REAIE is pleased to offer this unique professional learning opportunity, in 2025, following the success of this workshop in 2024. This workshop is for educational leaders, teachers, educators and anyone interested in exploring the intersections between the educational principles of Reggio Emilia, and the Early Years Learning Framework (2022 V2.0) through examples of current practice.
Led by pedagogical experts in both the education principles of Reggio Emilia and the expectations of the updated EYLF (2022 V2.0) this workshop will provide participants with a participatory opportunity to make these connections, to inform the co-design of their own dynamic learning contexts.
Participants can expect:
- an engaging and interactive opportunity
- increased understanding of the interconnectivity between the EYLF (2022 V2.0) and the educational principles of Reggio Emilia
- increased confidence to draw on the principles of Reggio Emilia and the EYLF (2020 V2.0) with team members, in daily practice and when communicating with families and community
Participants are required to bring a copy of the updated EYLF or a device to view the EYLF.
https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
ABOUT THE PRESENTERS:
Catharine Hydon
Director Hydon Consulting
Qualifications: Dip Teaching (Early Childhood) MEd (Early Childhood Education) Dip. Gov
With over 30 years experience leading and advocating for quality early childhood education and care, Catharine Hydon’s work, as the Principal Consultant and Director at Hydon Consulting, focuses on supporting professionals to explore the relationship between theory and practice.
Catharine’s collaborative approach and engaging style has taken her all over Australia to think alongside leaders and educators in a collective effort to create meaning, define quality and engage in the art of transformational change.
Cultivating professional dialogue that responds to complexity and invites deep reflection is central to Catharine’s work and is informed by a Masters in early childhood education specialising in practice and governance.
Amongst other pursuits, Catharine is a long-time member of Early Childhood Australia (ECA), an active contributor to ECA’s Reconciliation work and a regular contributor to ECA publications. Catharine has been a member of the ECA Code of Ethics working group for the last two reviews and is a co-author of ECA’s Ethics in Action Implementation guide. In addition, Catharine is a second-tier reviewer for ACECQA and completed two years on the Reggio Emilia Australia Information Exchange Committee in 2023.
In 2022 Catharine completed a Diploma of Governance, deepening her interest and understanding of effective governance and leadership that support outcomes for children and whole communities.
Leanne Mits
Qualifications: Bach Education (Early Childhood and Primary) MEd (Early Childhood Education Leadership)
Leanne is an experienced, practising Early Childhood Teacher and advocate for children, families, educators and education. She has 40 years teaching experience in regional Victoria and Melbourne, in a range of settings, including long day care, community kindergarten, TAFE and playgroups. Voluntarily, Leanne is a longstanding Reggio Emilia Australian Information Exchange (REAIE) Committee member, fulfilling the role of national secretary, co-convenor of the Hundred Languages of Children Exhibition, and co-leader of REAIE Study Tours to Reggio Emilia and New Zealand. Leanne has contributed to REAIE Challenge publications, and a range of professional learning events and webinars. Leanne is co-convenor of a regional early childhood network group, an Early Childhood Australia (ECA) Victorian Committee member, and an active participant and contributor to ECA’s Reconciliation work. Leanne recently worked on a research project with university academics about digital play and in 2019 was awarded Victorian Early Childhood Teacher of the Year. Leanne has worked with the principals of Reggio Emilia for 25 years. Her teaching and learning is anchored in learning through relationships, collaboration and participation, and using documentation as a tool for listening, research and professional learning.
This workshop was previously called Landscapes of Context and Connection
