This first chapter begins with the reader, the early childhood educator/teacher. It poses the questions: Why have you chosen early childhood education? What do you bring to the profession? In considering these questions, you will reflect upon your current beliefs about teaching as inquiry and teaching as relationship, and consider diverse ideas, knowledge and ways of teaching and learning that shape your current and continuously evolving identity as an early childhood teacher. Research has demonstrated that reflecting upon and changing one’s beliefs and ways of teaching is a challenging and complex process of ongoing self-improvement. It is a critical requirement of the profession to be engaged in continuing reflection and improvement of the self.

This chapter introduces the reader to learning environments in early childhood settings. It explores different aspects of learning environments, including the physical environment, design considerations, risky play, resources and materials, and fostering responsibility for the environment. In doing so, it explores the notion that what an early childhood teacher does in the environment is a mode of scholarship. The scholarship of teaching in early childhood education and care involves systematic inquiry into children’s learning to inform educational practice. The teacher makes decisions about the construction of the learning environment – that is, the enactment of curriculum grounded in children’s learning interests – within the context of a socially just early learning environment. Reflective practice encourages us to inquire why the learning environment is constructed in the way it is, and what the environment’s construction says about what is expected to happen in that space and place. Your own identity – your values, motivations, roles and definitions – will influence your actions or the ways in which you inhabit places, and is an important starting point for inquiring about the early learning environment you intend to co-create with young children.

This chapter positions the early childhood teacher as learning alongside and with children in an early learning environment. The reader will be guided to examine their own perspectives about plural childhoods and potential implications for practice. Contemporary understandings of children as inquirers will be illuminated, providing the reader with strong theoretical underpinnings of how children learn. The reader will explore how their images of childhood and the children they teach enable possibilities for understanding children more fully and encourage the active co-construction of their own learning inquiries with their peers and teachers.

The topic of family connects with us in many ways. We understand the topic through memories of childhood and through our own experiences of family life, both past and present. This chapter illustrates the theories of the family emanating from different disciplines that enrich our understanding of the current status of, as well as changes in ideas about, family. The chapter provides critical illustrations of practice through guided inquiry and meaningful activities. It focuses on developing and refining the communication skills and leadership qualities necessary for valuing, building and maintaining relationships with diverse children and their families.

‘It takes a village to raise a child.’ Early childhood education and care settings play an integral part in this adage. They build such communities by being both a point of connection for, and an integral part of, local contexts. Beginning with what defines a community, this chapter helps readers to consider ways of ‘seeing’, ‘being with’ and ‘serving’ the communities of which they are a part. Illustrations of practice demonstrate ways to invite and involve local groups and services into the early childhood setting. The practicalities of risk assessments and planning for incursions and excursions, and ways of connecting with local aged care facilities, playgroups, council libraries, community centres, and gardening or craft cooperatives are specifically considered. In working together with local communities, teachers do more than partner for mutual connection and the exchange of resources, support or fulfilment. ‘Being with’ encourages teachers to consider ways of ‘seeing’ their contexts first-hand to identify community needs for evidence-informed advocacy and change.

This chapter introduces the Australian early childhood education and care context, with an emphasis on policies, standards and learning frameworks. We begin by discussing historical and sociological perspectives on early childhood education and care, before presenting issues related to various stakeholders: government, policymakers, educators, children and families. We then consider various approaches to bringing about change through advocacy. In the first instance, recognition of the challenges that educators are confronted with in delivering good-quality practices for children are presented, explaining how these have influenced early childhood education and care, and how early childhood education and care has been influenced by policies. The reader will consider contemporary public debates about early childhood education and care, and the implications of these debates for professional development and practice. Some of the key issues include: policies on quality education; the role of governments in determining how education functions; the significance of parents in children’s lives and to the educator; cultural competency; transitions to, within and across the birth-to-eight-years learning environments; and children’s health and wellbeing. Overarching all these issues is that early childhood education and care in Australia suffers from low professional status – for example, early childhood teachers have poor work conditions in comparison to their primary teaching counterparts. The chapter includes a critical look at the issues that Australian early childhood teachers address in their responsibilities, requirements and quality improvement regulations.

In the 21st century, educators are expected to have knowledge and understanding of sustainable environmental practices and the inherent value in, and opportunities for, connecting with the natural world. Furthermore, early childhood teachers have a social and moral responsibility to enact and model sustainable practices, involving young children in the conversation about the benefits of being in harmony with the natural world around them. This chapter investigates relationships that can be built between the child and the environment within our educational settings and communities, thinking about the natural and human-made resources we use, the fluidity and choices we provide to be indoors and outdoors, and the role that local ecologies play in our practice. Illustrations of practice from carbon-neutral settings, local ‘bush kindergartens’ and ‘Forest Schools’, and the pedagogical practices of specific outdoor teachers will encourage readers to consider how children’s positive relationships with nature can be facilitated and sustained in early childhood settings.

This chapter investigates the role of the teacher as observer, evaluator and co-inquirer to consider how these ‘roles’ inform the pedagogy enacted within the early childhood environment. We begin by exploring key learning theories that underpin the pedagogical approaches we employ. Early childhood philosophies of play, emergent-curricula, child-centredness, intentionality, agency and dialogue are explored to consider what contemporary early childhood pedagogy entails. To understand how these philosophies have shaped and informed early years practice, the connections between learning theories and philosophies and teaching practice are investigated in depth. Seeking to show the intersections of theory and practice, this chapter draws upon contemporary research to highlight the factors known to contribute to effective teaching and learning in the early years.

A happy, well-functioning workplace is essential for all people. So that we can thrive and not just survive, it is essential to develop ways to work with colleagues to balance our physical, mental and spiritual wellbeing with that of the children, families and communities in our care. For a harmonious learning environment to be enacted, there need to be organisational structures, clear roles and responsibilities for the workplace, and a combination of autonomy and shared decision-making that aligns with chartered values and philosophies. This chapter helps the reader to develop an understanding of how to build and sustain collegiate relationships, and develop effective, pragmatic personal–professional communications. The chapter considers the procedures for staff protocols that lay the foundations for positive relationships – for example, orientation to the educational setting; conducting staff appraisals and ongoing mentoring; teamwork and leadership; and the collegial conduct of reflective practice and continuous improvement to promote quality early childhood education and care.

This concluding chapter creatively and authentically synthesises the book’s key concepts and ideas to consider how our connections with people and places are foundational to the collaborative and inquiring nature of teaching and learning in early childhood contexts. Exemplars of early childhood teachers’ practice are shared to explore the possibilities and challenges they face in their daily working lives. This chapter provides a rich, descriptive narrative for readers to garner the inspiration and confidence to understand their own teaching philosophies and values, and to reflectively and purposefully make a difference in the lives of the children, families and communities of which they are a part.