Emma in Early Childhood

When I hear play discussed, it’s often described as something children do to learn. There are play stages and skills and milestones that children move through in order to grow and develop.

However, play in the mainstream, is often viewed through a neuronormative lens. Collaborative play is the ultimate. “Functional play”, whatever that is, is the goal. Yet if we truly believe that play is crucial for children’s need to process and understand their world, isn’t it crucial that children have the space to play without judgement?

Play doesn’t have to look a certain way to be meaningful. Whether it’s imaginative play, rough and tumble, sensory, repetitive, collecting or simply observing, children are engaging with their world in ways that matter to them. It deserves to be honoured.

Children bring their own interests, personalities, experiences and ways of being into play. We don’t need to make every child play the same way. Instead, we can be curious about what their play is telling us.

We know children thrive when they can play without judgement or having to hide who they are. What better way to do this than to ensure their educators have this very right upheld for themselves. Having safe spaces for your own play can provide endless opportunities to role model what authentic play can look like. Every educator deserves environments where they feel safe to explore, connect, create and simply be themselves with children, in play.

Happy International Day of Play everyone. I hope you can connect, regulate and find joy in ways that are meaningful and safe for you and the children you have the privilege of walking alongside.

I am always amazed and in awe when in the presence of deep knowledge, connection and wisdom of Aboriginal and Torres Strait Islander people. Ways of being and knowing that grew from 10’s of thousands of years on Country.

This week I was afforded the privilege to present on inclusion at the SNAICC WA Early Years Leaders Gathering. I don’t think any words do the hard work, dedication and knowledge that was in the room any justice.

And this work is always done under the pressure of small budgets, broken systems and little support. But the work gets done and it gets done well! Better than well. The outcomes these amazing services are achieving are astounding. Because they know their communities deeply. The infinite wisdom comes from connections that have been built authentically.

This Reconciliation Week’s theme is All In. And imagine just how much more these services could achieve if everyone else was All In. We can be and we should. Because children aren’t just the future. They’re the present. And they all deserve to be thriving each and every day.

I was also thrilled to invest in these Aboriginal businesses by purchasing these beautifully designed and well made products. I’ve tagged them below so please show your support where you can. They’re all over on IG.

Thank you to Miranda and the rest of the SNAICC team. Your work is having more of an impact than you know.

❤️🖤💛

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SNAICC-National Voice for our Children

…I’m finding it tough alongside you.

The what could have been. What should have been. What would have been. Weeks spent with painful reminders and false smiles.

Wherever you are on your journey of grief, loss, uncertainty and heaviness I hope you find moments of peace today.

Belonging, being and becoming is a core focus in the learning environments we create for children. It sits at the heart of the Early Years Learning Framework and what we do as educators each and everyday.

As per usual, when I think about what is best for children, I go back to the educators. In this case what happens when educators don’t experience their own sense of belonging, being and becoming? What if belonging feels conditional? Or being feels rushed or restricted? When becoming feels forced instead of authentic growth?

We know that early childhood educators shape the emotional climate of a learning space. Not just because they’re told to but because they feel it themselves. They’re the foundation of the environment they’re trying to cultivate.

This has left me thinking if an educator doesn’t feel safe, valued or supported that doesn’t stay hidden. It shows up in the room. If we want environments where children truly experience belonging, being and becoming, surely we have to extend that same intention to the adults walking alongside them.

Over the next few weeks I’m creating a series of posts where I’ll be exploring what this actually looks like in practice and how services can embed a holistic approach that fosters these critical elements for both children and educators. I’d LOVE to see your ideas and opinions in the comments so we can share what this idea might look like for others to ponder and consider for their own space.

Thriving environments are co-constructed. It makes sense that educators are provided with the same opportunity to work in a space where they can belong, be and become.