From Evidence to Excellence Early Childhood Conference

Dr Somayeh Ba Akhlagh: Embedding cultural responsiveness in everyday teaching practice

As Australia’s cultural landscape becomes increasingly diverse, early childhood educators are uniquely positioned to foster inclusive environments that recognise and respect every child’s background (Veliz et al., 2025). Nearly half of Australians have at least one parent born overseas (ABS, 2022a), and with growing numbers of migrants and refugees, early learning services must respond with cultural awareness and sensitivity. Guided by the Early Years Learning Framework (AGDE, 2022), this workshop presents key strategies to promote inclusion in early childhood education. We will focus on centring children’s voices and interests, fostering meaningful partnerships with families, and designing inclusive learning environments that reflect and celebrate cultural diversity. Through group discussions and reflective activities, the participants will explore how to honour each child’s individuality, cultural identity, and agency. This hands-on session will provide a framework for developing meaningful practices that nurture belonging, respect, and inclusion in early childhood education.

Associate Professor Jo Bird: Hello, Robot! Early childhood learning in the digital age

UNESCO’s Education 2030 goals include learning for the digital world as a priority. Computational thinking is the process of identifying a clear step-by-step solution to a complex problem and is a growing focus in the early childhood sector. Internationally, coding and learning with robots have been introduced into preschool curricula (Fridberg & Redfors, 2021). Coding can be playful, meaningful, and deeply enriching for young learners. While working with robots, children integrate communication, thinking, and problem-solving skills that are valuable for their future success in the digital world. Computational thinking activities lay the foundation for future learning in a way that resonates with how young children learn best: hands-on, play-based learning (UNESCO, 2017). In this hands-on session, you’ll explore coding and robotics through engaging activities. The goal is to boost your skills, confidence, and creativity in bringing coding into your program. No prior experience with coding is required.

Errol Clarke: Building relationships with Aboriginal and Torres Strait Islander children and families

Understanding and respecting the cultural backgrounds of Aboriginal and Torres Strait Islander peoples is essential for creating inclusive, effective early childhood education environments. Culture deeply influences how individuals communicate, make decisions, and engage with others. For educators and education systems to engage meaningfully with Aboriginal and Torres Strait Islander families, they must first recognise the long-standing histories, values, and contributions of these communities who have occupied and cared for the Australian continent for over 60,000 years. Cultural awareness enhances educators’ capacity to build trust, communicate effectively, and adapt their practices to meet the diverse needs of Aboriginal and Torres Strait Islander families. Ultimately, this contributes to increasing participation and retention of Indigenous children in early learning settings.

Early childhood education plays a vital role in shaping lifelong learning and wellbeing. For Aboriginal and Torres Strait Islander children, strong and culturally respectful partnerships between educators and families support both educational success and the continuation of cultural identity. Educators must therefore create culturally, emotionally, and physically safe learning spaces. This involves listening deeply to families, engaging with local community members, and recognising the significance of extended family networks and cultural responsibilities in caregiving and decision-making.

The session outlines evidence-based strategies for effective engagement, including the employment of Aboriginal and Torres Strait Islander school teachers and early childhood educators, the creation of culturally safe environments, flexible and responsive communication, and the integration of Indigenous knowledge systems such as kinship structures and traditional languages. These approaches support two-way learning—where both educators and families learn from one another—and foster mutual understanding and respect. Participants will gain a deeper understanding of contemporary Indigenous experiences, explore the impact of historical and current events, and acquire practical tools for fostering inclusive, respectful engagement and relationship building—contributing meaningfully to Closing the Gap in educational achievement.

Professor Caroline Cohrssen: Assessment is not a four-letter word

ACECQA’s Guide to the National Quality Framework states that assessment is a critical step in the ongoing cycle of observation and planning. Enacting the early years planning cycle means that we need to continuously gather information about children’s learning, development and wellbeing. We assess this information, plan and implement learning experiences, and then take a step back to evaluate whether the learning experiences provided effective opportunities for children to consolidate what they know already, and also provided opportunities for stretch.

In this session, we will explore how the quality of NSW services has improved since the introduction of the NQS. We will also consider how across Australia, NQS Standard 1.3 (Assessment and planning) is the standard most likely to be assessed as “working towards NQS”. We will reflect on the building blocks of assessment and the implications of having high expectations for every child. We will also consider how having clear learning aims help us to follow children’s interests without losing focus on learning through play. We will reflect on assessment of, as and for learning and briefly explore resources already available to assist with assessment and planning.

The session will end with a discussion of work happening at a national level and how professional judgement will always be essential.

Parian Madanipour: Early childhood teachers’ knowledge of and intentional support for preschoolers’ executive functions

Executive functions (EFs) are now included in the Early Years Learning Framework V2.0 (Australian Government Department of Education, 2022). However, they are not explained in the EYLF, and little Australian research has focused on what early childhood educators know about EFs. EFs cannot be taught, but we can create environments that encourage children to rehearse them.

