.
Minister for Education Jason Clare: Exciting Announcements for ECEC
One of the most exciting moments was when Honourable Jason Clare MP, Federal Minister for Education, announced the findings of the Australian Productivity Commission’s final report. The standout news was a 15% pay increase for educators and teachers in the ECEC sector—an acknowledgment of the vital work these professionals do every day. Clare shared that “it’s the children who are most disadvantaged that benefit the most from what Early Childhood Educators do,” and this sentiment underscored the importance of ensuring equity and quality in early childhood education.
Exploring Sustainable Development Goals in ECEC: Dr. Lisa Sonter
During a session led by Dr. Lisa Sonter, we dove into how Sustainable Development Goals (SDGs) can be applied in ECEC settings. One of the key takeaways was the role of Critical and Participatory Pedagogies in enabling children to:
- Be heard
- Make meaning
- Have their thinking challenged
- Engage as agents and active citizens from birth!
Dr. Sonter urged educators to be bold advocates for change, declaring that “it’s up to teachers to stick their elbows out and push people in uncomfortable ways.” It was an empowering call to action that left me reflecting on how I can push for meaningful transformation in my own practice and context.
Gender Equality in ECEC: Brianna Myors & Jacqueline Hautot from FVREE
In another powerful session, Brianna Myors & Jacqueline Hautot challenged us to examine our own practices and assumptions around Gender Equality in ECEC settings. They asked us to reconsider how we might inadvertently reinforce gender stereotypes through our classroom setups, materials, and routines. For example, grouping children by gender or assigning colours like blues and greens for construction areas and pinks and yellows for home corners can limit children’s expressions and experiences.
They urged us to reimagine our spaces and practices to promote openness, freedom of expression, and respectful relationships. This session challenged me to consider how our policies and environments can better reflect and support gender equality in the play-based settings we create.
Professional Love in an Aboriginal Community: Rachel Phillips & Sarah-Louise Gandolfo
One of the most profound and moving sessions I attended was on Professional Love in an Aboriginal Community, facilitated by Rachel Phillips from Birrelee MACS and Sarah-Louise Gandolfo from Melbourne Polytechnic. Their approach was centered around understanding professional love through a cultural lens. Rachel made a striking statement: “We don’t work FOR or WITH community—we ARE community, we are a community raising children.”
They also challenged Bronfenbrenner’s ecological model, proposing that the model should be more fluid and interconnected, much like a spiral. Rachel explained that the child is at the center of this spiral, and each thread of the weave represents an aspect of the child’s life—family, culture, community, school, and more. If one of these threads is cut or compromised, such as when a child is removed from their family, the weave is disrupted, and the impact is profound. “Culture,” Rachel emphasized, “is a tool for understanding who a child is, not just a pedagogical tool for relationships.” This perspective was a powerful reminder of the importance of weaving cultural understanding into every aspect of our work.
Slow Pedagogy: Dr. Michele Peden, Rosanne Pugh & Lana Bradfield
In a session on Slow Pedagogy, led by Dr. Michele Peden, Rosanne Pugh & Lana Bradfield, we explored how slowing down the pace of our day can offer children more meaningful learning experiences. They challenged us to cut at least one transition from the daily schedule, thus reducing the stress of constant movement and promoting a more reflective, connected learning environment. One of the quotes that stayed with me was: “We often sacrifice the present moment for a future one,” which can limit children’s opportunities for agency and autonomy.
Professor Alison Clark continued this theme in her keynote, ‘Running Out of Time? Reconsidering Our Relationship with the Clock in ECEC’. She encouraged us to think critically about how time is structured in our settings and how we often rush through moments that could be rich in exploration and learning. “Play doesn’t sit very easily with the clock,” she observed, and this sentiment resonated strongly with me as I reflected on how time constraints can often interfere with the natural flow of play.
Chris Legg: Inspirational Barbara Crease Memorial Lecture
A key highlight was the Barbara Crease Memorial Lecture, presented by Chris Legg. Chris shared the incredible journey of her career and the significant changes she’s witnessed across the decades in ECEC.
