In our practices in early childhood education at Ambrose Early Years and Education, it’s often the seemingly simple yet profound insights that spark transformation. What may appear evident to some might be a revelation to others, underscoring the importance of sharing knowledge and experiences within the community and beyond.
The importance of sharing in leadership meetings
At the start of our early years education leadership meetings, which include directors and support team members, there is a ritual of sharing.
Each participant shares a ‘glow’— something they or their team are proud of within their early learning service. This is followed by a ‘grow’— an area they or their team wish to explore further or develop, whether due to interest or in response to a current challenge.
I cannot remember where I first encountered this ritual, but a Google search reveals it is a common feedback strategy teachers use to direct student learning and inquiry. This recollection reminds me why I found it appealing—it fosters learning and inquiry and offers numerous other benefits.
Supporting inquiry and collaborative leadership
In early learning services, we support children’s growth and development by nurturing their inquiries and curiosities. The educator’s role is not to provide direct answers, but to scaffold children’s thinking by creating safe environments that extend their interests and guide their discoveries about the world around them.
This same spirit of inquiry should be encouraged for educators and leaders in early childhood. Supporting this approach strengthens collaborative leadership, a key principle of the Early Years Learning Framework V2.0.
Children’s learning, development and wellbeing is optimised when educators communicate and share ideas and views about improving practice. Collaborative leadership and teamwork support a culture of peer mentoring and shared learning where all team members contribute to each other’s professional learning and growth for high quality programs for children in early childhood settings.
(AGDE, 2022. p19)
Building a positive and safe culture
The ‘glows and grows’ ritual has provided valuable insight into what is happening for individuals within their services. It has also helped identify shared challenges across services and create opportunities for support, sometimes simply through a listening ear and a safe space, strengthening a sense of belonging within the team.
Creating psychologically safe environments where ideas can be shared and collective learning can occur supports ongoing growth and change. Pelo and Carter (2018), in From Teaching to Thinking: A Pedagogy for Reimagining Our Work, highlight the importance of fostering a culture of inquiry, not only for children, but for educators as well.
We believe that educators – like children – have a vast capacity for deep dives of mind, heart and spirit...their work is challenging and exhilarating, and demands their full intellectual and emotional attention. Educators deserve – and are sustained by professional learning that strengthens their development as thinkers, researchers, innovators and constructors of knowledge.
(Pelo & Carter, 2018)
Our early years education leadership meetings create opportunities to build communities of practice and strengthen a positive, psychologically safe learning culture.
The ‘grows and glows’ sharing ritual has sparked further exploration across our services in a range of areas, including the establishment of a wellbeing network group, the development of practices to support emotional regulation for both children and educators, and the sharing of settling-in strategies to strengthen relationships with families.
Too often, meetings can feel overwhelming and overloaded with information, leaving little space for individual sharing. They should also support a positive team culture, where experiences are shared and discussions encourage creative thinking to address challenges and plan innovative solutions. This creates an environment where educators can thrive, supporting quality outcomes for children. This approach aligns with the National Quality Standard 4.2 on professionalism, as outlined in the Guide to the National Quality Framework.
Creating a safe environment where people can share their experiences, including challenges, helps build a positive culture where ideas can emerge to address obstacles. It also creates opportunities to share practice across settings, supporting stronger outcomes.
What feels obvious to you may be new or valuable to someone else, just as challenges others are facing may be ones you have already worked through, allowing you to offer practical insight.