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Children a voice: The introduction of child-led conferences in kindy
Fiona Alston
Sep 29, 2025
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Introducing child-led conferences at the kindergarten level represents a meaningful shift in how we view young children as learners. For too long, traditional parent–teacher meetings have been dominated by adult voices. By inviting four-year-olds to take centre stage, we acknowledge their agency, empower them to share their own stories, and elevate their voices as capable communicators and reflective learners.
This change does more than add a new practice to the calendar, it signals a philosophical commitment. It honours children’s right to be heard, echoing Article 12 of the United Nations Convention on the Rights of the Child (UNCRC), which states that children have the right to freely express their views in all matters affecting them.Learning Through Sharing: A Constructivist Lens
From a developmental perspective, child-led conferences are underpinned by Vygotsky’s social constructivist theory. As children guide their families through portfolios and classroom experiences, they are supported by educators who scaffold their narratives and keep them within their Zone of Proximal Development. The conference itself becomes a moment of authentic learning, rich in language, social interaction, and pride.
By narrating their achievements, children develop not only communication skills but also a stronger sense of self. Explaining a painting, recalling how they built a block tower, or sharing what made them “happy” during an activity reinforces both memory and meaning making. These moments nurture self-esteem and agency, while also validating the child’s identity as a learner.
Families as Partners in the Journey
The benefits extend beyond the classroom. Child-led conferences actively draw families into the learning process, bridging the gap between home and school. Parents gain a window into their child’s interests, strengths, and developmental progress, not filtered through the teacher’s words, but through their child’s voice. This can transform family engagement, allowing parents to see their children not just as participants in kindy, but as budding thinkers and creators.
Feedback from our inaugural conferences highlighted this beautifully:
- “It was so special to see the joy and pride our children have in their learning.”
- “We get to see this every day as educators, but it was wonderful for families to experience it firsthand.”
- “Idalia was so proud and really enjoyed the opportunity.”
- “It was certainly worthwhile — thank you for giving the kids this chance to shine.”
These reflections affirm that the process is not only developmental theory in practice, but also an emotional and relational milestone for families and educators alike.
Honouring Diverse Ways of Knowing
Child-led conferences also align with broader educational philosophies:
- Gardner’s theory of multiple intelligences recognises that children express knowledge in many forms, from drawing to storytelling.
- The Reggio Emilia approach celebrates the “hundred languages of children,” affirming the value of diverse modes of expression.
- Piaget’s constructivist view underscores the importance of hands-on, active learning, exactly the kind of experiences children proudly share in these conferences.
Implementation with Care
Of course, introducing conferences for four-year-olds requires thoughtfulness. Sessions must be short, simple, and positive. Educators play a crucial role in scaffolding: helping children practice with their portfolios, modelling language, and ensuring they feel confident and safe. Prompts such as “Can you tell me about this picture?” or “What did you like most about making this?” are shared with families as gentle guidance while keeping the child in the lead.
Equally important is the environment, a cozy space, portfolios laid out, and a sense of celebration rather than assessment. The children are responsible for setting the space.
What we discovered
We believe that Child-led conferences in kindy are more than a practice; they are a statement of belief in children as capable, confident, and competent learners. When we give them the microphone, literally and metaphorically, we affirm that their voices matter.
As families and educators reflected after our first round of conferences, the joy was palpable. Children stood taller, parents beamed with pride, and educators witnessed once again why our work matters. These conferences remind us that learning is not just about outcomes, it’s about relationships, agency, and shared celebration.
By thoughtfully embedding child-led conferences into our practice, we create not only stronger learners but stronger communities of trust, respect, and joy.
Article written by Kirsten Edols, Director of Early Learning, Fraser Coast Anglican College
Written on behalf of the Koala Kindy team to showcase the celebration of children’s voices.
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