Back when I first started teaching (all those years ago!) I used to love to fill the walls of my classroom with an array of children’s art work. But in later years, due to a massive consumption of research around brain development and effective learning environments, I have learnt to encourage educators to strip back their walls, and the clutter in their rooms, to create a calm classroom which promotes learning for all children. It’s an idea that continues to evoke a cringe i

The Early Years Learning Framework (DEEWR, 2009, p. 12) sets out five principles of early education and the second is “Partnerships”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this second and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to child dev

With possible changes to sexual consent laws in NSW, the ABC recently interviewed Deanne Carson from Body Safety Australia sparking an international discussion about how to create a culture of consent and promote protective behaviours with children (Carson, D. 2018). While not all the media attention has been positive in regard to Ms. Carson’s interview, there is no debating she has successfully opened up a topic of discussion which was well overdue in this country. In the ea

This week I visited a service on the Central Coast of NSW called Follyfoot Farm Educational Children’s Service. As the name suggests, upon the grounds of the service is a farm, and we’re not just talking a few chickens here. This is an actual farm with cows, lambs, chickens, guinea pigs and even a pig named Wilmer. I, myself was raised around animals and even learnt to ride horses at a school called - wait for it - Follyfoot Farm. So needless to say I felt a certain affinity

When I completed my degree, I did so without a deep understanding of children’s brain development. And, if I’m being honest, I didn’t think I really needed it. I mean, I could teach. I understood theory, developmental milestones, curriculum development - I was ready to go. Then, 5 years ago I went to a two day conference that changed everything for me. The name of the conference was ‘The neurobiology of complex trauma’. Sound complicated? It was, at first. But it was also int

Since the introduction of the National Quality Standard and the Early Years Learning Framework there has been a huge emphasis on documentation. Arguments about the best way to document have ensued with the traditional observation vs the learning story debate taking over. Now I am all for meaningful pedagogical documentation. In fact, I confess to being a bit of a documentation queen - I love it. I take great pride in representing the learning that has taken place in my room i