Building harmony: How Hey Dee Ho strengthens early learning through music, connection and curriculum integration

In quality early learning environments, strong partnerships and consistent, embedded practices are essential for meeting and exceeding the National Quality Standard (NQS). 

 

Hey Dee Ho educational services brings something special to early learning more than just music and movement, it’s a trusted partner that helps services bring their curriculum to life through authentic, hands-on engagement.

 

Through its unique educator-led approach, Hey Dee Ho integrates seamlessly into early childhood services, becoming an extension of each setting’s learning culture. 

 

With a curriculum designed around the Early Years Learning Framework (EYLF) and informed by neuroscience, psychology and education research, the program supports children’s development while actively contributing to educator planning, family engagement and community connection.

 

From Incursion to Inclusion

 

Unlike traditional incursions, Hey Dee Ho presenters become familiar faces in services, forming meaningful relationships with educators, children and families over time.

 

“We’re not just visitors,” Adam explains. “We’re part of the weekly rhythm. We get to know the children’s interests, learning goals and personalities which allows us to adapt and extend the program in real time.”

 

This continuity builds trust and engagement, helping children develop confidence, a sense of belonging and meaningful emotional connections clear indicators of embedded practice under Quality Area 5.

 

Educators in Harmony

 

Hey Dee Ho presenters work closely with educators to align with centre programming, extend on emerging interests and support planned events whether it’s literacy week, cultural celebrations or seasonal topics. The program isn’t static; it evolves alongside the learning environment.

 

“We regularly check in with the educators,” Adam shared. “If the service is exploring a topic like road safety, we’ll weave that into our session. Our aim is to co-create, not just deliver.”

 

This collaboration reflects key aspects of Quality Areas 1 and 4, where intentionality, teamwork and reflective practice are paramount.

 

Services that rate as exceeding often highlight such partnerships where external providers become genuine members of the educational team.

 

Centre Voices: Embedding Excellence Through Partnership

 

To better understand how Hey Dee Ho supports exceeding practices, three early childhood centre managers shared with The Sector how they’ve embedded the program within their service philosophy, planning, and community engagement strategies.

 

Fiona Byrne, Centre Manager at Sparrow Early Learning Nedlands, leads with a clear commitment to child-led learning and authentic partnerships with families and the broader community.

 

Under Fiona’s guidance, the service integrates Hey Dee Ho into its emergent curriculum, using music as a tool to deepen children’s agency, curiosity, and sense of belonging. Her team is known for fostering reflective practice and inclusive environments where every child’s voice is valued. 

 

Kirby Crowley, Centre Manager at Aurora Early Education Rowville, is a passionate advocate for the power of music and movement in early learning.

 

Through Hey Dee Ho, Kirby’s team embeds rhythm, creativity, and emotional expression into their everyday curriculum supporting children’s development in playful, purposeful ways. She champions a collaborative culture where educators are empowered to bring the curriculum to life through the arts, fostering strong learning outcomes and joyful, connected experiences.

 

Lynn Horn, Centre Manager, Green Leaves Seaford Meadows, leads a team celebrated for its warm, inclusive culture and holistic approach to early learning.

 

With Hey Dee Ho woven into their intentional teaching practices, Lynn and her educators use music and movement to nurture children’s wellbeing, communication, and confidence. Her leadership fosters strong connections with families and the community, creating a learning environment where every child is seen, heard, and supported to thrive.

 

These leaders describe how Hey Dee Ho presenters are embraced not only as performers but as active contributors to the learning team helping amplify children’s voices and extend meaningful educational experiences.

 

Fiona A:  How has your partnership with Hey Dee Ho supported your service in achieving or sustaining an ‘Exceeding’ rating under the NQF?

 

Fiona.B: Our partnership with Hey Dee Ho has been a wonderful part of our journey towards providing an ‘Exceeding’ level of care and education. Their engaging, high-quality sessions have become a much-loved part of our weekly rhythm, bringing joy, connection, and meaningful learning to our children and our intergenerational friends too!  The consistency, creativity, and responsiveness of the Hey Dee Ho team have helped us embed enriching experiences that reflect the standards of the NQF while celebrating the uniqueness of every child.

 

Fiona A:  In what ways are Hey Dee Ho presenters involved in your service’s programming and planning cycle?

 

Kirby: We get information each week with regard to the theme of the session. Which allows educators to incorporate the theme into our program under the children’s interest. Once we have the theme our educators can extend that into the program based on children’s interests

 

Fiona A: How does the service use children’s voices and interests to co-create sessions or extend on what Hey Dee Ho offers?

