Let’s Talk Pedagogy

In this episode, Georgie Clark from Gowrie NSW Kinross OSHC explores how intentional transition practices support children's wellbeing, belonging and engagement as they move between pre-kindergarten and OSHC settings. We discuss the importance of developmentally appropriate transitions, including support strategies and opportunities for independence and agency for younger children. Our conversation highlights common challenges in the OSHC environment such as fatigue, unfamiliar and new environments, changes to routines and separation anxieties. Georgie also shares how empathetic educators can respond to these situations as they arise, turning potential barriers into quality outcomes for young children.   

You will hear how a unified, collaborative approach between the school’s pre-kindergarten and OSHC teams, together with consistent and open communication and predictable routines, creates a more seamless experience for young children. The episode also showcases practical strategies, including how the team uses the traditional family input form and child profiling to inform their decision-making, even before the child starts at the service. This information is used to create calming spaces and tailored support approaches that help children feel safe and secure in their transition. 

Georgie shares intentional practices that have led to smoother transitions, increased confidence amongst children and educators alike, greater engagement in play and learning, stronger peer connections and improved wellbeing. Families have also benefited from this practice with reduced anxiety and strengthened partnerships with educators, demonstrating the impact of reflective practice and collaborative decision-making. 

Hosts: Michelle Richardson & Victoria McDowell  

Guest:  Georgie Clark 

Recommended audience:  Aimed at educators and teachers working in OSHC with children and young people aged between 5 and 12 years, at any stage of their professional career, or who are looking for inspiring and innovative stories of practice change when thinking about transitions in OSHC environments.  

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In this episode, Michelle Richardson is joined by Victoria McDowell who manages the Education Hub at Gowrie NSW.  

Together they explore how flexible, tailored and high-quality professional learning supports and uplifts the practice of educators, teachers and teams in strengthening pedagogy and practice.  

Professional learning should be consistent, frequent and embedded in the practice of a service. A commitment to supporting educators in their professional learning needs leads to better outcomes for children, their wellbeing, health and growth, now more than ever.  

Michelle and Victoria also discuss Gowrie NSW’s commitment to the professional learning offerings available which are tailored to current feedback from the sector. Gowrie NSW is also committed to uplifting sector practice and pedagogy through research-informed, collaborative, inclusive professional learning that supports responsive leadership in achieving quality outcomes for children, their families and their learning communities.  

Host: Michelle Richardson   

Guest:  Victoria McDowell  

Recommended audience:  Aimed at teachers, educators, educational leaders and leaders in early and middle childhood who want to understand the benefits of professional learning to increase educator skill set and confidence, as well as quality outcomes for children and their families.  

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In this episode Gowrie NSW Pedagogical Coach Fiona Veld-Brown chats with Susy Fuller from Gowrie NSW Lithgow about her inquiry work with children from birth to two years of age. 

Susy shares the story behind You’ve Got Mail, an inquiry that began with a simple yet powerful practice, noticing. Through ongoing conversations and observations of the local Postie delivering mail across the street, educators and children developed a shared curiosity about communication, connection and the important role the Postman, a male figure in this particular situation, plays within the community. 

What began as an everyday moment soon evolved into a much deeper learning journey. Susy reflects on how this experience revealed young children’s rights to communication, meaningful relationships and a genuine sense of belonging within their community. Susy highlights the rich possibilities that emerged when educators followed children’s interests and curiosities, providing provocations and rich environments for learning for our youngest citizens.  

Host: Michelle Richardson  

Guests:   

Recommended audience:  Aimed at educators and teachers working with children aged between birth and 2 years, at any stage of their professional career, and who are looking for inspiring and innovative stories of practice change to enhance care and learning for infants and 2-year-olds.  

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Sometimes the biggest changes begin with the smallest moments. 

In this episode, Christa reflects on mealtimes and the journey she and her colleagues undertook to rethink this everyday routine through critical reflection and practitioner inquiry. Together, they explored how intentional changes can transform children's experiences, strengthen relationships and create rich opportunities for learning. 

