What first sparked your interest in early childhood education and what continues to inspire your work today?
Leanne: I initially came to early childhood education as a fairly simple vocational choice. It developed into a deep understanding of early childhood education as an ethical and socially just practice, that sits at the heart of how we support children, families and communities to thrive. Along the way, I was strongly influenced by the work of Paula Jorde Bloom, who was one of the first people I encountered speaking in such a compelling way about leadership in early childhood education. Through her work, and through engagement with NAEYC resources, I began to see leadership as a critical driver of quality.
Mandy: I began my career as a primary school teacher. I mostly taught prep/grade 1 and I used to visit the children at their kindergarten before they began in my class. I became interested in the early years and so completed a graduate diploma in ECEC – and found that ECEC is where I am meant to be. I am inspired by the curiosity and wonder of young children, their enthusiasm for life and the opportunity to work closely with families to provide rich experiences and learning. Today I am inspired by the community of dedicated early childhood professionals we have in Australia and around the world.
Is there an idea, issue or practice in early childhood education that you feel deserves more attention right now?
Leanne: I believe leadership in early childhood education deserves much more deliberate attention – particularly as a form of advocacy. Leaders are often positioned as responsible for compliance and operations, but their role in shaping ethical practice, supporting educator wellbeing, and advocating for children’s rights is just as critical. We also need to pay close attention to the wellbeing and sustainability of the workforce.
Mandy: My research area is risk-taking and courage in ECEC for both children and educators. I definitely think this area needs more attention, particularly in the current climate of increased awareness for children’s safety.
In the context of ECEC, what does “transforming practice” look like to you in real and practical terms?
Leanne: Transforming practice is deeply connected to leadership. It is about creating conditions where educators feel safe, supported and challenged to think differently about their work. In practice this might look like organisations making space for critical conversations about equality, mentoring educators, or embedding reflective practices that question assumptions. It also involves advocacy-leaders and educators using their position to push for practices and policies that prioritise children’s wellbeing and more socially just outcomes.
Mandy: Transforming practice means thinking deeply about how our practices enrich the lives –now and in the future – of the children and families that we work with. It means making changes to improve children’s engagement and wellbeing. Sometimes even the smallest change to fit with the rhythm of children’s lives can make the biggest difference. Transforming practices means constantly reflecting on how our practices can contribute positively to a flourishing ECEC community for children, families and ECEC professionals.
What is one small, but meaningful change educators can make that can have a lasting impact on practice?
Leanne: One change is for educators to see themselves as leaders, regardless of their position. Many educators don’t initially identify as leaders but are influencing practice in really important ways. When an educator’s sense of agency grows, it changes how they speak up, advocate for children and engage with colleagues. This is what keeps the ECEC community of children, families and educators safe and thriving.
Mandy: This depends on the individuals and the settings in which they work. My research shows that courage is an essential and embedded aspect of ECEC practice. Finding a cohesive team who can support and collaborate in courageous practices is a game changer in building sustainable practices.
What everyday habit, ritual or moment helps keep you energised and inspired in your work?
Leanne: I’m inspired every day by our ECEC undergraduates, postgraduates and leaders. Hearing how people are navigating challenges, supporting their teams and advocating for children keeps the importance of this work at the forefront of my mind.
Morning coffee and catch-ups with colleagues remind me every day of how fortunate we are to work in a field where we feel inspired, purposeful and still full of wonder!
Mandy: I have 3 post it notes on my desk that say the following: “Slow”, “Joy spotting”, “We rise by lifting others up”. These reminders keep me going.
About Leanne Gibbs
Dr Leanne Gibbs is an Associate Professor of early childhood education at Charles Sturt University, researching how practice is shaped through everyday arrangements of language, culture, place and relationships. Her career spans early childhood teaching, centre leadership, senior public policy roles and national sector reform, bringing a strong practice and organisation-focused perspective to educational quality.
About Mandy Cooke
Dr Mandy Cooke is a Senior Lecturer in early childhood education at Deakin University. She has over 20 years’ experience as a practising early childhood and primary teacher. Since moving to academia, Mandy’s teaching and research have been framed around pedagogy, practices, professionalism and workforce sustainability in early childhood education and care. She has a particular focus on pedagogical risk taking and courage as tools for transformation, advocacy and social justice.
