The Connected Child: The Confident Educator
2-Hour Course2-Hour Course
Monday 27th July 2026 6:30pm - 8:30pm - NSW, QLD, VIC 6:00pm - 8:00pm - SA, NT Online Via Zoom Individual - $129 Team - $599 |
2-Hour Course2-Hour Course
Wednesday 29th July 2026 6:00pm - 8:00pm - NSW, QLD, VIC, 6:00pm - 8:00pm - WA Online Via Zoom Individual - $129 Team - $599 |
The Connected Child: The Confident Educator
Overview
This engaging and reflective 2-hour professional learning session is designed for early childhood educators, teachers, and service leaders working in kindergarten, preschool, and early learning settings.
Grounded in contemporary research and practical application, this session explores how relationships, play, environments, intentional teaching, regulation, and educator wellbeing shape children’s learning and development.
Participants will leave with practical tools, reflective strategies, and renewed confidence to strengthen their everyday practice.
Overview
This engaging and reflective 2-hour professional learning session is designed for early childhood educators, teachers, and service leaders working in kindergarten, preschool, and early learning settings.
Grounded in contemporary research and practical application, this session explores how relationships, play, environments, intentional teaching, regulation, and educator wellbeing shape children’s learning and development.
Participants will leave with practical tools, reflective strategies, and renewed confidence to strengthen their everyday practice.
This experience aligns with:
Course Aim
To strengthen educator capability to support children’s learning, wellbeing, regulation, and engagement through intentional, relational, and play-based practice while supporting educator confidence, reflection, and professional wellbeing.
Learning Outcomes
By the end of this session, participants will be able to:
2-Hour Course Structure
Part 1 — The Connected Child & Educator
Relationships, Regulation & Intentional Practice
Duration: 60 minutes
Topics Covered
The Six Pillars in Early Childhood Practice
Part 2 — Environments, Inclusion & Sustainable Practice
Supporting Learning Through Space, Language & Reflection
Duration: 60 minutes
Topics Covered
Environments That Teach
Participants receive:
Key Themes Throughout
Alignment to National Frameworks
National Quality Framework (NQF)
About the Facilitator
Kelly Hallas
Early childhood professional, therapist, and positive psychology practitioner with over 27 years of experience supporting children, educators, and families.
Kelly brings together contemporary early childhood pedagogy, attachment theory, ecological psychology, educator wellbeing, and practical real-world strategies to create engaging and meaningful professional learning experiences for educators.
Her work is grounded in connection, reflection, sustainability, and the belief that confident educators create thriving learning environments for children.
- EYLF V2.0
- National Quality Framework (NQF)
- Quality Improvement Planning goals
- Inclusion and educator capability priorities across Australia
- Confidence
- Self-Worth
- Connection
- Joy
- Growth
- Balance
Course Aim
To strengthen educator capability to support children’s learning, wellbeing, regulation, and engagement through intentional, relational, and play-based practice while supporting educator confidence, reflection, and professional wellbeing.
Learning Outcomes
By the end of this session, participants will be able to:
- Understand how relationships, play, and environments support children’s learning
- Strengthen intentional teaching within everyday interactions
- Apply co-regulation and connection-based strategies in practice
- Create environments that support engagement and wellbeing
- Use practical observation and reflection strategies with confidence
- Support inclusive and neurodiversity-affirming practice
- Reflect on educator wellbeing and sustainable practice approaches
2-Hour Course Structure
Part 1 — The Connected Child & Educator
Relationships, Regulation & Intentional Practice
Duration: 60 minutes
Topics Covered
The Six Pillars in Early Childhood Practice
- Using the Six Pillars as a lens for educator reflection
- Supporting confidence, joy, and connection in children
- Belonging, Being & Becoming in everyday practice
- Why connection comes before correction
- Understanding behaviour as communication
- Co-regulation strategies educators can use immediately
- Intentional teaching within play-based environments
- Extending thinking through language and interaction
- Following children’s interests deeply and meaningfully
- Co-regulation response scripts
- Intentional teaching “micro-moment” framework
- Six Pillars reflection tool
- Educator reflective prompts
- Real-life scenario discussions
- Reflection partner conversations
- Group regulation strategy brainstorm
Part 2 — Environments, Inclusion & Sustainable Practice
Supporting Learning Through Space, Language & Reflection
Duration: 60 minutes
Topics Covered
Environments That Teach
- The environment as the “third teacher”
- Creating calm, engaging, regulation-supportive spaces
- Resource selection and meaningful provocations
- Inclusive play-based learning approaches
- Supporting diverse communication and regulation styles
- Adjusting expectations and environments respectfully
- Simple observation-to-learning cycles
- Reducing documentation overwhelm
- Strengthening conversations and literacy in play
- Reflective practice that supports confidence rather than burnout
- Team consistency and collaborative culture
- Protecting educator wellbeing in everyday practice
Participants receive:
- Environment reflection checklist
- Inclusion reflection framework
- Observation-to-learning cycle template
- Language extension prompt cards
- Personal action planning worksheet
- Environment reflection activity
- Inclusion case study discussion
- 30-day educator action planning
Key Themes Throughout
- Children learn through relationships, play, and environment
- Regulation and connection underpin learning
- Educators are co-constructors of learning
- Inclusive practice benefits all children
- Learning should be meaningful, visible, and sustainable
- Educator wellbeing directly impacts children’s wellbeing
Alignment to National Frameworks
National Quality Framework (NQF)
- QA1: Educational Program and Practice
- QA3: Physical Environment
- QA5: Relationships with Children
- QA7: Governance and Leadership
- Belonging, Being & Becoming
- Outcomes 1–5
- Educator capability uplift
- Inclusive practice
- Neurodiversity-affirming approaches
- Educator wellbeing and retention
- Play-based intentional teaching
About the Facilitator
Kelly Hallas
Early childhood professional, therapist, and positive psychology practitioner with over 27 years of experience supporting children, educators, and families.
Kelly brings together contemporary early childhood pedagogy, attachment theory, ecological psychology, educator wellbeing, and practical real-world strategies to create engaging and meaningful professional learning experiences for educators.
Her work is grounded in connection, reflection, sustainability, and the belief that confident educators create thriving learning environments for children.
