Sarah Riddell is a mum of two girls aged 7 and 2 and has been active in the ECEC profession for 12 years. Sarah is currently employed in a long day care service as a university trained early childhood teacher and educational leader. Through this time in EC Sarah has worked with teams dynamically, facilitated mentoring programs and overseen the implementation and development of service curricula. Recently, Sarah has dived more deeply into her passion for mentoring and advocacy, using her interest in blog writing as a tool to network and connect with other educators on social media platforms. Sarah’s career goals see her working closer with educators, leaders and EC operational management teams as a strategy in increasing the skills, knowledge and standards of the teachers working with children.
Looking beyond children’s interests as a definition for child-centred curricula
Children’s interests have long been considered a cornerstone for programming, with the early years learning framework (EYLF) recommending that educators “engage children actively in learning…identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment”. Early Childhood Teacher and Educational Leader Sarah Riddell unpacks what child-centred programming really means, and how it can transform the way educators program for children’s learning and development.
by Sarah Riddell
Facilitating mentoring relationships in an early childhood setting
The National Quality Standards (NQS),specifically Quality Area 7: Governance and Leadership, recognise the importance of services having a commitment to continuous improvement, quality, and the professional development of educators within the service. Here, early childhood teacher and educational leader, Sarah Riddell, outlines a collective approach to mentoring that aims to drive quality within individual staff and a centre as a whole.
by Sarah Riddell