Advocacy in action: Children take the lead at HazelGrove Early Education

At HazelGrove Early Education, a dedicated Children’s Committee is transforming the role of children from passive participants to active advocates. Through child-led projects on safety, fairness and inclusion, these young learners are building leadership, empathy and agency from the ground up.

Guided by Article 12 of the United Nations Convention on the Rights of the Child (UNCRC), which states that children have the right to express their views in matters affecting them HazelGrove Early Education has embedded advocacy at the heart of its pedagogy.

The centre’s Children’s Committee was launched on 17 April 2025, creating a powerful platform for children to question, reflect and initiate change. Their launch meeting took place in the central playground, where ideas were documented not in writing but in child-created drawings and photographs, in alignment with HazelGrove’s Reggio-inspired philosophy.

A question from one child, inspired by the film Lilo & Stitch, became the catalyst for the Committee’s first inquiry: “How can we protect children without taking them away from their families?”

This opened a dialogue around safety and belonging, ultimately leading to a hands-on playground safety inspection. Supported by educators and the Operations Manager, children designed a pictorial compliance checklist and conducted a detailed audit of their outdoor space, identifying hazards and discussing how to keep everyone safe.

Armed with buckets and clipboards, the children took initiative to remove dangers such as sharp sticks and rubbish. In doing so, they not only practised risk assessment but also developed a deeper sense of responsibility, agency and teamwork.

During National Child Protection Week, the Children’s Committee shifted their focus from internal practice to community engagement. In response to a peer’s question about how others would know what they were doing to protect children, the group decided to create signs sharing their messages of care and safety.

Placed strategically near the centre’s entrance, these child-made signs became symbols of advocacy in action. As one child said, “Everyone walking past will see.” The children recognised that advocacy includes not just speaking, but ensuring messages are seen, understood and taken seriously.

These projects have fostered key dispositions including empathy, critical thinking, communication and leadership. Through meaningful participation in decision-making, HazelGrove’s children are exploring complex social ideas like fairness and inclusion, while developing the skills to lead real-world change.

Their work aligns strongly with the principles of the Early Years Learning Framework (EYLF) V2.0, particularly:

• Outcome 2: Children are connected with and contribute to their world
• Outcome 3: Children have a strong sense of wellbeing
• Outcome 5: Children are effective communicators

HazelGrove’s Early Eduction is an example of compelling advocacy in action in early learning. By respecting children as capable citizens and co-constructors of knowledge, the centre is nurturing a culture where children’s ideas are not only heard, but translated into meaningful practice. Their journey demonstrates that leadership, inclusion and change can begin with the youngest voices and ripple far beyond the playground.  

This article is based on original reporting by Anmol Lohia and Tania Chung, published by CELA on 27 October 2025.

Read the full article by Community Early Learning Australia (CELA) here.