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Last month, 11 graduates of the 2024 C&K Global Citizenship Community of Practice – Transformational Practices in Global Citizenship in early years education, came together to share stories of transformative practice in their kindergarten environments.
Throughout the year, C&K teachers and directors from across the Queensland Metro and North Coast region completed the prestigious micro-credential course, ‘Leading Education for Global Citizenship and Competence‘ through CQ University, supported by a dedicated team of Early Childhood Pedagogy Advisors and Managers in the C&K Metro North Coast region, alongside internationally renowned Associate Professor Louise Phillips and VP of the Australian Human Rights Right Council, in the yearlong Community of Practices that focused on their pedagogical practices as globally mind educators.
The research question “How can we foster educators’ agency to advocate for children to thrive as global citizens in an ever-changing world?” led the “Transformational Practices in Global Citizenship Education” project. This question inspired (and continues to inspire) the Metro North Coast team as leaders and this ‘pedagogy of the possible’ has become the basis for the work they do with and alongside teachers in their region. Their project epitomises the ‘pedagogy of the possible’.
This team is collaborative, innovative, empowered and motivated because they KNOW their work makes a significant and ongoing difference in the lives of children.
What does it mean to be a global citizen?
A global citizen is someone who is aware of and understands the wider world – and their place in it. They are a citizen of the world. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer.
The 13 Fundamentals of Global Citizenship developed by the Metro North Coast team are their interpretation of key elements of global mindedness learning that relate to early childhood and are linked to the EYLF Learning Outcomes.
The Community of Practice encourages teachers to reimagine early childhood education through the lens of Global Citizenship and the importance of being globally minded educators. This year’s participants exemplified what it means to be change-makers in early childhood education.
Through their unwavering commitment to action research and transformative practice, these educators have not only enhanced their own pedagogical knowledge but are emerging as influential thought leaders in global citizenship education in the early years.
Alongside the regional team, teachers developed action research questions that guided teaching practices of the participants throughout the year. This supported them in embedding the 13 Fundamentals of Global Citizenship into their daily practice, while developing innovative teaching strategies that prepare our youngest citizens for a rapidly changing world.
Each teacher’s journey has been personal and profound. At C&K Bayview Community Kindergarten, teacher/director, Rebecca Walsh’s inquiry question, “How can we support children to advocate for plastic waste reduction?”, was inspired by the regular excursions she takes with the kindy children to the Deception Bay foreshore and the amount of rubbish the children noticed ends up on the beach.
Rebecca has always supported the children to experience what it means to be active citizens, with the kindy adopting a green turtle through WWF, working together to create ‘ghost net art’ out of abandoned fishing nets, creating posters to encourage people to reduce their consumption of soft plastics and installing signs on the foreshore with handwritten environmental slogans. They are now advocating to their local Councillor for installing permanent signs.
Sustainability and environmental advocacy are a theme across many of the other kindergartens that participated.
Teacher/Director Sandy Willick from C&K Moorooka Community Kindergarten explained saying “We see children as researchers and collaborate with them as global citizens in learning about a shared responsibility to the environment and humanity”.
This year the children at her kindy have dug deeper with their environmental education, working with Brisbane City Council to create a virtual creek kindy, installing an ‘op shop’ for families in need, creating a seed-to-plate garden that is shared with families and visiting local Councillor, Steve Griffith to advocate for green bins for the waste from their centre. Sandy has received multiple awards for her commitment to sustainability, including the BCC Waste Smart Kindy Award.
For Amanda Lancaster from C&K Clayfield Pre-Prep, participating in the Community of Practice has opened her eyes to ways they can do more to celebrate cultural diversity and learn more about the world, outside their classroom.
While on an excursion to the library, the children learned that some children in Uganda were trying to raise money to buy a library of their own. This prompted them to join the World Literacy Foundation and soon the children began to raise money for the community in Uganda.
“If we are more intentional, we can extend our conversations and help children to “raise their voices” and allow them to understand that they certainly have a voice and can be heard. We will learn to listen to their voices in global matters. Just recently, one little boy in my library class was intent on saving the Rhinos…ok, we’ll work together to work out a way!” Amanda explained.
Amanda says, "Through their unwavering commitment to action research and transformative practice, these educators have not only enhanced their own pedagogical knowledge but are emerging as influential thought leaders in global citizenship education in the early years. They have built meaningful partnerships with families and communities that will create lasting impacts, and they have created a powerful network of globally minded educators who support and inspire each other."
Global mindedness is now embedded in their:
To learn more about joining the Global Citizenship community in Queensland, contact C&K Metro & North Coast Region Regional Manager, Vicky Olm at v.olm@candk.asn.au
This article was kindly written by C&K Education & Digital Content Advisor, Kate Redward. You can connect with Kate on LinkedIn here.
As early childhood educators, we often find ourselves juggling multiple tasks and responsibilities throughout the day. In the midst of this busyness, it’s easy to fall into autopilot, going through the motions without truly engaging with the children in our care.
