Let’s Talk Pedagogy

Sometimes the biggest changes begin with the smallest moments. 
In this episode, Christa reflects on mealtimes and the journey she and her colleagues undertook to rethink this everyday routine through critical reflection and practitioner inquiry. Together, they explored how intentional changes can transform children's experiences, strengthen relationships and create rich opportunities for learning. 
Join Christa and Fiona as they unpack children's agency, routines and rituals, and the role of a pedagogy of democracy in everyday practice. We discuss how thoughtfully designed environments, predictable routines and meaningful participation can empower children, build their confidence and support children’s growing independence. 
Hosts:  Michelle Richardson & Fiona Veld-Brown  
Guest:  Christa Fuda   
Recommended audience:   Aimed at educators and teachers working with children from birth to two years who are at any stage of their professional career, or who are looking for inspiring and innovative stories of practice change about mealtime routines and rituals in the youngest years.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Thought Leadership Blog: Democracy Begins in the Early Years Democracy begins in the early years  
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Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  
Email: educationhub@gowriensw.com.au 

In this episode, we join Stella Lee from Gowrie NSW Kent Road Outside School Hours Care as she explores distributed leadership through an OSHC lens. Stella shares how decision-making, reflection and planning are intentionally embedded across her team to foster collaboration, shared responsibility and continuous improvement. 
Drawing on practical examples, Stella unpacks how deep, intentional reflection helped strengthen her team, navigate challenges and support meaningful change. Grounded in shared values, open dialogue and inclusive collaboration with educators, leaders and families, this episode highlights how leadership can be nurtured at every level to enrich practice and create positive outcomes for children and young people. 
Host:  Michelle Richardson & Victoria McDowell  
Guests:  Stella Lee  
Recommended audience: Aimed at educators and teachers working in OSHC with children and young people aged between 5 and 12 years, at any stage of their professional career, or who are looking for inspiring and innovative stories of practice change about leadership.  
 
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Thought Leadership Blog: Upskilling Our Leaders: Building the Future of Gowrie NSW Upskilling Our Leaders: Building the Future of Gowrie NSW  
 
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Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  
Email: educationhub@gowriensw.com.au

In this episode, our Pedagogical Coach Fiona Veld-Brown is joined by educator Shaila Martinez of Gowrie NSW Erskineville who shares new perspectives on infant education and what it means to truly see babies as capable, competent and active participants in their own learning.
Drawing on her own professional journey, Shaila shares how her practice transformed after being introduced to the RIE® Principles and the Educaring® Approach. She reflects on the challenges; mindset shifts and moments of discovery that encouraged her to rethink long-held assumptions about babies' care and their learning.
Together, Fiona and Shaila unpack the reflections and turning points that reshaped Shaila’s work with infants. They discuss the questions that guided the design of infant learning environments, the importance of slowing down and observing, and the simple yet powerful ways educators can make respectful choices that support infant agency.
This episode offers both practical insights and thoughtful reflection for educators looking to strengthen their understanding of infants and create learning experiences grounded in respect, connection and trust.
Join Shaila and Fiona as they invite us to slow down, tune in and reimagine what infant education can feel like, together.
 
Host:  Michelle Richardson
Guests:  Fiona Veld-Brown & Shaila Martinez
Recommended audience: Aimed at educators and teachers working with children aged between birth and 2 years, at any stage of their professional career, and who are looking for inspiring and innovative stories of practice change to enhance care and learning for infants and 2-year-olds.
 
Links: 
Education Hub Gowrie NSW Education Hub
Professional Learning Calendar 2026 Online Flipbook
Thought Leadership Blog: Democracy Begins in the Early Years Democracy begins in the early years
 
Subscribe: 
Newsletter Get in Touch!
Instagram: @GowrieNSW.EducationHub    
Facebook: Gowrie NSW Education Hub 
Email: Educationhub@gowriensw.com.au

In this episode, Belinda Rouhan chats with Ash Phthalo, an OSHC educator at Erskineville, about embedding Aboriginal and Torres Strait Islander perspectives into everyday practice. Ash shares their journey from uncertainty to confidence, highlighting a common barrier for educators, the fear of ‘getting it wrong’ and how taking small, intentional steps can build both knowledge and capability. 
The conversation explores practical, meaningful ways to embed Aboriginal and Torres Strait Islander perspectives beyond tokenistic moments or calendar events. Ash emphasises starting with what you know: connecting with local communities, choosing sustainable and locally sourced resources and linking learning to children’s natural curiosity about their environment.   
An example of practice shared is children creating their own Acknowledgements to Country, demonstrating their capacity as capable, thoughtful learners whilst fostering respect and connection to place and land. Ash also discusses the importance of ‘truth-telling’ in age-appropriate ways, empowering children to actively engage with local history and the community.  
Packed with practical strategies and reflective insights, this episode encourages educators to start small, stay curious and embed Aboriginal and Torres Strait Islander perspectives authentically all year round into OSHC programs.  
 
