Sam is early childhood educator, senior lecturer, PhD candidate and an early childhood consultant. Sam’s research, consultancy and leadership is focused on deepening educators’ and leaders’ understandings of the cognitive, conceptual, and intellectual development of young children and the social and cultural construction of knowledge. Sam’s expertise is the translation of research and theory into pedagogical practices that are place and playbased, relational and participatory and inspired by the Educational Project of Reggio Emilia. Sam is an active researcher and writer and has authored and co-authored educational books and research papers and has presented her work locally and nationally.

Dr Fiona Boylan is a Senior Lecturer and researcher in Early Childhood Education at Edith Cowan University, renowned for her pioneering contributions to global research on growth mindset in the early years. Her work has been instrumental in shaping Australian early childhood policy and practice, particularly through the integration of mindset theory into early learning contexts. Dr Boylan’s research emphasises the importance of nurturing a positive and adaptable mindset from the earliest stages of development. Her innovative studies have led to the creation of evidence-based design principles that support early childhood educators in fostering children’s growth mindsets. These principles are outlined in her recent book, Fostering Children’s Growth Mindset in the Early Years. An active scholar and presenter, Dr Boylan has shared her research nationally and internationally, advocating for a growth mindset culture across early learning centres, classrooms, and schools. Her work continues to inspire educators and influence early childhood education globally.

With over 20 years of experience in early childhood education and educational leadership, Anne is a passionate and innovative educator committed to improving learning outcomes for young children. Holding postgraduate quali.cations in Early Childhood Education and Learning Challenges, she has developed extensive expertise in supporting diverse learners through engaging, evidence-based pedagogies.

Anne is particularly passionate about impactful teaching practices that foster curiosity, con.dence, and meaningful learning in the early years. Her current research focuses on early childhood mathematics and faith formation in the early years, with a strong interest in guided play and faith-based learning to enrich student understanding and engagement.

As a re!ective practitioner and emerging researcher, Anne is dedicated to sharing fun, creative, and developmentally appropriate approaches that inspire young children to become enthusiastic and capable learners. Grounded in both contemporary educational research and extensive classroom experience, her work positions her as a strong advocate for high-quality early childhood education and innovative pedagogical practice.

Karen Keddie is a Religious Education Consultant with Catholic Education Western Australia, bringing more than 35 years of experience in Catholic schooling. She has served as both an Assistant Principal and classroom teacher across a range of schools and year levels. Throughout her career, she has focused on creating engaging, theologically grounded learning experiences, with a strong emphasis on developing knowledge and understanding of Scripture. She also values the integration of Religious Education with the Arts to support students in exploring and expressing their faith.

Trudi is the co-founder of Educated by Nature (established 2014), studied both Sustainable Development and Education and has worked with a variety of organisations in education, science communication, community development and the arts. Trudi has trained in the Art of Mentoring nature connection philosophy and uses her own experience in deep nature connection and grief work to assist children to discover deep nature connection routines which support healthy inner-wellbeing and community. Trudi is passionate about empowering children to achieve their goals, especially in play-based outdoor classrooms, and has practiced this in her role as a Nature Connection Mentor and Playworker at Educated by Nature as well as in her 13 years teaching at Bold Park Community School and Remida Creative Reuse Centre. Trudi has implemented and modified programs inspired by Reggio Emilia, the Forest School movement and internationally renowned research. Trudi has had the privilege of participating in and presenting at conferences focused on nature-based education, Playwork and 21st century teaching philosophies, both locally and internationally. She is now mentoring other educators to develop programs which follow children’s passion for play and the outdoors.

Kate Johnston and Renae King are members of the CEWA School Support Team. They are passionate educators with over twenty years of experience in teaching, leading and consulting in education in Australia and the UK. They are advocates of quality early childhood education that focuses on the holistic development of all children.

