Re-imagining Education for Australia's Children

Recently, I watched a short 10-minute video titled From Stability to Saturation – 75 Years of Society and Schooling in Australia. It offers a thought-provoking reflection on the history of education in Australia, where we are today, and what education might become in the future.

As many of you know, the pedagogy, philosophy, and daily practices at Pope Road Kindergarten are deeply influenced by the principles of the Reggio Emilia Approach®. Watching this video reminded me of the courage, determination, and forward thinking of the people in Reggio Emilia who worked to re-imagine education for children in the aftermath of World War II.

The Reggio Emilia Approach® emerged from a community rebuilding itself after the devastation of war. Led by a progressive movement of women, the people of Reggio Emilia believed that the future of their city began with its children. They set about rebuilding schools and, in doing so, re-imagined what education could be. They challenged traditional ideas of learning and teaching, creating environments where participation, collaboration, and relationships were central to educational life.

Since my first study experience in Reggio Emilia in the late 1990s, I have continued to learn about the profound connections between children's rights and education; learning and teaching; the role of educators and the environment; and the importance of collaboration and participation in learning communities.

I have been particularly interested in exploring what education can look like when children and young people are active participants in their own learning, rather than passive recipients of information. This curiosity has shaped my professional journey and continues to inspire my commitment to re-imagining what early childhood education can be for our youngest citizens.

At Pope Road Kindergarten, we recognise children as capable, competent citizens with rights from birth. Our work is grounded in creating meaningful opportunities for children to think, wonder, question, collaborate, and contribute to their learning community. Over the years, I have surrounded myself with professional reading, dialogue, and learning experiences that have strengthened my thinking and deepened my commitment to this vision. Along the way, I have developed the courage and persistence to advocate for what I know is possible for children and their education.

This short video invites us all to think critically about the future of education in Australia. It challenges us to consider what kind of learning experiences we want for our children and what possibilities exist when we place children, their rights, and their capabilities at the centre of educational thinking.

I invite you to take a few moments to watch the video and reflect on these ideas for yourself.

You can view the video here: From Stability to Saturation – 75 Years of Society and Schooling in Australia

Leanne Mits
Educational Leader