Sometimes the hardest part isnāt your childās care, itās the relationship with the educators.
If this has ever felt awkward, save this and send it to another parent. Miscommunication happens.
You think you were clear, they think they were clear, and suddenly everyoneās off track.
What helps most? Open, honest conversations early, respect on both sides, remembering youāre on the same team for your child.
Emma in Early Childhood
š ECT + Child Play Therapist
š«¶š» Supporting children + educators through play
š AuDHD
š Dharawal Country
22/08/2026
I entered the sector as the trainee who āliked kidsā and thought Iād give it a go.
I quickly realised that working with children was an opportunity to create safe spaces. Places where you can be who you are without needing to change or mask.
To be seen is a right and itās one that has become the foundation of my work.
Iām intrigued though - why did you become an early childhood educator?
As an early childhood educator -
Does it make you wonder about the rights of the child?
Does it make you wonder about how time could be better spent collecting authentic information from attuning to children and not a screen?
Makes me wonder.
So I could talk about this idea for a VERY long time. And I understand there may be more questions than answers.
Iāve given it a crack anyway to get some reflective discussion going because understanding that calm does not equal regulated blew my mind. It made complete sense.
Donāt get me wrong - calm is great but itās one of many emotions and when we ask educators to go there in situations that are not calm it seems to further escalate or confuse at times.
Where as accepting the situation for what it is, tough BUT something I can do better when I focus on my regulation, the pressure to stay calm will hopefully lift. Not to mention showing children that we too can feel a bit overwhelmed but weāve got strategies up our sleeves to help us to move through it is a bonus.
Let me know what you think.
Iāll sometimes see educators in the 0-2 space get stumped when trying to consider intentional teaching strategies for the children in their space.
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A lot of the time the underlying cause is the misconception that intentional teaching only happens in directive, group experiences.
But when we look at the true meaning of intentional teaching we are reminded that itās not about how the learning is delivered necessarily. Itās about how we are responding to childrenās growth and development with purpose.
And when you pair that with knowing how the child learns best, the strategies can flow much easier.
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