[Part 1] Personal reflections from #inCRECE2024: Reflections on leadership and sustainability in ECE
I had the opportunity to attend and present at the International Conference for Research in Early Childhood Education and Development, organised by the Early Childhood Education Department (EdUHK). I left the conference feeling inspired, reflective, and hopeful about the future of ECE. Here are some of my learnings from two refreshing keynote sessions:
//Supporting Teacher Leadership & Growth — Dr Jessie Pui Ching Lam//
Dr Lam’s keynote affirmed a vision of leadership that is not about hierarchy, but about empowering each teacher to lead from where they are. Her idea of “no-boundary talk for 5 minutes” struck me — how might we create a culture where educators feel psychologically safe to speak their minds, without fear of repercussion?
I want to be in a community where teacher-leadership is not only encouraged, but embedded into the everyday. I am inspired to:
- Practice active listening and adaptability
- Be mindful of the “language” of my partners (children, families, colleagues) to communicate with intention and empathy
- Acknowledge diverse “ideals” to co-create a united “we” team
This reminded me of a peer's sharing about her new centre leader arranging 1-to-1 sessions with each staff member to find out how they prefer to receive feedback — a humble act of deep respect and awareness. What if we also asked how educators prefer to offer feedback? This could be a small but powerful way to foster a feedback culture that’s not just top-down, but truly collaborative.
//Nurturing and Sustaining an ECE Workforce — Professor Susan Irvine//
Prof. Irvine shed light on the ECE landscape in Australia, echoing many of the systemic tensions we face in Singapore. One article she cited was particularly poignant: “These educators love kids. But love doesn’t pay the bills.”
This struck a chord. First, I recognise my privilege — with not yet any financial dependents and the flexibility of time and energy to immerse myself fully in the field. I, too, recognise that passion alone is not sustainable.
Many times ece educators are applauded for their selflessness, passion, and commitment to the well-being of the children under their care, praised for their heart work and hard work. “Oh, you work with children, you must have a lot of patience.” “Ece is a passion industry. You get paid with love.” If not, undermined for their laborious and seemingly simple nature of work “oh, you just play with children? Clean their bottoms? What’s to learn? ABCs and 123s?” The speaker shared an article: budget 2024 - these ece educators love kids. But love wouldn’t pay the bills.
This is a can of worms that I wouldn’t be able to unpack within a day’s worth of reflection as a single individual who has her two feet in the industry. The recent election brought about many keywords and concerns — rising housing costs exceeding the growth of the median income, costs of healthcare and cost of living in general. Then, we look at the median income of the country in relative to that of an ece educator? Who and what determines the value of the industry amongst other influences that determines childcare/educational services and how much early educators are being paid?
To retain quality educators, we need to look beyond intrinsic motivation and address:
- Leadership, management, and society practices: Are we creating autonomy, a sense of belonging, and family-friendly environments? How about the country's workforce situation --- does it support parents to spend more time with their children and families outside of work?
- Financial support: Are wages and benefits keeping pace with the cost of living?
Prof. Irvine’s concept of “enabling leadership” (Irvine et al., 2018) stayed with me:
- High but achievable expectations
- Leaders who are visible, supportive, and empathetic
- Respectful, meaningful regulations that prompt critical reflection — not mere compliance
As I reflect on these keynotes, I return to this question: What kind of culture do I want to co-create as an early childhood practitioner? One that values process over product, relationships over routines, and growth over perfection.
Thank you to the organisers of #inCRECE2024 for this rich and empowering experience. Let’s keep the conversations going as we advocate for and with our educators, children, and families.