Host:  Michelle Richardson  
Guests:   Belinda Rouhan & Ash Phthalo  
 
Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in authentically embedding Aboriginal and Torres Strait Islander history, culture and perspectives into everyday practice and relationships.  
 
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
OSHC Professional Learning Calendar 2026 Online Flipbook OSHC 
 
Subscribe:  
Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  

In Part 1 of this episode, we explored intentional play-based learning in middle childhood, highlighting what play and play-based learning is and what it isn’t. Play-based learning was positioned as a child-centred approach in which curiosity, creativity and exploration drive learning and intentionally moving away from directive, adult-led practices. 
The episode described educators as facilitators and co-learners who created inviting spaces, observe children and young people’s interests and support learning without ‘taking over’. Belinda emphasised how educators’ attunement to children should inform the teaching strategies adopted to create responsive environments and practice. We also discussed how educational leaders can strengthen this approach by guiding reflective practice, mentoring educators and embedding play-based pedagogy across their OSHC service. 
In this episode, Part 2, we unpack the distinction between Playwork and intentional play-based learning and how to encourage a balance between supporting child outcomes and respecting a child’s right to freely choose their play. 
Finally, we reflect together on inclusion and environmental design, emphasising welcoming, flexible spaces which include open-ended resources that support all children to feel a sense of belonging, ownership and engagement.  
Host: Michelle Richardson & Victoria McDowell  
Guest:  Belinda Rouhan  
Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in intentional teaching through the lens of play-based learning.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
OSHC Professional Learning Calendar 2026 Online Flipbook OSHC 
Thought Leadership Article: What is Play Based Learning? - Gowrie NSW 
Subscribe:  
Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  

In Part 1 of this episode, we explore intentional play-based learning in middle childhood, highlighting what play and play-based learning is and what play isn’t, how environments, resources and the educator mindset shape meaningful learning experiences. Intentional play-based learning is positioned as a child-centred approach where curiosity, creativity and exploration drive learning, moving away from directive, adult-led practices. 
We discuss the role of educators as facilitators and co-learners who create inviting spaces, observe children and young people’s interests and support learning without ‘taking over’. We think about how educators' attunement of children informs the teaching strategies used in creating responsive environments and practices.  Educational leaders further strengthen this approach by guiding reflective practice, mentoring educators, and embedding play-based pedagogy across their OSHC service. 
In Part 2, we continue our conversation with Belinda and unpack the distinction between Playwork and intentional play-based learning, encouraging a balance between supporting outcomes and respecting a child’s right to freely choose their play. 
Finally, we reflect on inclusion and environmental design, emphasising welcoming, flexible spaces which include open-ended resources that support all children to feel a sense of belonging, ownership and engagement.  
Host:  Michelle Richardson & Victoria McDowell  
Guest:  Belinda Rouhan  
Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in intentional teaching through the lens of play-based learning.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
OSHC Professional Learning Calendar 2026 Online Flipbook OSHC 
Thought Leadership Article: What is Play Based Learning? - Gowrie NSW 
Subscribe:  
Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub

In this episode, we explore child-led and inquiry-based learning in the preschool years, where children’s ideas, questions and interests shape the curriculum. 
When children are central as co-contributors and collaborators, we honour their curiosity and capacity to construct knowledge. Through research, we value discussions and rich dialogue, problem-solving and creative exploration skills and opportunities.  Play-based learning is the work of children, and educators who listen deeply, provide intentionally chosen and sourced resources, materials and environments in turn invite responsive, rich and stimulating opportunities for play and discovery.   
Together we reflect on the importance of deeply knowing children, their strengths, interests, routines and relationships, whilst working in partnership with families to understand their hopes and aspirations. These relationships help us design learning experiences that are meaningful, connected and responsive in the moment.  
This episode reminds us that inquiry-based learning is joyful, dynamic and shared. It invites us to release control, trust children’s thinking and focus not just on what we teach, but on how we teach, fostering confidence, competence and a lifelong love of learning.  
Host:  Michelle Richardson & Victoria McDowell  
Guest:  Nicole Tytherleigh   
Recommended audience:  Aimed at educators and teachers working in service settings with children in the preschool years, typically between 3 and 5 years, at any stage of their professional career, who are interested in intentional teaching through the lens of play-based learning.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Thought Leadership Article: What is Play Based Learning? - Gowrie NSW 
Thought Leadership Article: Types of Play for Early Childhood Development 
Subscribe:  
Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  

When infants and toddlers feel safe, they play, and when they play, they learn.  
In this episode, we explore what intentional play-based learning looks like alongside children from birth to three years, and how deeply it is woven into relationships, care and everyday moments.  
For infants and toddlers, play doesn’t begin with learning experiences or resources. Rather, it begins with emotional safety. Learning at this age is profoundly embodied, sensory and relational. Care, play and learning are not separate; they are deeply intertwined.  
We reframe intentional teaching as being less about planned experiences and more about noticing, responding and making thoughtful decisions. This might look like how we design our environments, how we use time, and when we step in and when we intentionally step back.  
We acknowledge that the environment acts as an open invitation to play. Open-ended real materials, indoor and outdoor play every day, and seeing children as co-designers of their environment all deepen engagement and thinking.  
We also return to caregiving routines, which make up most of the day for infants and toddlers as the curriculum itself. When educators slow down, invite participation and respond to cues, these moments become rich opportunities for language, learning and connection.  
Intentional play-based learning with birth to three-year-olds is about creating the safety, time and environments children need to explore and learn in their own ways.  
 
