A Morning of Practitioner Inquiry - Infant Pedagogy
This unique opportunity includes a dialogue session with Gowrie NSW Pedagogical Coach, Fiona Veld-Brown, along with Erskineville’s Infant Pedagogical Lead, Shaila Martinez. The morning will provide space for you to learn how the theory and philosophy of respectful relationships, sensitive observation and empowerment are translated into quality practices with infants.
Who is it for?
Early childhood educators and leaders working with infants who are seeking to deepen reflective practice and strengthen respectful, relationship-based pedagogy.
What will you take away?
Gain practical insights into sensitive and respectful observation in infant settings and explore how theory and philosophy translate into high-quality, everyday practice through guided observation, reflection, and professional dialogue.
Session 1
In-Person
- a briefing on sensitive and respectful observation
- observation time in an infant room
- reflection and dialogue session with Gowrie NSW Pedagogical Coach, Fiona Veld-Brown
- a story of practice presentation with our Erskineville Infant Pedagogical Lead, Shaila Martinez
- time for questions with Fiona and Shaila Martinez.
Session 2
Online follow-up
- a follow-up session for participant-led Q&A hosted by Shaila Martinez
- this online session will facilitate the opportunity to raise questions, clarify information and share any actions taken post-visit.
CLICK HERE to read more about Gowrie NSW's Inquiry History, Demonstration, Research + Development!
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- $245
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Date
Tue 3 November – Tue 17 November-
Session 1: In-Person
3 November 20269:00 AM – 12:30 PM -
Session 2: Online Follow-Up
17 November 202610:00 AM – 11:00 AM
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Location
Sydney -
Presented by
- Fiona Veld-Brown
- Shaila Martinez
About the presenters
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Fiona Veld-Brown
Fiona Veld-Brown has over two decades of experience in early childhood education, much of her career has been spent a Centre Director in Sydney, where she developed a profound respect for infant and toddler pedagogy, supported by the RIE® Foundations and Pikler training. In recent years, Fiona led a professional learning team for a growing organisation, empowering educators with the tools and knowledge needed to enhance their practice. Fiona's approach is rooted in enriching pedagogical practice through collaborative reflection, intentional dialogue, and coaching, always guided by research and meaningful relationships.
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Shaila Martinez
Shaila Martinez has worked in the early childhood sector for over 15 years. She holds a Bachelor of Education (Early Childhood) and has spent the past five years at Gowrie Erskineville NSW, specialising in the infant space and supporting children from birth to one year of age.
Throughout her career, Shaila has been mentored by highly experienced early childhood professionals who have nurtured her passion for working with infants and toddlers. Through handson experience and ongoing professional learning, she has developed a strong foundation in respectful and responsive caregiving practices.
Shaila’s teaching philosophy has been deeply influenced by the principles of RIE (Resources for Infant Educarers). These approaches have guided her to slow down, observe with intention and build meaningful relationships with infants whilst honouring their competence, individuality and capacity to participate in their own learning.
At Gowrie Erskineville, Shaila is part of an infant program committed to reflective practice and professional inquiry. She currently contributes to a practitioner inquiry project in which external early childhood professionals are invited to observe the practices implemented within the infant space. This work supports shared learning, strengthens reflective practice and promotes the ongoing development of respectful infant care within the broader early childhood community.
Shaila remains deeply passionate about creating calm, responsive and respectful environments where infants feel safe, capable, and valued. She is committed to fostering spaces that empower the youngest learners to grow confidently as active participants in their own development.