The Connected Child, The Confident Educator
Online
The Connected Child, The Confident Educator
Online
2-Day Professional Development
Saturday 7th and Sunday 8th November 2026
9:00am - 5:00pm - AEDT (New South Wales, Victoria Tasmania)
8:30am - 4:30pm - ACDT (South Australia, Northern Territory)
8:00am - 4:00pm - AEST (Queensland)
6:00am - 2:00pm - AWST (Western Australia)
Online
2-Day Professional Development
Saturday 7th and Sunday 8th November 2026
9:00am - 5:00pm - AEDT (New South Wales, Victoria Tasmania)
8:30am - 4:30pm - ACDT (South Australia, Northern Territory)
8:00am - 4:00pm - AEST (Queensland)
6:00am - 2:00pm - AWST (Western Australia)
|
INDIVIDUAL - $599
|
TEAM - $1299
|
OVERVIEW
This two-day immersive professional learning experience is designed for early childhood educators, teachers, and service leaders working in kindergarten and preschool settings.
It brings together contemporary understandings of child development, play-based pedagogy, attachment theory, neurodiversity, environments, language, and educator wellbeing into one integrated practice framework.
The experience is aligned with EYLF and may be accessed using eligible professional development funding streams.
For more information, please see below.
At its core, this experience is guided by the Six Pillars of Life:
Confidence, Self-Worth, Connection, Joy, Growth, Balance.
These pillars underpin both children’s learning and educator practice.
COURSE AIM
To strengthen educator capability to support children’s learning, development, and wellbeing through intentional, relational, and play-based practice, while building sustainable educator confidence, clarity, and wellbeing in early learning environments.
LEARNING OUTCOMES
By the end of this 2-day experience, participants will be able to:
DAY 1: THE INNER WORK OF EARLY CHILDHOOD PRACTICE
Educator Identity, Connection & Children’s Development
9:00 – 10:00
Foundations of Early Learning & the Six Pillars
10:00 – 11:00
The Connected Child
Relationships, Attachment & Regulation
11:00 – 12:00
Play with Purpose
Intentional Teaching in Everyday Moments
12:00 – 1:00
The Confident Educator
Voice, Reflection & Professional Identity
1:00 – 2:00
Lunch Break
2:00 – 3:00
Practice Tools Lab: Connection in Action
3:00 – 4:00
Collaborative Practice & Team Consistency
4:00 – 5:00
Integration, Reflection & Preparation for Practice
Evening: Dinner & Drinks (Online Networking Session)
DAY 2: THE OUTER PRACTICE OF EARLY CHILDHOOD
Environments, Systems, Language & Visible Learning
9:00 – 10:00
The Visible Child
Observation, Assessment & Meaningful Documentation
10:00 – 11:00
Environments That Teach
The Third Teacher in Action
11:00 – 12:00
Rhythm, Routine & Regulation
Supporting the Flow of the Day
12:00 – 1:00
Lunch Break
1:00 – 2:00
Belonging First
Inclusion, Neurodiversity & Responsive Practice
2:00 – 3:00
The Language of Learning
Talk, Thinking & Early Literacy in Play
3:00 – 4:00
Integration, Action Planning & Commitment
KEY THEMES THROUGHOUT
FUNDING ALIGNMENT NOTE -
For a breakdown and comprehensive overview of each state's funding please email [email protected]
This professional development experience aligns with priority areas across Australian state and national early childhood funding, quality, and reform frameworks. It is designed to strengthen educator capability, improve outcomes for children, and support service-wide quality improvement planning.
State Funding Alignment
Queensland (QLD)
This two-day immersive professional learning experience is designed for early childhood educators, teachers, and service leaders working in kindergarten and preschool settings.
It brings together contemporary understandings of child development, play-based pedagogy, attachment theory, neurodiversity, environments, language, and educator wellbeing into one integrated practice framework.
The experience is aligned with EYLF and may be accessed using eligible professional development funding streams.
For more information, please see below.
At its core, this experience is guided by the Six Pillars of Life:
Confidence, Self-Worth, Connection, Joy, Growth, Balance.
These pillars underpin both children’s learning and educator practice.
COURSE AIM
To strengthen educator capability to support children’s learning, development, and wellbeing through intentional, relational, and play-based practice, while building sustainable educator confidence, clarity, and wellbeing in early learning environments.