Host:  Michelle Richardson & Victoria McDowell  
Guest:  Fiona Veld-Brown   
Recommended audience:   Aimed at educators and teachers working in service settings with young children aged birth to three years at any stage of their professional career, who are interested in intentional teaching through the lens of play-based learning.  
 
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Thought Leadership Article: What is Play Based Learning? - Gowrie NSW 
Thought Leadership Article: Play Ideas and Games for Babies and Toddlers - Gowrie NSW 
Thought Leadership Article: Types of Play for Early Childhood Development 
 
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Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  

Practitioner inquiry is often misunderstood; seen as complex, academic or something extra to fit into already busy days. In this episode, we gently reframe what inquiry really is and why it matters so deeply across all age groups.  
At its heart, practitioner inquiry is about noticing, wondering, reflecting together and responding intentionally. It’s not about having the answers, rather about being curious.  
We explore how this approach aligns with Gowrie NSW’s Program Foundation of Practitioner Inquiry, where educators are recognised as thinkers and researchers and inquiry is embedded into everyday practice rather than ‘added on’ as professional development.  
Through a birth to 3 age lens, we unpack why inquiry is particularly important in infant and toddler settings where much of the work is relational and often invisible. Inquiry helps make this work visible; it supports equitable decision-making and strengthens educators’ professional judgement.  
This episode highlights what inquiry makes possible: professional courage, deeper collaboration and intentional practice. As Gowrie NSW pedagogical coaches, our role is not to provide answers, but to create the conditions where educators feel safe to question, reflect and act.  
When inquiry becomes a way of working, it strengthens relationships, builds educator agency and improves outcomes for children and families.  
Hosts:  Michelle Richardson & Victoria McDowell   
Guest:  Fiona Veld-Brown   
Recommended audience:  Aimed at educators and teachers in early and middle childhood service settings at any stage of their professional career who are interested in different ways of working, action research and being agents of change through practitioner inquiry.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Thought Leadership Article: Embracing Practitioner Inquiry at  Gowrie NSW  
Book: Unlocking Practitioner Inquiry: Growing Professionally in Early Years 
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Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub  

In this episode, we explore what children’s rights and empowerment look like at Gowrie NSW for our children aged birth through to 12 years.  
Empowerment means children are active participants in what happens to, for and with them. For babies and toddlers, this isn’t about big decisions or special ‘activities’, rather it is about pace, touch, invitation and meaningful experiences where individual children are truly seen and heard in everyday moments. It is these routine times and care moments that make up most of a young child’s day. These are the moments where children’s rights are either honoured or unintentionally missed. A nappy change, for example, can be a task, or it can be a partnership, shaped by communication, invitation, waiting and gentle, predictable care.  
As children grow, these moments bring confidence; they shape their identity and sense of belonging and provide opportunities for children to engage in meaningful learning and engagement, directly impacting their daily experience within the world.  
Together, we reflect on how empowerment begins with our image of the child. When we see children as capable learners, regardless of their age or abilities, our practices shift, and children experience themselves as valued and influential individuals.  
We explore how agency lives in the ordinary: choosing a bib, climbing a tree, participating in mealtime preparation or communicating through movement and gesture. For our youngest infants, hands are powerful tools for communication. Slowing down enough to notice subtle cues is a powerful act of respect.  
These moments communicate big messages: I see you, I trust you, and you belong here. Children can influence what happens to them.  
We also acknowledge that empowerment is for educators, too. When teams feel calm, confident and supported in their practice with children, children will feel this as well.  
When we treat even our youngest children as worthy partners in their day, we’re not just supporting rights — we’re building identity, belonging, and lifelong confidence.  
Host: Michelle Richardson   
Guests:   Belinda Rouhan , Nicole Tytherleigh  & Fiona Veld-Brown   
Recommended audience: Aimed toward teachers, educators, educational leaders and leaders in early and middle childhood who work directly with children, or those who have a passion for advocacy and want to know how to promote children’s rights in their daily practice.  
Links:  
Education Hub Gowrie NSW Education Hub  
Professional Learning Calendar 2026 Online Flipbook  
Lundy’s Model of Participation   
Subscribe:  
Newsletter Get in Touch!   
Instagram: @GowrieNSW.EducationHub     
Facebook: Gowrie NSW Education Hub