Our children deserve the very best from educators who are not only knowledgeable but also inspired and forward-thinking. The recent Colloquia on Leadership and Ethics, held in parallel with the largest Early Childhood Australia Conference to date, was a deeply transformative learning opportunity for early childhood leaders from around the country. I had the opportunity to attend the Colloquia which ran in parallel with over 2,500 attendees who gathered to share insights and discuss how to elevate Early Childhood Education and Care (ECEC) to new heights.
With the guidance of esteemed facilitators Catherine Hydon, Trent Moy and Dr Melinda Miller, participants engaged in deep, connected professional learning through a series of facilitated dialogues. The emphasis on ‘Leading’ rather than simply ‘Leadership’ explored a dynamic viewpoint, promoting active engagement in the ongoing evolution of educational practices.
As one of the delegates, I had the privilege to explore critical concepts and reflect on the hard questions: Who are we serving? Who are we leaving behind? These dialogues spanned essential topics such as ethical leadership, promoting equity, slow pedagogy, and the vital role children play in civil society. The discussion around slow pedagogy particularly resonated with me. It speaks to the importance of giving children, families and educators time—time to reflect, to explore, and to deepen learning, rather than rushing through a set curriculum. This approach aligns perfectly with the long-term vision of creating a more thoughtful, intentional educational journey for our students.
One of the most memorable aspects of the event was the Welcome to Country by Maroochy, a song-woman and law-woman of the Turrbal people. Her words and song reminded us of the deep-rooted connection between community, culture, language and education.
Through the Colloquia, I have gained valuable insights and connections that will help us enhance our programs here at IGS. This experience solidifies the need to embrace slow, intentional teaching practices that foster deeper learning and nurture the whole child.
By continually pursuing a relentless focus on teaching and learning, in collaboration with thought leaders in education, we can create an environment where every child is supported to reach their full potential. Through this lens, I’m excited to bring back these learnings to our team, ensuring that the future of early childhood education at IGS remains bright and full of opportunity.