Tailored Consultancy
Look deeper. Understand the play. Support the child.
Perfectly Playful works alongside early childhood services to understand what is happening within their unique context, interpret what children may be communicating through play and behaviour, and develop practical support that strengthens educator confidence, relationships and everyday practice.
In-person consultancy is available for services across Brisbane Northside and the Sunshine Coast, subject to service requirements and availability. Online consultation is also offered.
Starting with understanding
Before we change the strategy, let's understand what is happening.
Your service's routines, relationships, environment and community all shape the day. We begin by listening to educators and leadership about what is working, what feels challenging and what you hope to strengthen.
Observation adds context to these conversations, helping us develop support that is relevant to your service rather than choosing a strategy before understanding the situation.
Play at the heart
Play is where we start
Looking closely at play can offer insights into children's interests, relationships and developing skills. These questions guide observation and reflection, with children's voices and experiences helping us consider what we notice.
This may involve exploring:
What might this play be communicating?
What interests, strengths or dispositions are emerging?
What skills or ideas is the child exploring?
How is the child using play to connect, practise, experiment or make sense of experiences?
When might an educator step in, step back or join the play?
How can educators extend play without taking over?
What is the environment inviting children to do?
How can educators bring more joy, curiosity and genuine playfulness into everyday practice?
Sometimes educators don't need another activity to add to the program. They need the confidence to slow down, get curious and join the play.
From play to understanding
Learning to see what sits underneath behaviour
A different perspective can help educators consider a child's needs alongside the opportunities available to them, rather than responding only to the behaviour they see.
For example
An educator may notice a child repeatedly seeking physical, crashing or high-energy play. Rather than simply trying to stop the behaviour, educators can explore what the child may be seeking through their play, what the environment provides, how relationships are supporting them and what intentional opportunities might help.
This can inform intentional opportunities for movement and physical play, supportive co-regulation, changes to the environment and greater autonomy. Educators can then notice how the child responds and adjust their approach.
How consultancy works
- 01
Understand
Initial conversation and observation
Katie meets with educators and leadership to explore your service's strengths, aspirations and concerns, and observes play, interactions and everyday practice.
- 02
Interpret
Looking closely at play, behaviour and context
Together, we consider what we are noticing in children's play and behaviour, alongside their relationships, development, environment and experiences. We explore possible meanings without assuming there is a single answer.
- 03
Tailor
Developing support around your priorities
The consultation shapes professional learning, practical strategies, environmental considerations and areas for reflection around your team's priorities.
- 04
Apply
Bringing ideas into everyday practice
Educators try ideas within their own environment and interactions with children, connecting learning to real experiences within the service.
- 05
Reflect
Returning, noticing and considering what comes next
Katie returns to observe how ideas are being incorporated and reflect with the team on what is working, what children may be communicating and possible next steps.
Alongside you, not above you.
I understand the realities of early childhood education because I live them, too.
As an Early Childhood Teacher, Director and Educational Leader, I understand the many layers of working within an early childhood setting. I know the joy of being alongside children in their play, the complexity of responding to individual needs, the pressures educators navigate throughout the day and the responsibility of leading a team while maintaining a strong focus on quality educational practice.
I'm not here to stand on the sidelines and tell educators what they should be doing. I bring the perspective of someone who understands the classroom, the team and the wider responsibilities of leading an early childhood service.
I know that meaningful change doesn't come from simply adding another strategy to an already full day or being told what isn't working. It begins with understanding, genuine collaboration and the opportunity to see familiar situations through a different lens.
I'll stand shoulder to shoulder with your team, working alongside you to observe play, reflect on what children may be communicating and consider what might be possible when we look beyond our first assumptions.
Sometimes, the most meaningful shift doesn't come from doing more. It comes from seeing something differently.
Together, we can question familiar approaches, recognise the strengths already within your team and explore practical ways to strengthen relationships, deepen learning and support better educational outcomes for children.
Because when educators feel understood, supported and confident in their practice, new possibilities open up for children.
What might we explore together?
These areas offer starting points for discussion, not a fixed workshop menu. We select the focus together around your service's priorities.
Understanding and interpreting children's play
The educator's role in play
Joining, extending and sustaining children's play
Play, behaviour and communication
Understanding behaviour through a developmental lens
Connection and relationships
Co-regulation and emotional regulation
Supporting big emotions
Understanding stress responses
Creating emotionally supportive environments
Developmentally appropriate expectations
Movement, heavy work and physical play
Risky play, autonomy and confidence
Supporting children's agency and independence
Using environments intentionally to support play
Bringing joy, curiosity and confidence back into everyday practice
Tailored support for your service
We agree the scope of support with you. An engagement may include:
- Initial consultation
- Observation of play, interactions, environments and everyday practice
- Tailored professional learning
- One or two professional learning sessions
- Practical strategies and resources
- Follow-up observation
- Team reflection
- Recommendations for possible next steps
Before commencing, the scope of work, agreed sessions, inclusions and associated fees are discussed and confirmed with your service.
The scope, sessions and follow-up are agreed around your priorities, so your team knows what to expect.
Grounded in early childhood practice
Katie brings current experience as an Early Childhood Teacher, Director and Educational Leader, supported by a Bachelor of Education (Early Childhood Teaching), Certificate IV in Training and Assessment, and Graduate Certificate in Therapeutic Child Play.
Consultancy connects this experience with the Early Years Learning Framework (EYLF), Queensland Kindergarten Learning Guideline (QKLG) and National Quality Standard (NQS) to support educational practice.
Supporting service priorities
Perfectly Playful's tailored professional learning and consultancy can support services to address identified priorities within their Kindy Uplift planning, including areas such as children's wellbeing, participation, inclusion, communication, relationships and educator capability.
Where appropriate, services may be able to use Kindy Uplift funding to support professional learning or consultancy aligned with their approved priorities. Services should confirm eligibility and expenditure requirements within their own Kindy Uplift planning and funding arrangements.
Educational and practice-based support
Consultancy supports educators' practice. It is not clinical therapy, psychological assessment or diagnosis, and does not assess or diagnose individual children.
What would your team like to explore?
Share what you're noticing, a strength you'd like to build on or a priority for your service. Together, we can discuss a suitable focus and scope for consultancy.
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