In this article: 

• Building Child & Educator Confidence
• Strengthening Family Partnerships
• Curated Environments That Reflect Children 
• Educators as Observers, Collaborators and Leaders 
• Learning That Is Authentic and Responsive 
• A Model That Creates Belonging 

At Gowrie NSW, we recognise that high-quality early learning begins with connection. Strong, consistent primary educator relationships (PER) which sees each child and family having an allocated educator, provides the foundation for meaningful engagement, confident teaching and rich curriculum. 

A recent Inquiry Visit to Gowrie NSW Clemton Park Early Education and Care Centre highlighted this in everyday practice for a small group of participants. The environments, conversations and evidence of learning all reflected the deep impact of educators truly knowing the children and their families. 

Building Child and Educator Confidence 

When children are supported by a consistent, trusted educator, they feel secure, valued and confident to explore their world. These intentional relationships develop over time through everyday interactions, routines and spontaneous play. 

Primary educators are given time and space to develop a deep understanding of each child. This includes knowing their interests, learning dispositions and emotional cues. With this knowledge, educators can make responsive decisions that guide learning in meaningful ways. 

Educators also benefit from these relationships. Working with a small, consistent group allows the educator to stay engaged and present. They are less likely to feel overwhelmed and more able to reflect, plan and respond intentionally. This boosts their professional confidence and contributes to a calm, purposeful learning environment. 

Strengthening Family Partnerships 

Our commitment to primary educator relationships fosters genuine partnerships with families. Families build trust with educators who know their child well, who make themselves available and who they see every day. 

These relationships allow educators to have rich conversations with families, gathering insights into home life, weekend experiences and family goals. This information strengthens the curriculum and ensures that learning reflects the whole child. 

At Gowrie Clemton Park, educators regularly invite families to contribute to learning experiences. This includes sending photos, sharing weekend stories or simply having conversations that extend a child’s interests. Families feel heard and valued, and in turn, they are more engaged with what is happening in their child’s learning journey. 

Curated Environments That Reflect Children 

Learning environments at Gowrie Clemton Park are shaped by what matters to the children. Indoors and outdoors, the spaces reflect current interests, ideas and evolving inquiries. 

One outdoor space is inspired by children’s fascination with monster trucks. Another space indoors is dedicated to an ongoing textiles and design inquiry. Books, art-making tools, loose parts and open-ended materials are arranged with purpose, inviting children to participate, create and explore. 

These environments are not created for children; they are created with them as meaningful and respected collaborators. Children contribute their ideas and are involved in shaping a space, the resources required and the parameters of the play. This sense of ownership results in deep exploration and respectful engagement. 

Centre Director, Frida Caris, mentions how educators speak with children about how their actions affect the environment and others. For example, “if we damage the books or plants, we no longer have them to enjoy”. These conversations are only possible when there is trust between educators and children, built through consistent and dependable relationships

Educators as Observers, Collaborators and Leaders 

At Gowrie NSW, our image of the educator is one of curiosity, reflection and responsiveness. Educators are not simply supervising play, they are observing, listening, guiding and extending learning through meaningful interactions, reflection and planning. 

As part of the Inquiry Visit, early childhood teacher Lucy Carmichael, shared an example of an inquiry that began with a child’s weekend fishing trip. This led to conversations about sea animals and eventually to a full-scale learning project. 

Children’s questions guided the direction. Educators documented ideas, adjusted the learning environment and invited families to share insights. The project evolved over many weeks and into months, moving from drawings and discussions to a collaborative display and responsive family engagement. 

Importantly, educators did not rush to plan. They followed the children’s lead, allowing interest and emotional urgency to guide the project. This is only possible when educators know the children in their group well and take the time to respond thoughtfully. 

Learning That Is Authentic and Responsive 

Primary educator relationships are the foundation for meaningful curriculum. With smaller groups, educators get to know children well and tailor learning experiences to the interests and needs of each child. 

There is extensive project work ongoing, all the time. These projects and investigations are not pre-planned, they evolve through observation, discussion and reflection. Educators use a variety of documentation tools and techniques as well as team planning to ensure that children’s thinking is visible and valued. 

At Gowrie Clemton Park, the sea creature project eventually involved local primary school students, connected with family interests at home, with children involved in planning aspects and also risk assessment processes. Each learning experience was anchored in the real interest and deep engagement of the children. 

A Model That Creates Belonging 

When children are known deeply, when families are respected as partners and when educators are confident and connected, early education thrives. 

Primary educator relationships are not a staffing structure, they are a commitment to connection. In essence, primary educator relationships: 

• Build confident children and educators 

• Foster strong family partnerships 

• Enable learning environments that are responsive, engaging and meaningful 

• Support curriculum decision-making that is led by children and grounded in relationships 

This is what the participants at the inquiry visit witnessed in practice at Clemton Park, and it reflects what we believe across all Gowrie NSW services. Children deserve to be seen and recognised as capable, powerful and brimming with potential. Educators deserve the opportunity to work in ways that resonate with intention and joy. Families deserve to feel part of the learning journey. 

Through our commitment to primary educator relationships, we bring these values to life each and every day.