The Speakers

Keynote speakers

Sheila Degotardi, Ph.D. Australia

Professor of Early Childhood Education and the Director of the Centre for Research in Early Childhood Education, Macquarie University, Sydney, Australia

Professor Sheila Degotardi is the Director of the Centre for Research in Early Childhood Education at Macquarie University, Sydney Australia. Initially starting her career as an early childhood teacher, Sheila has spent over 25 years researching infant-toddler pedagogies and learning. She brings to this work a deep interest in relationship-based pedagogies and specialises in investigating the varied nature of social interactions in order to consider how these interactions contribute towards very young children’s learning. Sheila has published widely for scholarly and professional aurdiences, and is the author of “The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice’. She is also lead author in the forthcoming text: ‘Intentional practice with infants and toddlers: Pedagogies for learning, development and wellbeing’.

Keynote Speech: Conceptualizing quality in infant-toddler curriculum and pedagogy. Whose ‘quality’ are we talking about?

The concept of ‘quality’ is widely argued to underpin effective early childhood practice. ‘Quality’ we are told, and in particular, high-quality pedagogy is critical to the promotion of children’s learning, development and wellbeing, which in turn will advance social, academic and economic goals. Controversially, quality measurement scales are sometimes promoted as a global solution to advancing the quality agenda. For some at least, ‘quality’ has become big business.

In this presentation, I challenge the idea of quality as a universal concept. Instead, I propose an experiential perspective which views quality as a dynamic concept that is individually, socially and culturally constructed. Drawing on data from my own and others’ research into infant-toddler pedagogy and practice, I provide examples of experiences and expectations that position ‘quality’ as context and situation specific. In doing so, I place a spotlight on the diversity of experiences of quality that occur both within and across early childhood contexts.

Marek Tesar, Ph.D. New Zealand

Head of School Learning, Development and Professional Practice, Associate Dean International at the Faculty of Education and Social Work, The University of Auckland, New Zealand

Dean of Education (designated), The University of Melbourne, Australia

Professor Marek Tesar is Head of School of Learning Development and Professional Practice, and the Associate Dean International at the Faculty of Education and Social Work, University of Auckland. He is also the director of Centre for Global Childhoods, and the Chair of Early Years, Childhood Studies and Child Development Research and Teaching Hub. His award-winning scholarship is focused on early childhood education in both New Zealand as well as in cross-country contexts. His academic work and consultancy focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher. Currently, Marek serves as a leader of two leading learned societies in his fields; he chairs the Steering Committee of the Reconceptualizing Early Childhood Education (RECE), and is elected President of Philosophy of Education Society of Australasia (PESA).

Keynote Speech: Global Childhoods in Asia Pacific: Key Issues, Emerging Trends, and Future Opportunities for Early Years

In an era of rapid global change, childhoods in the Asia-Pacific region are shaped by complex socio-political, economic, and cultural dynamics. This keynote explores key issues affecting early years education, including the impact of globalisation, policy shifts, digital transformations, and climate change on young children’s lives. Emerging trends, such as the growing emphasis on play-based learning, culturally responsive pedagogies, and innovative early childhood policies, offer new possibilities for reimagining early years education. Drawing on critical and comparative perspectives, this address highligthts the tensions between global agendas and local practices, emphasising the need for contextually grounded, equity-focused approaches. The future of early years education in the region lies in fostering inclusive, sustainable, and adaptable systems that honour children’s diverse experiences. By engaging with these challenges and opportunities, we can collectively shape more just and responsive early childhood futures in the Asia-Pacific.

Jiaxiong Zhu, Ph.D. China

Tenured professor of Early Childhood Education Department, East China Normal University, China.

Prof. Zhu is the Chairperson of PECERA China, and a council member of PECERA.

Keynote Speech: AI in Action: Transforming Early Childhood Education in China

The advent of artificial intelligence (AI) has brought about a transformative, even revolutionary, change. Created by human ingenuity, these "silicon-based minds" hold the potential for both immense benefit and devastating consequences. Seizing the opportunities presented by the AI era is crucial, particularly in the field of early childhood education (ECE). Currently, ECE professionals in mainland China are actively exploring and implementing AI applications in numerous kindergartens. Concurrent efforts focus on cultivating digitally literate teachers, developing a national smart education platform, and advancing the National Education Digitalization Strategic Action Plan. This presentation will explore the application of AI in ECE, focusing on: 1) understanding children's individual needs and interests; 2) developing personalized learning plans; and 3) navigating the interplay between teacher-directed and child-initiated learning.

Xiumin Hong, Ph.D. China

Director, Institute of Early Childhood Education, Beijing Normal University, China

As the Director of the Institute (Department) of Early Childhood Education at Beijing Normal University, Prof Hong has devoted her academic career to the advancement of early childhood education in China. Her research spans crucial areas such as young children’s social and emotional learning, professional development for teachers, and early childhood education and care policy. She is a member of the Committee for Early Childhood Education and Care of the Ministry of Education in China. She is also a vice chairman and secretary general of China National Society of Early Childhood Education and has been an editorial board member for academic journals in the field. Her scientific research is prolific and impactful, leading major projects funded by national bodies, focused on issues like early childhood care and education systems and the allocation of educational resources in the era of new fertility policies, theoretical and practical dimensions of early childhood development, teacher professional growth, and early education policy in China, making foundational contributions to policy and practice.

Keynote Speech: Ensuring Universality, Equity and Quality: Changes and Challenges of Early Childhood Education Policies and Practices in China

Public welfare is the fundamental attribute of Early childhood education (ECE) in China. In the past fifteen years, the Chinese government had placed great emphasis on ensuring universality, equity and quality of ECE. It had not only introduced a series of policies and regulations but also consistently implemented National ECE Action Plans. Through persistent and steady efforts and practices, China had successfully established a public service system for ECE that provides wide coverage, basic guarantees, and ensures quality to equitably benefit every child. Facing the new situation, China still encounters dual challenges of "structural optimization" and "quality improvement" . It is urgent to improve the public service system of ECE with improving the quality as the core goal, promoting fairness as the important principle, and accelerating the establishment and perfection of guarantee mechanism as the innovation power.

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