One of the core aspects of our role, and one which is often on autopilot is supervision – but what if we could transform our approach to supervision from a mindless task to a mindful practice?
What if we used 2025 as a reset, and instead took on an approach which moves supervision from a mindless ‘have to’ into a more mindful space? What if supervision could become a tool for safety, joy, connection and personal growth?
Active supervision is more than just watching children; it’s about being fully present, making intentional decisions to keep children safe and engaging with them.
Here are some tips for moving supervision from passive to active:
Beyond these practical aspects, active supervision offers us an opportunity to slow down, pay attention, and truly attune to children’s needs and what makes them happy.
How often do we find ourselves going through the motions of supervision without really being present? Mindless supervision might keep children physically safe, but it misses out on the rich opportunities for learning, connection, and joy that come with mindful, active supervision.
When we practice mindful supervision, we’re not just watching for potential dangers. We’re observing children’s interactions, their problem-solving strategies, and their moments of discovery and delight. We’re ready to step in with a supportive word, a guiding hand, or simply a shared smile of acknowledgment.
Active supervision allows us to be attuned to children’s needs and emotions. This attunement is a powerful tool for building trust and creating a sense of safety. When children know that we are truly present and attentive, they feel secure enough to explore, take risks, and fully engage in their learning.
Ask yourself: How does it feel when you’re fully present with a child, sharing in their excitement over a discovery? How does it change your experience of your work when you slow down and truly observe the learning and growth happening around you?
While active supervision is a responsibility, it’s also an opportunity for enhancing our well-being as educators. When we are fully present and engaged, we’re more likely to find joy and satisfaction in our work. We’re less likely to feel overwhelmed or burnt out because we’re connecting with the very reason we chose this profession – to nurture and support young children.
Consider: How might your work experience change if you approached supervision as an opportunity for connection rather than just a task to be completed?
Active supervision plays a crucial role in child safety, not just through vigilance, but through connection. When children know you care and feel seen and understood, they’re more likely to trust you and come to you with concerns or problems. As educators, we know that emotional safety is just as important as physical safety in creating a nurturing environment for children.
Reflect: How might your relationships with the children in your care deepen if you approached supervision as an opportunity for connection?
As you go about your day, challenge yourself to be more mindful in your supervision:
Remember, active supervision isn’t just about keeping children safe – it’s about creating an environment where children and educators alike can thrive, learn, and find joy in each day.
How will you transform your approach to supervision today?
Test Affiliated Centre
****THIS IS A TEST AFFILIATED CENTRE****
Welcome to our kindy!
As an affiliated centre of C&K, this centre receives support from C&K as the Central Governing Body but operates as an independent incorporated association managed by a volunteer management committee. Centres affiliated with C&K receive comprehensive support in governance, including managing kindergarten and inclusion funding, training for committees and educators, advice and support regarding inclusion, use of the C&K brand, curriculum approach and resource materials.
C&K is set to deliver a historic pay rise in the new year after a record 98% yes vote to approve a new enterprise agreement.
C&K CEO Dr. Sandra Cheeseman said the approval marked a significant milestone in supporting workforce retention and strengthening the early childhood education sector.
“We’ve been advocating for our dedicated workforce to be recognised for their valuable work for a long time. The Australian Government’s investment in the ECEC workforce (through the Worker Retention Payment Grant) is a significant step forward for our sector – we are thrilled to sign up.”
Dr Cheeseman said. “Our teachers and educators are at the heart of the transformative work we do with children and families. This agreement reinforces our commitment to providing competitive and rewarding conditions for our employees.”
“I thank our staff and the United Worker’s Union for their commitment to support the proposed agreement and sharing our desire for employees to receive the funded wage increase as soon as possible.” “This pay rise builds on C&K’s proud history of valuing our workforce by paying above-award wages.”
Dr Cheeseman said eligible staff would receive the initial 10% award wage increase early in the new year, and the remaining 5% in December 2025. “This grant enables us to recognise the expertise of our qualified workforce and retain their skills, which are essential for delivering high-quality education and care,” Dr Cheeseman said.
“While we’re grateful that our staff in Child Care Subsidy-funded centres will be recognised with this grant, we continue to strongly advocate for our employees in state-funded kindergartens, who are equally qualified and deserving of the same recognition.”
“As one of Queensland’s largest and oldest early childhood education providers, we remain committed to delivering exceptional experiences for children, while supporting all of the dedicated professionals who make this possible.”
Our program, developed in partnership with Rockpool Residential Aged Care, wasn't just about bringing children and seniors together. It was about creating meaningful, structured interactions that honor the dignity and potential of every participant.
Key design elements included:
What emerged was far more than a simple social program. Children and "Grandfriends" began to form genuine connections. The ongoing nature of the program has allowed the relationships between the children and the Grandfriends to grow in ways that go beyond just a visit. The Grandfriends are not just passive participants: they are actively involved in the children’s learning experiences, sharing their wisdom, skills and life stories. Similarly, the children bring joy, energy and curiosity to the Grandfriends, sparking moments of laughter, wonder and even nostalgia.
