Esther’s pathway from science to the world of ECEC 

Esther Wong was half way through a science degree when she made the decision to switch to a career in early childhood, having been inspired by a casual role in a long day care (LDC) service. 

 

Recently she shared her story with The ABC, an abridged version of which appears below. To access the full version of her story please use this link.

 

“There was some magic in the way teaching was happening — and the joy of learning — that really connected to me,” she explained.

 

“I finished my science degree and went straight into early childhood education, and I became an early childhood teacher (ECT).”

 

Drawn by the creativity and play components that early childhood teaching offered, Ms Wong worked in an administrative role initially, dealing with “regulations, policies, frameworks and all the stuff that makes a centre run.”

 

“Administration was the engine room that kept the whole place afloat,” she explained.

 

She spent ten years at that same centre, stepping into a teaching role, co-teaching and fostering amazing friendships that evolved into a powerful personal learning network.

 

“I knew teaching was my true calling, and I haven’t looked back since,” she said. 

 

Often misunderstood

 

As is the case for many in the ECT role, Ms Wong is often frustrated by societal misconceptions that her role is all about watching children play.

 

“One of my biggest annoyances is when people assume you’re just looking after children; that you’re watching them play and that’s all that you do,” she said.

 

“There’s so much complexity to play,” she continued, sharing her view which is anchored in the belief that being an ECT involves much more intention and design than most people outside of education realise.

 

“We play as adults. Play is part of learning. That’s how you investigate and experiment. You tinker, you play,” she added. 

 

Teaching role redefined 

 

Having completed a master’s degree in learning intervention, Ms Wong believes there is a distinction between those who call themselves educators and those who are professionally trained and highly skilled, like teachers and early childhood educators.

 

“The role of the teacher has changed over time. You’re no longer an information giver. You’re no longer off-loading information to students for them to memorise. It’s such a dynamic place,” she explained.

 

Much of her pedagogy harks back to Bronfenbrenner’s ecological systems theory and how a child’s development is shaped by interacting influences from family, teachers, community and broader societal factors.

 

“Development and learning aren’t just about information anymore. They’re about skills — gross motor skills, fine motor skills, self-regulation and so on. You learn all those foundational skills from within an environment where you are supported by peers of the same age and interests.”

 

Children begin to learn these skills from home, and early learning settings and schools then offer a connection to community that children don’t necessarily get in other environments.

 

“They have opportunities to collaborate and to share different points of views and interests. And the role of the teacher in that sphere now is no longer at the front.”

 

Self reflection and life long learning 

 

Ms Wong passionately advocates for the significance of self-reflection in being an effective teacher. 

 

“Starting as a new teacher can be overwhelming as you try to find your identity in the profession while juggling everything that comes with it. Teaching requires empathy and vulnerability, where you share parts of yourself as a teacher.”

 

She emphasises the importance of ongoing practice, staying up to date with new research and perspectives, and having a solid grounding of who you are as a teacher. 

 

“Teachers are learners. We love talking about what we do and exploring how to get better at doing it. And we love it when people outside of education listen to our stories.”

 

Measuring success

 

The measurement of early learning success in early childhood is complex, she continued, noting that connection and the demonstration of skills are key. 

 

“Early childhood educators are always on the lookout for these metrics and we celebrate them often,” Ms Wong said. 

 

“Those subtle things, like when children come up to you and simply hold out their hand — that’s them making a connection to you.” 

 

Read Esther’s story in full here.