LEARNING OUTCOMES
By the end of this 2-day experience, participants will be able to:
- Understand how children’s learning and development unfolds through play, relationships, and environment
- Strengthen intentional teaching practices within everyday routines and play
- Confidently observe, interpret, and respond to children’s learning
- Create environments that support regulation, curiosity, and deep engagement
- Apply inclusive and neurodiversity-affirming approaches in practice
- Strengthen educator-child relationships through co-regulation and connection
- Improve consistency, communication, and collaboration within teams
- Reflect on and enhance their own professional identity and wellbeing
DAY 1: THE INNER WORK OF EARLY CHILDHOOD PRACTICE
Educator Identity, Connection & Children’s Development
9:00 – 10:00
Foundations of Early Learning & the Six Pillars
- Purpose of kindergarten in children’s development
- Belonging, Being and Becoming in practice
- Six Pillars of Life as a professional practice lens
- Practical tool: Six Pillars reflection in daily practice
10:00 – 11:00
The Connected Child
Relationships, Attachment & Regulation
- Attachment theory in early learning settings
- Co-regulation before self-regulation
- Understanding behaviour as communication
- Practical tool: co-regulation language and response strategies
11:00 – 12:00
Play with Purpose
Intentional Teaching in Everyday Moments
- Intentional teaching in real play contexts
- Language scaffolding and cognitive extension
- Following children’s interests with depth
- Practical tool: intentional teaching “micro-moment” framework
12:00 – 1:00
The Confident Educator
Voice, Reflection & Professional Identity
- Building educator confidence and clarity
- Reflective practice that strengthens teaching
- Strength-based educator language
- Practical tool: reflection prompts for team conversations
1:00 – 2:00
Lunch Break
2:00 – 3:00
Practice Tools Lab: Connection in Action
- Translating theory into everyday responses
- Supporting emotional regulation in real time
- Strengthening educator-child interactions
- Practical tools: scripts, responses, and real scenarios
3:00 – 4:00
Collaborative Practice & Team Consistency
- Shared language across teams
- Reducing inconsistency in practice
- Building reflective team culture
- Practical tool: team alignment checklist
4:00 – 5:00
Integration, Reflection & Preparation for Practice
- Key shifts in understanding children and practice
- Linking Six Pillars to daily work
- Preparing for Day 2 application focus
- Practical tool: personal action plan
Evening: Dinner & Drinks (Online Networking Session)
- Informal connection and reflection
- Strengthening professional relationships
- Linking learning to lived experience in practice
DAY 2: THE OUTER PRACTICE OF EARLY CHILDHOOD
Environments, Systems, Language & Visible Learning
9:00 – 10:00
The Visible Child
Observation, Assessment & Meaningful Documentation
- Meaningful observation in real practice
- Linking EYLF outcomes authentically
- Avoiding over-documentation
- Practical tool: simple observation-to-learning cycle
10:00 – 11:00
Environments That Teach
The Third Teacher in Action
- Environment as pedagogy
- Supporting regulation through space and design
- Resource curation and provocations
- Practical tool: environment audit lens
11:00 – 12:00
Rhythm, Routine & Regulation
Supporting the Flow of the Day
- Predictable yet flexible routines
- Transitions that support regulation
- Group time that enhances engagement
- Practical tool: daily rhythm mapping
12:00 – 1:00
Lunch Break
1:00 – 2:00
Belonging First
Inclusion, Neurodiversity & Responsive Practice
- Inclusive play-based pedagogy
- Neurodiversity in early learning settings
- Adjusting environments and expectations
- Practical tool: inclusion reflection framework
2:00 – 3:00
The Language of Learning
Talk, Thinking & Early Literacy in Play
- Conversation-rich environments
- Vocabulary and storytelling in play
- Literacy embedded in everyday experiences
- Practical tool: language extension prompts
3:00 – 4:00
Integration, Action Planning & Commitment
- Bringing all modules together into practice
- Service-based implementation planning
- Individual educator commitments
- Practical tool: 30-day practice action plan
KEY THEMES THROUGHOUT
- Children learn through relationships, play, and environment
- Educators are co-constructors of learning
- Regulation and connection underpin learning
- Learning must be visible, meaningful, and sustainable
- Educator wellbeing directly impacts children’s wellbeing
FUNDING ALIGNMENT NOTE -
For a breakdown and comprehensive overview of each state's funding please email [email protected]
This professional development experience aligns with priority areas across Australian state and national early childhood funding, quality, and reform frameworks. It is designed to strengthen educator capability, improve outcomes for children, and support service-wide quality improvement planning.
State Funding Alignment
Queensland (QLD)
- Kindy Uplift Program (Department of Education QLD)
- Focus areas: inclusion, educator capability uplift, play-based learning quality, engagement, documentation, and child outcomes
- Victorian Kindergarten Funding (DET VIC)
- Early Childhood reform and professional learning supports
- Focus areas: pedagogy, inclusion, VEYLDF implementation, educator practice improvement, and program quality
- Start Strong (Preschool and Long Day Care funding)
- Preschool Reform Agreement workforce initiatives
- Focus areas: school readiness, play-based learning, educator capability, documentation, and inclusion
- Preschool Boost initiatives and DECD workforce development supports
- Focus areas: early learning quality, language and literacy foundations, inclusion, and educator practice development
- Kindergarten reform initiatives and Department of Education PD supports
- Focus areas: NQS quality improvement, environments, transitions, educator capability, and inclusive practice
- Child and Youth Wellbeing Strategy (ECE focus)
- State-supported preschool quality and workforce initiatives
- Focus areas: wellbeing, relationships, inclusion, and educator development
- Future of Education Strategy (Early Childhood Education focus)
- Preschool reform and workforce capability initiatives
- Focus areas: equity, inclusion, pedagogy, and educator professional learning
- National Quality Framework (NQF)
- Quality Area 1: Educational program and practice
- Quality Area 3: Physical environment
- Quality Area 5: Relationships with children
- Quality Area 6: Collaborative partnerships with families and communities
- Quality Area 7: Governance and leadership
- Early Years Learning Framework (EYLF v2.0)
- Belonging, Being, Becoming
- Outcomes 1–5 (identity, connection, wellbeing, learning, communication)
- National Early Childhood Workforce Strategy
- Workforce capability uplift
- Professional development and retention
- Inclusion Support and Equity Priorities
- Neurodiversity-affirming practice
- Access and participation for all children
- Strengthens intentional teaching in play-based learning environments
- Improves educator-child relationships and co-regulation practices
- Supports high-quality documentation without overburdening educators
- Enhances inclusive and responsive practice for diverse learners
- Builds consistent team-based approaches across services
- Improves learning environments as active pedagogical tools
- About your facilitator - Kelly Hallas
