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I want to tell them we are not like that here (and the very good news on joy)
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Fiona Alston
Sep 25, 2025
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In a recent article for The Sector, “Reclaiming Joy: Why connection, curiosity and care still matter in early childhood education”, I reflected on how educators in the early years sector are working to restore meaning and joy amid systemic pressures.
That theme resonates strongly with Olivia Karaolis’s powerful essay, “I want to tell them we are not like that here (and the very good news on joy)”, originally published in EduResearch Matters, where educators share how joy continues to endure, even in challenging times.
Olivia Karaolis’s article is shared below, with thanks to the author and AARE for making this powerful piece available to a wider audience.
I want to tell them we are not like that here (and the very good news on joy)
Over the past three years, we have been exploring the presence and perception of joy in early childhood education. In a profession that should be defined by joy, we asked: has it been lost?
We listened to early childhood educators. They shared stories of a sector in crisis. But they also shared stories of the deep joy that working with young children can still bring. What we didn’t expect to find was an antidote.
Our research coincided with a national investigation into the early childhood sector, an investigation that has revealed alarming issues: allegations of abuse, unsafe practices, inadequate supervision, and under qualified educators who lacked awareness or understanding of essential policies and standards.
These are concerns that educators raised in this blog more than two years ago.
The educators in our study have been horrified by these allegations. One educator said, “What if the parents think they are writing about us. I want to tell them, we are not like that here”. Others speak of feeling uncomfortable around families and uncertain about how to address the reports in the media.
Attending to joy
The fact is, the majority of early childhood programs are not like that. They are places that take excellent care of young children and as we found, places with many wonderful educators. In this difficult time, we have found that attending to joy was of great benefit to educators. It was a way to be an antidote to the “bad news” about a profession that continues to face many challenges, including low salaries, poor working conditions,a lack of professional recognition and high levels of attrition.
Despite this time of intense negativity, through our research activities, educators were able to find joy. They described it as “Laughter, energy, and happiness all around” and found in the “children’s faces”. One educator told me that “Joy is everywhere, people just don’t see it”. Educators must be given an opportunity to focus on joy, their wellbeing and self care should be a priority during this time of intense national scrutiny.
What are the conditions for joy?
Opportunities for connection allow for moments of joy. One educator in the baby room spoke of how the ‘busyness’ taking care of infants took her away from “being” with the children. Being with the children was a source of joy, evident on her face when she started talking about the babies. of how she knew their ‘language’ and had made an “emotional connection” with every child. It is these interactions that are critical for children’s development and learning.They are critical for adults too, reminding educators of their value and purpose.
Important to their family
A centre director spoke of the “absolute joy” she felt when she could recognize that children viewed her as someone that was “important to their family”. Another said, “What sustains us is the fact we make children happy” It has sustained her for thirty years.
We found that when joy was given careful attention and a special place in the life of the centre, the educator’s attitude to their role improved. One director noted, “Joy isn’t something that comes naturally, it’s built within your walls and becomes the core of your philosophy”.
How do you build a practice of joy?
Educators in our study found that intentionally focusing on joy had a positive impact, not only on their personal sense of worth, but also on the overall atmosphere of the centre.
As part of this practice, educators were invited to write down joyful moments. These were either ones they had experienced themselves or observed in others on sticky notes. These notes were then placed like leaves on a large illustration called the Tree of Joy, positioned near the program’s entryway.
This simple practice created opportunities for educators to give and receive joy, both among colleagues and with families. Many educators shared how much they appreciated reading the notes written about them. It made them feel seen, valued, and more connected to their team.
The Tree of Joy also became a space for families to engage. Photos and brief notes helped educators share joyful moments with parents and caregivers. Before long, families began contributing their own notes, sharing stories of the joy their children expressed after attending preschool.
This practice fostered gratitude, generosity, and kindness, all qualities closely tied to joy. More than that, it became a meaningful step toward rebuilding trust between educators and families, a trust that had been shaken by the Four Corners report.
Engaging in reflective practice
In addition to the Joy Tree, educators were invited to engage in a range of reflective practices and conversations. Prioritizing joy in these discussions led to positive emotions, strengthened interactions, and the ability to find joy even in difficult times. One educator shared, “I see now that sadness comes with joy, because I could share it with my staff.”
In some instances, these interactions brought tears of joy and revealed just how demoralised many educators feel. Representation in the media not only shapes public opinion about early childhood professionals but also influences how educators perceive themselves.
When educators intentionally incorporate joy into their daily routines, when they make joy a habit, it begins to shift their outlook and become an integral part of their teaching identity. Creating spaces that invite joy, and where joy is welcomed and permitted, is important for all teachers and educational settings.
Rebuilding trust
We can begin to rebuild trust between parents and educators through small moments of joy. The research activities gave educators the space to slow down, observe more closely, and recognize both the joy they bring and the joy their work brings to children’s lives. These moments created permission for open, honest conversations, conversations that build genuine connection. They led to more moments of joy, spreading positivity at a time when it’s needed most. These experiences remind early childhood educators that their work matters. They offer meaningful support in their professional roles, strengthen relationships, and help cultivate positive, collaborative working environments.
Joy is contagious, and it may have the potential to transform how we relate, connect, and rebuild the profession.
Reading this article invites us to listen deeply to the voices of early childhood educators, those who persist in cultivating care, connection and hope even when the landscape seems fraught. It reminds us that joy is not incidental to quality; it is central to the life of early learning communities. May it spark renewed conversations, recognition and collective commitment to sustaining the human heart in our work.
Olivia Karaolis is a senior lecturer in special and inclusive Education at the University of Notre Dame. She has extensive experience teaching children and young people with disabilities in Australia and in the USA. Her research has won awards, grants, and she has been appointed to the EECERA Journal Council of reviewers in 2025.
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