In this session, EFs will first be explained. Then, findings from 58 educators’ responses to a questionnaire will be shared. Many educators reported using intentional strategies such as scaffolding children’s autonomous problem-solving, providing choices, giving children agency in decision-making, using language to sustain and extend children’s thinking, providing clear behavioural expectations, and enacting consistent routines.

Much of the educators’ knowledge had come with experience rather than from university degrees, perhaps because EFs were not included in Version 1 of the EYLF.

The session will end by facilitating a conversation about which of the EF supportive strategies participants use in their practice.

Dr Majida Mehana: What can early childhood intervention programs inform educators about supporting vulnerable children?

The early childhood years set the foundations for later success, and effective early interventions can enhance children’s development and support families. Vulnerable children come from all types of households. However, children from more disadvantaged communities are at a higher risk of having developmental vulnerabilities in all domains; namely, physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge (Commonwealth of Australia, 2023).

Early childhood intervention programs aim at addressing those challenges. Early intervention programs such as the Home Interaction Program for Parents and Youngsters (HIPPY) and the Positive Parenting Program (Triple P) have been providing training for parents and have been found to benefit children and their families. These programs support children with emotional regulation and transition to schools, among other outcomes.

This workshop draws on evidence from parenting programs to explore strategies that early childhood educators could implement to support vulnerable children. Aligning with EYLF practice principles, partnerships with families will also be highlighted.

Dr Angel Mok: Transitioning to study at university

Early childhood teaching is an exciting and rewarding profession, and early childhood teachers (ECTs) are in a privileged position to make a real difference in children’s lives. As professionals, ECTs are leaders who set goals, make decisions, and bring positive change to the lives of others, often working closely with other professionals and families.

When you enroll in an early childhood teaching degree you will do much more than study content knowledge. You will also learn how to apply theories in real-world settings through professional placements. This hands-on experience is invaluable and helps prepare you to meet the diverse needs of children and families in your care.

As exciting as it is, studying an early childhood teaching degree at university can be a steep learning curve. Adjusting to new expectations, managing your time, and balancing study with other commitments can feel challenging at times. But remember, help is always around you. Universities offer a wide range of support services, from academic resources and mentoring programs to wellbeing support and peer networks, all designed to help you succeed and feel at home.

In this presentation, I am excited to share with you some of the tips that will make your university experience even more enriching and enjoyable. These practical strategies will help you settle in, stay motivated, and thrive—both academically and personally. I will also introduce the structure of the Bachelor of Education (Early Childhood Education and Care) and (Early Childhood and Primary) courses at the University of England.

Dr Alicia Phillips: Exploring effective leadership practices that support high-quality early childhood education and care

High quality early childhood education and care (ECEC) is of critical importance to children’s optimal development and wellbeing, and to a nation’s social and economic capital (Organisation for Economic Co-operation and Development (OECD), 2018). Evidence suggests that effective leadership is one of the key drivers of high quality in ECEC settings (Gibson et al., 2020; OECD, 2019; Waniganayake et al., 2017).

So, what does effective leadership look like in practice? In this session, we will start with an introduction to leadership in ECEC and unpack the complexities and challenges currently faced by leaders in early childhood settings. We will then delve into specific leadership practices that distinguish high-quality ECEC environments. Emphasis will be placed on whole-staff and collaborative leadership approaches.

You will leave this session with practical strategies to support your own leadership journey and inspire leadership in others – no matter your role, qualification, or experience level.

Dr Haoran Zheng: Groundwork for Growth: Supporting STEM in the Early Years

Science, Technology, Engineering and Mathematics (STEM) learning begins the moment a child shows interest and curiosity, explores their environment and tests ideas through play. This presentation will explore how early childhood (EC) educators can intentionally support children’s STEM learning through play-based experiences, with a particular focus on infants and toddlers who are often overlooked in discussions about STEM education (Bucher & Pindra, 2020; O’Connor et al., 2021).

This presentation will focus on the pedagogical practices of EC educators for identifying and enhancing STEM moments within daily routines and interactions. It is specifically aimed at educators working with young children under the age of three years. Drawing on research and practical experience, this presentation will start by defining STEM in EC settings, then discuss what STEM learning looks like for different age groups, and conclude by highlighting the essential role educators play in laying strong foundations for children’s STEM learning.

Panel Discussion: Contemporary issues in early childhood education and care

Facilitated by Dr Sally Larsen

Discussants:

• Natalie Rich (Drummond Park Preschool, Director and Educational Leader)
• Parian Madanipour (Doctoral candidate, Griffith University and experienced kindergarten teacher)
• Current  UNE student (to be confirmed)

Please select three sessions to attend

Register

The UNE Armidale Campus now has free parking; we recommend you park in the Lower Eastern Carpark

The conference will be held in the Arts Building of the UNE Armidale Campus.