Join Christa and Fiona as they unpack children's agency, routines and rituals, and the role of a pedagogy of democracy in everyday practice. We discuss how thoughtfully designed environments, predictable routines and meaningful participation can empower children, build their confidence and support children’s growing independence. 

Hosts:  Michelle Richardson & Fiona Veld-Brown  

Guest:  Christa Fuda   

Recommended audience:   Aimed at educators and teachers working with children from birth to two years who are at any stage of their professional career, or who are looking for inspiring and innovative stories of practice change about mealtime routines and rituals in the youngest years.  

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In this episode, we join Stella Lee from Gowrie NSW Kent Road Outside School Hours Care as she explores distributed leadership through an OSHC lens. Stella shares how decision-making, reflection and planning are intentionally embedded across her team to foster collaboration, shared responsibility and continuous improvement. 

Drawing on practical examples, Stella unpacks how deep, intentional reflection helped strengthen her team, navigate challenges and support meaningful change. Grounded in shared values, open dialogue and inclusive collaboration with educators, leaders and families, this episode highlights how leadership can be nurtured at every level to enrich practice and create positive outcomes for children and young people. 

Host:  Michelle Richardson & Victoria McDowell  

Guests:  Stella Lee  

Recommended audience: Aimed at educators and teachers working in OSHC with children and young people aged between 5 and 12 years, at any stage of their professional career, or who are looking for inspiring and innovative stories of practice change about leadership.  

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In this episode, our Pedagogical Coach Fiona Veld-Brown is joined by educator Shaila Martinez of Gowrie NSW Erskineville who shares new perspectives on infant education and what it means to truly see babies as capable, competent and active participants in their own learning.

Drawing on her own professional journey, Shaila shares how her practice transformed after being introduced to the RIE® Principles and the Educaring® Approach. She reflects on the challenges; mindset shifts and moments of discovery that encouraged her to rethink long-held assumptions about babies' care and their learning.

Together, Fiona and Shaila unpack the reflections and turning points that reshaped Shaila’s work with infants. They discuss the questions that guided the design of infant learning environments, the importance of slowing down and observing, and the simple yet powerful ways educators can make respectful choices that support infant agency.

This episode offers both practical insights and thoughtful reflection for educators looking to strengthen their understanding of infants and create learning experiences grounded in respect, connection and trust.

Join Shaila and Fiona as they invite us to slow down, tune in and reimagine what infant education can feel like, together.

Host:  Michelle Richardson

Guests:  Fiona Veld-Brown & Shaila Martinez

Recommended audience: Aimed at educators and teachers working with children aged between birth and 2 years, at any stage of their professional career, and who are looking for inspiring and innovative stories of practice change to enhance care and learning for infants and 2-year-olds.

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In this episode, Belinda Rouhan chats with Ash Phthalo, an OSHC educator at Erskineville, about embedding Aboriginal and Torres Strait Islander perspectives into everyday practice. Ash shares their journey from uncertainty to confidence, highlighting a common barrier for educators, the fear of ‘getting it wrong’ and how taking small, intentional steps can build both knowledge and capability. 

The conversation explores practical, meaningful ways to embed Aboriginal and Torres Strait Islander perspectives beyond tokenistic moments or calendar events. Ash emphasises starting with what you know: connecting with local communities, choosing sustainable and locally sourced resources and linking learning to children’s natural curiosity about their environment.   

An example of practice shared is children creating their own Acknowledgements to Country, demonstrating their capacity as capable, thoughtful learners whilst fostering respect and connection to place and land. Ash also discusses the importance of ‘truth-telling’ in age-appropriate ways, empowering children to actively engage with local history and the community.  

Packed with practical strategies and reflective insights, this episode encourages educators to start small, stay curious and embed Aboriginal and Torres Strait Islander perspectives authentically all year round into OSHC programs.  

