In many early childhood settings, curriculum begins long before children enter the room. Yet what if some of the most meaningful learning is already unfolding within children’s play? Beneath play and its invented narratives lives a rich landscape of theories, hypotheses, and deep intellectual work. This blog explores the importance of slowing down, listening closely, and noticing the ideas, questions, and understandings children reveal through play — and how these moments can become the foundation for responsive, meaningful curriculum.

To honour children’s rights is to make a deliberate choice. It is a choice to recognize children as capable, powerful learners, deeply in relationship with others.

When teams are truly brought together, their collective capacity expands, opening up richer, more responsive learning experiences that could not emerge from individuals working in isolation.

As we move into the final stages of editing and design, we are excited to share a few morsels from our book – some glimpses of the big ideas and enduring understandings that animate its pages.

We didn’t set out to write a book.
At least, not at first…..

Sometimes, the true intention of a piece of work only reveals itself through the doing.

One of the most invigorating experiences in the field of education is discovering the power of true collaboration.

New Year’s Day always feels like an invitation.

The power of play, reflection, and agency

The topic of rhythms offers a generous and fertile space for our consideration

Planning with children’s interest’s, thoughts, concepts and theories

Thought is the seed of action - Ralph Waldo Emerson

Embracing values beyond neo-liberalism

Collaborative planning at my school continues to be a precious time where we listen to each other’s perspectives.

Like yeast to dough, the ‘engine’ of play is engaged when supported by materials, participants and environments.

Amongst the gifts that documentation brings to our practice is the opportunity to re-conceptualize the way we see and use time.

It is no secret that one of the ‘constants’ in education is change. Schools and Early Childhood Centres are not strangers to the complex world of change as educators construct and re-construct their approaches to education inside a constant state of flux. When embraced with agency and inquiry, change can be a necessary force for strengthening of pedagogy over time, yet for many teams, change is a challenge that can wobble our confidence and dilute our intentions.