The shared vision between C&K and Rockpool of creating enriching experiences for both the children and the Grandfriends recognises the value each generation brings to the other. It's a blueprint for reimagining community care and early education. By recognising that play, joy, and human connection transcend age, we're creating more holistic, empathetic learning environments.
As we continue to develop and refine this program, our vision extends beyond the walls of our centre. We see potential for:
In a world that often segments and separates, programs like these remind us of our shared humanity. They show us that when we create intentional spaces for connection, magic happens.
Special thanks to C&K Intergenerational Pedagogical Liaison Officer, Robyn Pointing, for contributing this article.
C&K The Creche and Kindergarten Association Limited are pleased to announce the appointment of a new external auditor for the 2024 financial year, Grant Thornton.
C&K's outgoing external auditor, PwC, has been its external auditor for the last ten years. To ensure ongoing independence and oversight, C&K decided to appoint a new external auditor.
For all media enquiries, please visit https://www.candk.asn.au/media to submit your enquiry or email media@candk.asn.au.
You reply, “So busy, really busy”, while simultaneously reading the email from school about the latest head lice outbreak, working out the logistics of stopping at the chemist on the way to swimming lessons – do we need milk? – Teams chat pings – wriggling toddler on your hip.
Familiar? We know being busy is a regular feeling for parents of children of all ages right now. Parents and caregivers are juggling working, life admin, study, socialising, parenting, extra-curricular activities, quality family time, endless notifications, plus clutching moments for exercise, self care, or just a minute to breathe.
The pace in which we do life is faster than ever. The glorification of busy, of achieving things, of filling our days, and our children’s, with places to be and things to accomplish. But children don’t glorify busy. As parents, we need to embrace the slow in their early years. By dedicating unhurried, slow-time with, and for, our children - we can benefit their development in so many ways.
By embracing the slow with babies, toddlers and young children, we can create space for:
Improved communicationSlower interactions encourage deeper conversations and enhanced listening. By taking your time, you give your child the opportunity to observe, understand, and eventually anticipate how you, as an adult in their life, will respond. This approach also helps you notice the subtle cues in your child’s early attempts to communicate. Your attentiveness is key in affirming your bond with your child.
Better observation skillsChildren learn to notice details in their environment. Children investigate and learn through their senses; this important process supports the child to make sense of their surroundings.
Stronger relationshipsThis slowing partnership forges trust and grows the already innately strong attachment between parent and child
Increased independenceAllowing children to complete tasks at their own pace builds confidence and positive self-worth. When children are given opportunities to master real life tasks, they learn that they are active citizens with a part to play in their world.
Improved motor skillsUnhurried physical activities aid in developing coordination. Through movement, children experience their world in new ways!
Enhanced learningChildren absorb information better when given time to process and ask questions.
Emotional developmentA slow pace allows adults to support children by giving time and space for the child to experience their emotions and make sense of what they’re feeling. Through the attentiveness of adults, children learn to organise their internal feelings and later, this understanding forms the basis of self-regulation. A calm environment helps children know that it’s okay to have feelings – for your child, these feelings are big.
Creativity boostUnstructured time encourages imagination and problem-solving skills. This is when you reap the feel-good benefits of play!
Reduced stressA slower pace can lower cortisol levels in both children and adults. This simple act equips you to relish in the special and fleeting time that is childhood.
Enhanced mindfulnessSlowing down teaches children to be present in the moment.
Think back to your childhood. What are some of your favourite memories? We know things like climbing trees, snuggling in bed with the whole family on the weekend, and performing shows with your siblings and cousins will be right up there. What parts of your children’s life do you want them to look back on with fondness? You can cultivate these slow moments of joy by starting small, with little moments of dedicated unstructured, unhurried time throughout your week.
We understand life is different in 2024, and the external pressures can be extensive. Parents rely on quality early childhood education and care for their children whilst they juggle work, study and other commitments. At C&K, slowing down with our babies, toddlers and young children is part of our curriculum. C&K’s early childhood curriculum Listening and Learning Together: C&K Curriculum Approach is used for children from birth to 5 in all our kindergartens and childcare centres across Queensland.
C&K educators skilfully partner with all children and families to create caring and supportive learning environments, with time dedicated to build respectful and meaningful relationships. We want all children to feel safe, secure, and trust their educators. Deep trusting bonds are something that cannot be rushed, and we have all the time in the world to connect with our young children in ways that support their social and emotional growth and well-being.
In the theme of resisting busy – what part of your day could you intentionally slow down right now? Is there one transition or routine that stresses you and your child out the most? Maybe it’s going from playing to getting into the car. Something as simple as having a quick game of “I Spy” on the way to the car, or pretending to be a bird and flapping your wings on the way can reduce anxiety, frustrations, and meltdowns – plus it’s fun for everyone!
Some moments are worth slowing down for, and we are grateful to get to witness the joys of childhood first-hand, every day, alongside thousands of children across Queensland. We would love to welcome you and your child to visit one of our 330 centres to experience a C&K childhood for yourself. Enrolments are now open for 2025 and beyond, click here for more information.
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