Meaningful engagements

This page showcases my commitment to actively involving stakeholders in the early childhood education community. Explore the ways I collaborate and communicate to foster positive outcomes for everyone involved.

Families

I believe families are the child’s first and forever teachers. That’s why we never treat communication as “just updates” – it is the bridge between home and classroom.

  • Daily learning journals on the OWNA app: Every day families receive photos and warm learning stories that show exactly what their child discovered, felt, and achieved.
  • Family Communication Book: Ee post an open question linked to our curriculum fortnightly (“What songs make you feel calm at home?”, “How do you say Hello in your culture?”). The responses from families are photographed and displayed, making every family’s funds of knowledge visible all year (González et al., 2005)
  • Regular family events: Mother’s Day morning tea, Grandparents Day, Lunar New Year lantern-making, Teddy Bear Afternoon Tea Picnic. These are joyful moments when families step into our space, share stories, songs, and traditions, and play alongside their children
  • The meeting between educators and families will be organised every 6 months to update children's learning summative assessment. We share children's learning journey, listen to family goals and observations, ask questions, and co-create the next steps

Children

Children are the most important stakeholders in the room. We protect their right to be heard, to choose, and to contribute every single day.

  • Weekly Book: Every Friday the children sit in a circle with the big blank book. They draw or tell us what they have been learning for the week and what would they like to explore more (“more dinosaurs”, “a fairy garden”, “cooking like my grandma”). We write their exact words and display the page on the planning wall – the curriculum literally comes from them.
  • Monthly individual observations and goal-setting: Each child has a personal learning story. We observe, document, and set the next small step together with the child (“I want to pour my own water without spilling”, “I want to write my name”). Children love seeing their own goals posted with a photo of them achieving it.
  • Environment as the third teacher: Every corner invites choice and agency – open shelves, real tools, mirrors at child height, quiet nests, and loud building spaces – because autonomy builds confidence.

Listening to children this way has transformed my teaching: planning is lighter, engagement is deeper, and joy is louder.

Communities

We believe children belong to a bigger world, so we step outside regularly and invite the community in.

  • Weekly community walks and visits: Coles for exploring healthy eating (maths + social skills), the post office to mail our pen-pal letters, the local library for story-time and music time.
  • Community visitors: firefighters, kindergarten teacher (child's parent), and local artists visit to share their knowledge.
  • Sustainability projects: collecting all the bottles and swap it with The Green Shed

Colleagues and Mentors

Strong teams create strong programs. I am committed to learning with and from the people around me.

  • Fortnightly team reflection meetings: We celebrate what’s going well, gently discuss challenges, and update on NQS, policy, or regulation changes. Everyone’s voice matters – even the newest educator.
  • Sharing university learning: After every semester I bring one key idea back to the team such as loose parts for STEM, ideas for Mathematics or RAP ideas and we trial it together.
  • We communicated through online platform such as Facebook messenger or teams to update with the staff in the morning and afternoon. 

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