My recent trip to Canada was about much more than delivering professional development. It was an opportunity to reconnect with the early childhood community, support educators and continue meaningful conversations about pedagogy, relationships and the experiences we create for children.
One of the highlights was our Early Childhood Educator Meet and Greet in Calgary. The gathering created a relaxed space for educators to step away from their daily responsibilities and connect with others who understand the rewards and challenges of working in early childhood education.
There was no pressure to have all the answers. Educators could simply talk, listen, exchange ideas and recognise that they are part of a much larger professional community. These opportunities matter because educators also need places where they feel heard, valued and supported.
I was also privileged to deliver professional learning with the team at Kids & Company, Royal Oak. Working directly with educators allowed us to connect professional knowledge with the realities of everyday practice.
Together, we explored how relationships, regulation and thoughtful guidance influence the way children experience our environments. We reflected on the importance of looking beyond behaviour, remaining curious about what children may be communicating and considering how our own responses can either strengthen or disrupt connection.
These conversations were practical, honest and grounded in the experiences educators encounter each day. Professional learning becomes most meaningful when educators can see themselves, their children and their current challenges within it.
Another deeply meaningful part of the trip was reconnecting with the college where my own early childhood journey began. Returning as an experienced teacher, Educational Leader, author and professional learning facilitator gave me an opportunity to reflect on how far that first step has taken me.
The college helped establish the foundation of my career. Since then, my journey has continued across Canada and Australia, through more than 30 years of practice and the completion of a four-year Bachelor of Early Childhood Teaching degree. Reconnecting with where it all began reminded me of the importance of supporting not only experienced educators, but also the students and new educators who are just beginning to discover the kind of professionals they will become.
I also had the opportunity to reconnect with a childhood friend. Although our lives have taken different paths, our conversation naturally turned towards pedagogy, educators and the importance of supporting children well.
We spoke about the environments children learn within, the relationships surrounding them and the responsibility we carry to ensure educators are also supported. It was a reminder that conversations about early childhood practice are not limited to formal training rooms. They happen across tables, between friends and within communities whenever people come together with a genuine desire to improve children’s experiences.
This trip reinforced why I created STEPPING STONES Professional Development.
Whether I am facilitating professional learning, gathering educators for an informal evening, reconnecting with the college that began my journey or sharing ideas with someone I have known since childhood, the purpose remains the same: to strengthen connection, encourage reflection and help educators feel more confident and supported in their practice.
Across Australia and Canada, the contexts may differ, but the heart of the work remains the same.
We all want children to feel safe, connected and capable. To make that possible, we must also create spaces where educators feel connected, valued and supported.
Janine kelly