Host:  Michelle Richardson  

Guests:   Belinda Rouhan & Ash Phthalo  

Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in authentically embedding Aboriginal and Torres Strait Islander history, culture and perspectives into everyday practice and relationships.  

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In Part 1 of this episode, we explored intentional play-based learning in middle childhood, highlighting what play and play-based learning is and what it isn’t. Play-based learning was positioned as a child-centred approach in which curiosity, creativity and exploration drive learning and intentionally moving away from directive, adult-led practices. 

The episode described educators as facilitators and co-learners who created inviting spaces, observe children and young people’s interests and support learning without ‘taking over’. Belinda emphasised how educators’ attunement to children should inform the teaching strategies adopted to create responsive environments and practice. We also discussed how educational leaders can strengthen this approach by guiding reflective practice, mentoring educators and embedding play-based pedagogy across their OSHC service. 

In this episode, Part 2, we unpack the distinction between Playwork and intentional play-based learning and how to encourage a balance between supporting child outcomes and respecting a child’s right to freely choose their play. 

Finally, we reflect together on inclusion and environmental design, emphasising welcoming, flexible spaces which include open-ended resources that support all children to feel a sense of belonging, ownership and engagement.  

Host: Michelle Richardson & Victoria McDowell  

Guest:  Belinda Rouhan  

Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in intentional teaching through the lens of play-based learning.  

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In Part 1 of this episode, we explore intentional play-based learning in middle childhood, highlighting what play and play-based learning is and what play isn’t, how environments, resources and the educator mindset shape meaningful learning experiences. Intentional play-based learning is positioned as a child-centred approach where curiosity, creativity and exploration drive learning, moving away from directive, adult-led practices. 

We discuss the role of educators as facilitators and co-learners who create inviting spaces, observe children and young people’s interests and support learning without ‘taking over’. We think about how educators' attunement of children informs the teaching strategies used in creating responsive environments and practices.  Educational leaders further strengthen this approach by guiding reflective practice, mentoring educators, and embedding play-based pedagogy across their OSHC service. 

In Part 2, we continue our conversation with Belinda and unpack the distinction between Playwork and intentional play-based learning, encouraging a balance between supporting outcomes and respecting a child’s right to freely choose their play. 

Finally, we reflect on inclusion and environmental design, emphasising welcoming, flexible spaces which include open-ended resources that support all children to feel a sense of belonging, ownership and engagement.  

Host:  Michelle Richardson & Victoria McDowell  

Guest:  Belinda Rouhan  

Recommended audience:  Aimed at educators and teachers working in outside school hours care service settings with children and young people aged between 5 and 12 years, at any stage of their professional career who are interested in intentional teaching through the lens of play-based learning.  

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In this episode, we explore child-led and inquiry-based learning in the preschool years, where children’s ideas, questions and interests shape the curriculum. 

When children are central as co-contributors and collaborators, we honour their curiosity and capacity to construct knowledge. Through research, we value discussions and rich dialogue, problem-solving and creative exploration skills and opportunities.  Play-based learning is the work of children, and educators who listen deeply, provide intentionally chosen and sourced resources, materials and environments in turn invite responsive, rich and stimulating opportunities for play and discovery.   

Together we reflect on the importance of deeply knowing children, their strengths, interests, routines and relationships, whilst working in partnership with families to understand their hopes and aspirations. These relationships help us design learning experiences that are meaningful, connected and responsive in the moment.  

This episode reminds us that inquiry-based learning is joyful, dynamic and shared. It invites us to release control, trust children’s thinking and focus not just on what we teach, but on how we teach, fostering confidence, competence and a lifelong love of learning.  

Host:  Michelle Richardson & Victoria McDowell  

Guest:  Nicole Tytherleigh   

Recommended audience:  Aimed at educators and teachers working in service settings with children in the preschool years, typically between 3 and 5 years, at any stage of their professional career, who are interested in intentional teaching through the lens of play-based learning.  

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