Through expert guest speakers and sector dialogue this symposium will provide attendees with insights on key developments in the online safety landscape and generative AI in a rapidly changing digital environment.

Dr Beth Chapman, Associate Head of School and Program Director for Postgraduate Education, University of Canberra is a teacher educator and researcher at the University of Canberra, whose work focuses on generative AI, assessment, academic integrity and digital transformation in education.She speaks about how Generative AI is rapidly reshaping education, challenging long-held assumptions about knowledge, assessment, authorship and learning itself. This session explores emerging research and global responses to AI in education, with particular attention to the increasingly dialogic relationship developing between students and AI systems. Rather than focusing solely on academic integrity and detection, the presentation examines how AI is changing the nature of thinking, feedback, creativity and meaning making in schools and universities. Drawing on contemporary research, practical examples and broader philosophical ideas such as simulacra and synthetic knowledge, the session will invite school leaders to consider what authentic learning and assessment might look like in an age where AI can convincingly simulate understanding, expertise and human interaction. The presentation will also explore implications for policy, assessment design, teacher practice and student wellbeing as schools navigate this rapidly evolving landscape.

This symposium aligns with the intent of Quality Area 5 and Quality Area 6, of the National Quality Standard. The symposium explores how responsive relationships with children and respectful, collaborative partnerships with families are fundamental to achieving quality outcomes for children.

It includes presentations from

• Kirinari Early Childhood Centre,
• Children’s Voices Centre, Charles Sturt University,
• Explore & Develop Annandale and Conder,
• North Belconnen Community Association (NBCA),
• and ACT Parents

This interactive panel discussion will support participants to engage in a dialogue about responsive and respectful relationships with children and partnerships with families with guest speakers

When we talk about “parent engagement,” we often picture confident parents who know exactly what to ask for. Drawing on ACT Parents’ work supporting public school families from preschool to college, this session explores what quality engagement looks like in practice. It will outline what parents are really looking for and how strong relationships and honest communication help make difficult conversations easier.

The National Quality Standard (NQS) positions relationships as the foundation of children’s learning, development, and wellbeing. Quality Area 5 of the NQS emphasises the importance of responsive, respectful relationships with children. Relationships with children are developed when educators are attuned to each child’s cues, interests, and ways of being. These secure relationships create the conditions for children to feel safe, confident, and ready to engage. Quality Area 6 of the NQS extends this relational work, recognising that strong partnerships with families deepen educators’ understanding of each child. Partnerships with families also strengthen continuity between home and the service. Building collaborative relationships with families is therefore inseparable from the relationships educators build with children. When educators truly know the child, they are better able to engage in meaningful, reciprocal partnerships with families. Likewise, when families feel respected and heard, children experience a stronger sense of belonging across both contexts. This session explores how educators can intentionally connect their relational practice with children to their partnerships with families. This moves beyond communication toward genuine collaboration that supports each child’s wellbeing, identity, and learning.

This presentation proposes that families are best supported when early childhood education intentionally aligns strategy, governance and day to day practice. This builds capability to strengthen outcomes for children, particularly those experiencing vulnerability and hardship. You will hear from the organisation’s Executive Director, Flynn ECEC Centre Director, Senior Service Educational Leader and Reconciliation Action Leader. They will guide participants through a practical structure demonstrating how values-led governance, strengths-based workforce models and a multidisciplinary approach translate into everyday practice. These strategies enable the team to better support children, families and communities. This session will include practical examples of practice and reflective prompts. Participants will be invited to consider how they can leverage the people, structures and partnerships within their ECEC service to strengthen safety, inclusion and community impact.

This presentation by Associate Professor Kathy Cologon is Acting Director at the Children’s Voices Centre, Charles Sturt University, proposes that children’s perspectives are critical to informing the work of early childhood educators. It will explore what young children tell us about inclusion when educators create meaningful opportunities to listen in diverse ways. The presentation will draw on three studies with children, including arts-based, anti-ableist methodologies. Participants will be encouraged to consider how children communicate their experiences through words, gesture, movement, art, play, storytelling, and relationship. They will be invited to reflect on what becomes possible when children’s perspectives are gathered through inclusive, multimodal, and rights-based approaches. The presentation will outline what this means for educators committed to creating spaces where all children are recognised, heard and able to influence practice.

At Kirinari Early Childhood Centre, they do not leave relationships to chance. They are intentionally designed through the systems they implement, the culture they build, and the conditions they provide for educators. This session explores how relationships are shaped from first contact with families and through everyday practice. It examines the critical role leadership plays in supporting educators to be present, responsive, and engaged. They will share examples of practice through leadership, educator and family perspectives. Highlighting how aligning systems and conditions leads to stronger relationships, greater family trust, and improved outcomes for children.

Sean Moysey, Executive Branch Manager, Education and CareRegulation and Support, ACT Education Directorate Discusses National Child Safety Reforms as of March 2026.