 

Fiona.B: Our intergenerational program with the aged care facility is such a special part of what we do, and the children often return full of stories, questions, and new interests sparked by their time with the residents. 

 

We bring those ideas back into our program, whether it’s a favourite song shared, a topic that came up in conversation, or something the children noticed or connected with, we work with the Hey Dee Ho team to build on those moments.  It’s a beautiful way to honour the voices of both generations and create meaningful, shared learning experiences that the children truly lead.

 

Fiona A: What kinds of communication exist between your team, Hey Dee Ho presenters, and families?

 

Kirby: Again the information that comes to us about the theme and concepts is really handy as we are able to integrate that into our program.

 

We have a daily highlight and that is sent to families which highlights the day, and this includes hey dee ho too. The children are smiling and engaging with the program.

 

Lyn: Hey Dee Ho provides us with a breakdown of the learning involved in each session. These are shared with our team and families to inform them of the learning and development involved in these sessions. The team then use this information in Story Park posts and elements of this are used in our social media posts too.

 

Fiona A: What advice would you give other services looking to embed external programs like Hey Dee Ho as genuine pedagogical partners?

 

Kirby: Really listening to the children’s voices and asking for their opinions. Often, they will say they love dances, music and movement and this is the perfect opportunity to introduce a provider like hey dee ho. They will give you cues and that supports you to provide something that engages them, which is what you are looking for.

 

Lyn: We have been working with Hey Dee Ho in partnership for many years. The sessions are varied and the presenters are flexible and adaptable in the moment which has supported our teams, children and families. 

 

Fiona A: Can you share an example of a meaningful moment or outcome that’s come from your ongoing partnership with a Hey Dee Ho presenter?

 

Kirby: One of the things we really love to see is quite often with the children joining group time can be daunting. Activities like hey dee ho tend (which are bright, colourful and fun) tend to draw children in. When then see that children have more confidence in our group times which we can then deliver our group learning and activities. It is a safe space.

 

Lyn: We have had several children who are sensory sensitive and struggled with loud noises. As part of this, our Hey Dee Ho presenter worked closely with the room in ensuring sessions were calmer and structured around the child’s needs.

 

Over time, the children became less sensitive to noise, and the presenter gradually adapted their program again. The children, team and families were very appreciative of this. “My child loves Hey Dee Ho sessions as they get to practice their breathing in a calm space. This has helped them dramatically with emotional regulation.”

 

These insights show how strong partnerships with specialist providers can foster innovation, relational pedagogy and deeper community connection. By truly embedding Hey Dee Ho presenters into the learning environment, services are enhancing not only compliance but children’s everyday joy and agency.

 

Why Music Matters

 

Research shows that music engages multiple areas of the brain, supporting everything from language acquisition and emotional regulation to memory and motor skills. 

 

According to neuroscience researchers, musical experiences in early childhood can “ignite all areas of child development and school readiness” (NAEYC).

 

Music stimulates the release of dopamine and activates the limbic system, which enhances feelings of wellbeing, connection and joy.  These effects are particularly powerful when experienced as part of a nurturing, relational setting.

 

For children, Hey Dee Ho becomes a place of expression, discovery and celebration. For educators, it’s a toolkit of movement, rhythm, storytelling and language that enhances curriculum outcomes. And for families, it’s a bridge to understanding what and how their children are learning.

 

Questions for Reflection

 

To make the most of this partnership, service and educational leaders might consider:

 

• How are Hey Dee Ho sessions reflected in the planned curriculum cycle?
• Do families see the program as an integrated part of their child’s learning journey?
• In what ways do presenters contribute to the services planning or reflective practice?
• Are children’s interests and feedback shaping how the program evolves in services?
• How does this partnership strengthen our evidence against the NQS and EYLF outcomes?

 

Extending Learning to the Home

 

Every session is supported by take-home resources, including family letters and song links that allow parents to revisit themes at home. 

 

This connection between care and home strengthens Quality Area 6, collaborative partnerships with families and communities

 

Real Impact, Real Relationships

 

Whether it’s a returning child greeting a presenter like an old friend, or a spontaneous music session echoing themes from the week’s programming, the benefits of a true partnership with Hey Dee Ho are visible and lasting.

 

“Being part of the children’s world, seeing their confidence grow, hearing families say their child sings our songs at home, that’s what makes this work so rewarding,” Adam reflects.

 

To explore how Hey Dee Ho can become part of your educational team, visit here.