Sarah Riddell

Contributor

Sarah Riddell is a mum of two girls aged 7 and 2 and has been active in the ECEC profession for 12 years. Sarah is currently employed in a long day care service as a university trained early childhood teacher and educational leader. Through this time in EC Sarah has worked with teams dynamically, facilitated mentoring programs and overseen the implementation and development of service curricula. Recently, Sarah has dived more deeply into her passion for mentoring and advocacy, using her interest in blog writing as a tool to network and connect with other educators on social media platforms. Sarah’s career goals see her working closer with educators, leaders and EC operational management teams as a strategy in increasing the skills, knowledge and standards of the teachers working with children.

Quality

Workforce

Educators are worthy of care

As a consultant, I am fortunate enough to be invited into the lives of early childhood professionals. More recently, many individuals seem to be exploring what educator wellbeing means for them both personally and professionally. The element that comes up most frequently can be found within the investigation of identity nurturing, specifically the concept of self-care.

2019-12-18 20:29:29

by Sarah Riddell

Workforce

The assumptions, theories and practicalities of room leadership in ECE

Many early learning services operate with various leadership structures that are purposefully designed to help meet certain expectations and benchmarks set forth in quality area seven of the national quality standard. Whilst the process of a leadership structure supports educators to participate as members of a professional team, the realistic practices that are involved in the role of being a leader are often overlooked and are increasingly spoken about as assumptions attributed to the profession.

2019-12-16 22:04:45

by Sarah Riddell

Quality

Workforce

Sharing the responsibility: mental health starts with occupational safety and awareness

Sitting at the centre of every individual educator is a yearning to connect, to relate and belong to a group. These elements are in essence the foundations to developing and growing a mentally healthy and professional working environment.

2019-06-03 04:41:48

by Sarah Riddell

Workforce

Quality

Looking beyond children’s interests as a definition for child-centred curricula

Children’s interests have long been considered a cornerstone for programming, with the early years learning framework (EYLF) recommending that educators “engage children actively in learning...identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment”. Early Childhood Teacher and Educational Leader Sarah Riddell unpacks what child-centred programming really means, and how it can transform the way educators program for children’s learning and development.

2019-01-07 03:42:24

by Sarah Riddell

Workforce

Quality

Facilitating mentoring relationships in an early childhood setting

The National Quality Standards (NQS),specifically Quality Area 7: Governance and Leadership, recognise the importance of services having a commitment to continuous improvement, quality, and the professional development of educators within the service. Here, early childhood teacher and educational leader, Sarah Riddell, outlines a collective approach to mentoring that aims to drive quality within individual staff and a centre as a whole.

2018-11-05 00:28:56

by Sarah Riddell

Sarah Riddell

Contributor

Articles by Sarah Riddell

Educators are worthy of care

The assumptions, theories and practicalities of room leadership in ECE

Sharing the responsibility: mental health starts with occupational safety and awareness

Looking beyond children’s interests as a definition for child-centred curricula

Facilitating mentoring relationships in an early childhood setting

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