The Alpine View Children’s Centre learning community in Bright, Victoria, shares how they explored each other's individual interests to reignite educators' connections, passion and purpose.
Learning communities who have faced unpredictable challenges may require intentional actions to come together, reignite and connect their learning community.
Fostering resilient and responsive learning environments could be a way to ignite educators’ ongoing passion for early childhood education.
The early learning sector has taken a big hit and the search for dedicated early learning educators has been felt across the nation. It’s known within the sector that our workforce is driven by passion.
A project for connection
Kristy Laurenson, Educational Leader at Alpine View Children’s Centre, and her team, embarked on a What ignites you? project. In one of their team meetings Kristy, requested members bring in and share a hobby or interest with their colleagues.
Kristy commented: "The initial intention was for educators to consider what they enjoy and could share in their workplace. During the experience, we reflected and the goal developed to a focus on self-care and taking time for ourselves.
“We recognised the importance of self-care and finding joy in what we do.”
During this project, each staff member shared their hobbies and interests, and then lit a tea light candle to represent their contribution to the community. Once all the team shared and lit their candle, they reflected on how the light was much brighter when they come together to share, encourage and support each other.
Kristy shared how in the moment: "When we light our own spark, together we shine bright. We teach children about having autonomy and taking care of themselves, it’s important that we role model this and take that time ourselves."
This sparked one educator to share a new arts technique, which they still engage in today.
Connection supporting wellbeing
After this project, Kristy reflected on how the team were more connected, confident and displaying higher levels of self-esteem. She noticed this was the start of ‘real’ sharing in staff meetings, and created a safe space where the team felt they could be more open during discussions.
When we feel connected, heard and considered this fosters an inclusive, supportive environment, which creates a responsive and mentally healthy community.
The Monash Be You: Educator Wellbeing Project tells us that learning communities need to build collegial relationships in early learning settings so that educators feel supported by their leadership and colleagues (p.30). With wellbeing prioritised, staff retention improves and team connectedness influences the mental health of your wider community.
Connecting for a mentally healthy community
How might you foster a sense of connection with your team? Consider exploring the Mentally Healthy Communities Professional Learning domain and see what is required to create and sustain a mentally healthy community.