One quote that really stood out was her belief that “schools have an obligation to get ready for children, rather than children being ready for school.” This insight challenges the traditional notion that children need to conform to the demands of school systems and instead advocates for schools to adapt to the developmental needs of children.
Lessons from the Classroom: Katy Meeuwissen on Play and Play-Based Learning
Katy Meeuwissen from Canberra University led a session titled ‘Lessons from the Classroom: The Potential of Play and Play-Based Learning’, sharing key findings from her research. She explored survey results highlighting how play and play-based learning are prematurely being abandoned on a large scale in ECEC, especially in the transition from birth to Year 2.
Katy emphasised that as educators move from early years to formal schooling, there’s a noticeable shift away from play-based approaches. “As you walk across the carpark [from kindy to formal school], teachers seem to ‘let go of play,’” she said, reflecting on this concerning trend. She pointed out that the Early Years Learning Framework (EYLF) and Australian Curriculum, Assessment and Reporting Authority (ACARA) do not effectively bridge the gap between play and academic rigour. The Australian Curriculum, despite encompassing early childhood, makes minimal reference to play, contributing to the “push down” of formal academic expectations onto younger children.
Meeuwissen’s research also showed that some educators still struggle to clearly define play, despite the EYLF providing explicit definitions. This blurring between play and play-based learning continues to be a challenge for the sector. In closing, she asked a critical question: “Is play ever truly child-led in an educational context?” To which I would respond: it’s not, but it can be, with further training and a shift in teachers’ understanding of what play truly is and its profound benefits.
The Impact of Our Biases on Play: Kylie Keane
Kylie Keane from Keen About facilitated an incredibly eye-opening session on The Impact of Our Biases on Play. She urged us to take a step back and evaluate the biases that lead us to say ‘no’ to children’s play. Why do we, as adults, often prioritise our agendas over children’s play agendas? One key insight from this session was the concept of ‘permission to play versus the expectation to behave,’ a phrase shared by Martin King-Sheard at the recent Playwork Training that Kylie had attended (Isaac and Daniel attended this same training, at the Perth sessions just recently too). This statement hit quite hard, and guides the understanding that a lot of adults have when engaging with children. What if we changed this in the spaces we work in…?
Kylie also introduced the idea of embracing children’s emotional experiences through play—not just the positive emotions like joy and excitement but also feelings of frustration, anger, and sadness. Play, she argued, can and should be a space for exploring the full range of emotions. It was a powerful reminder that not all play is “happy,” and that’s okay.
Final Keynotes: A Heartwarming End
The final day of the conference featured a fantastic keynote from Professor Iram Siraj, who presented on Educational Leadership. She introduced tools like the PLEY (Pedagogical Leadership in the Early Years) self-evaluation tool, which offers ways to assess and strengthen leadership in ECEC settings.
One of the true highlights of the conference was hearing from Joe Brumm, creator of Bluey. His warmth and joy were palpable as he spoke, and it was clear that Bluey comes from a deeply personal place. Joe described how the episodes of Bluey are really about “the kids’ re-distillation of our boring and mundane adult world.” Rather than being filled with fantastical adventures, the show captures the beauty and richness of children’s play as they reimagine the everyday experiences they share with adults. The magic, he explained, lies in the small details, making it more enjoyable when children pack the most detail into their games. In a humorous off-hand comment, Joe, acknowledging that he’s “not an educator,” but suggested that if we want children to develop language and communication skills, “just get them playing because they won’t shut up for 45 minutes or longer.” It was a reminder of the immense value of play in supporting children’s language development, as conversation naturally flows through their imaginations during play.
Final Reflections The Early Childhood Australia National Conference was a fantastic week of learning, connection, and inspiration. From the formal sessions to the casual conversations between workshops, it was an enriching experience that left me with plenty to think about and integrate into my own practice.
I’m excited to return to Educated by Nature and put some of these insights into action, continuing our mission to support children’s growth, resilience, and connection through nature. The conversations around slow pedagogy, gender equality, professional love, and play bias will stay with me as I move forward, inspired to keep pushing the boundaries of what early childhood education can be.