Kate brings a wealth of experience in primary mathematics education, having spent over twelve years building her expertise as a School Numeracy Leader, Professional Learning Presenter, Mentor Teacher and Instructional Coach. She is now in her third year as Education Consultant at the Mathematical Association of Western Australia, where she focuses on designing and delivering engaging, evidence-informed professional learning to build teacher capacity in mathematics.

Melinda has spent the past 30 years living and working in remote Aboriginal communities across Australia the top end of Australia, dedicating her life to supporting children, families, and educators through deeply relational and culturally responsive practices. Her work is grounded in the belief that education is enacted through love, connection, and the freedom for children to be fully themselves while growing into whoever they aspire to become.

Passionate about creating communities of caring educators, Melinda advocates for learning environments where children experience belonging, respect, and genuine connection to people and place. She believes every child has the right to play, to learn within natural environments, and to engage in ways that re!ect and honour their own ways of being.

Drawing on decades of experience in remote early childhood education, Melinda brings a thoughtful and compassionate perspective to conversations about children’s rights, community, culture, and meaningful learning.

Suraya Sambo is a proud Jaru/Walmajarri woman and First Nations Teaching Assistant at Kururrungku Catholic Education Centre, Billiluna, where she has worked for the past 12 years. Passionate about early childhood education, Suraya supports children to grow strong in culture, faith, identity, and learning. Through collaborative two-way learning practices, she helps create culturally safe learning environments that honour First Nations knowledge, language, and community connections.

Lea Montey is an Early Childhood Teacher at Kururrungku Catholic EducationCentre in Billiluna on Walmajarri Country. With more than 25 years of experience, she specialises in culturally responsive, play-based learning and supporting EAL/D learners in the early years. Lea works closely alongside First Nations Educator Suraya Sambo to create inclusive, culturally safe learning environments that value children’s identities, language, culture, and connection to community.

The idea of becoming a Primary School Teacher was planted after becoming a mother at 37 years of age. Prior to this my career choices were many and varied. My son was born in 2007 and two years later I decided to commence a Graduate Diploma in Primary Education. After three years I decided to specialise in Early Childhood and commenced a Graduate Certificate in Early Childhood Education. Since completing this qualification at the end of 2017, I have worked full-time work in a variety of schools, teaching students from Kindergarten to Year Two. When my son completed high school, I saw the opportunity for me to leave the nest and head up north. I have been at Holy Rosary in Derby for nearly two years now. I am learning so much from the people that I work with, the children that I am teaching and the place that I am living.

I am a proud Aboriginal woman. I am from Jawoyn country. As a member of the Northern Territory Stolen Generation, I didn’t connect with my family until I was in my forties. I was deprived of my culture, language and country. As an Aboriginal Education Assistant, I am passionate about Aboriginal students receiving the best education, being proud of their Aboriginality and developing a strong sense of con.dence and self-esteem. I firmly believe if this happens in the early primary years it gives the children a good start for future success.

Gail Clark is the State Coordinator for the Australian Early Development Census (AEDC), a national initiative that provides a comprehensive snapshot of early childhood development across Australia. In this role, she leads the strategic delivery of the AEDC in Western Australia, working in partnership with national and state representatives and engaging a broad range of stakeholders—including government, education, community, and research sectors. Her work promotes the meaningful use of AEDC data to inform policy and practice, and to guide initiatives that support children’s developmental outcomes. She acknowledges and values the collective contributions of all those who have played a role in the ongoing success of the AEDC in WA.

Beginning her career in early childhood education, Carolyn developed a strong commitment to inclusive teaching practices from the outset. Throughout her career, she has worked to ensure that all students feel valued, supported, and able to participate fully in their learning. Her experience spans classroom teaching and broader school-based roles, always with a focus on equity and belonging.

Carolyn now works as a Consultant with the Catholic Education Western Australia (CEWA) Students with Disability (SWD) team, where she supports schools and educators to strengthen inclusive practices and improve outcomes for all learners.