Attuned and responsive practice

Since May 2023, ECMS has been engaged in a bold, ongoing project to reimagine our approach to learning and development for children aged birth to three. It’s a space that is under-recognised and under-resourced in the broader policy landscape. But evidence tells us that learning starts from day one, and that the quality of interactions in these first three years has lifelong impact. 

The Birth to Three project began as a partnership between ECMS and infant and toddler specialist Dr Katherine Bussey, who joined us as a mentor and academic partner. With a background steeped in both practice and research - from Pikler pedagogy to her work at Deakin University, Katherine brings the kind of integrity to this work that only lived experience can offer. 

“Educators who work with infants and toddlers are often the least resourced, least funded and least trained, and yet their impact is immense,” Katherine pointed out in her presentation at the 2024 Infant and Toddler Conference in Sydney. “Respectful attuned relationships are not just desirable, they are key to the curriculum”. 

This project isn’t about fixing; it’s about noticing. Observing. Honouring the work that already happens in the quiet corners and in-between moments of an infant’s day. And then slowly, gently, opening up space for reflective practice to develop. 

At ECMS’ Oakhill Family Centre in Reservoir - where the project was launched - this journey began during a period of challenge. High turnover, vacant roles and stretched teams at that time meant that change felt difficult. But through commitment and curiosity, the educators, supported by Katherine and ECMS Practice Coach Gracie Pupillo, chose to embrace the work. 
 
This could not have happened without strong leadership. Centre Director Nadia Vallelonga led by example, with openness, willingness to learn and courage in challenging herself. Along with Nadia’s belief in the potential of her educators, this was a real catalyst for change. 

Gracie focuses her work as a coach in ways that “honours relationships first and establishes a strong, sustainable foundation for improving practice,” Gracie shared at the Sydney Conference. “Our work is nurtured through shared commitment, reflection and a willingness to learn together.”  

Gracie’s role is unique. Created in response to the clear funding and pedagogical gap for children under three, the Birth to Three Practice Coach is a permanent part of ECMS - not a pilot, not a program, but a deep structural commitment. 

So what have we learned? 

We’ve learned that care is the curriculum. That every nappy change, every meal, every hand held or eye met — these are powerful learning moments when they are approached with intentionality, respect and collaboration. As Katherine has explained, “Care routines offer repeated opportunities for language, bodily awareness, and the foundations of learning — or, if rushed, they can imprint disengagement that lasts far beyond the moment”. 

We’ve learned that educator confidence is built in relationship. That it takes time and trust to shift from compliance to curiosity. And that room leaders, when supported to reflect and lead collaboratively, bring incredible insight into team dynamics and child development. 

We’ve learned that small shifts matter. At Oakhill, these included changes to sleep routines, allowing children more agency; adjustments to how mealtimes are structured, giving children choice; and a reconceptualisation of toileting as a learning opportunity, not just a hygiene task. 

And perhaps most importantly, we’ve been reminded that we are all still learning. This is not a finished piece of work. It is - and always will be - a continuing project at ECMS. 

Our Birth to Three work reflects our core values: that children are capable, relationships matter, and educators deserve meaningful support. The leadership team from Oakhill has been a powerful example of how respectful, place-based pedagogy can create real change - but this project is bigger than one service. It is a story we are writing together, across many sites and many voices. 

Because when we slow down, when we attune, when we listen — that’s when the learning really begins. 

References 

Bussey, K., Fatima, S., Vallelonga, N., Pupillo, G. (2024, November). Transformative and Reflective Leadership in Birth to Three Spaces: A journey of leaders in Victoria. . Paper presented to the Infants and Toddlers: Practice, Pedagogy and Research Conference, Macquarie University. 

Pupillo, G. (2024). Practice Reflections at ECMS Conference. ECMS Internal Archive.