EECERA Conference 2025 – Guest Blog # 19: Exploring pedagogical support for vulnerable children

One of a series of short blog posts by presenters who will be sharing their work at the upcoming annual conference in Bratislava, Slovakia. Any views expressed in this post are those of the author(s) and do not necessarily reflect the official stance of their affiliated institution or EECERA.

Exploring pedagogical support for vulnerable children

Dr. Alison Watson – Institute of Education, Arts and Community, Federation University Australia

Photo by Zach Lezniewicz on Unsplash

Vulnerability is a complex concept involving exposure to risk, either temporary or long-term.  Children experiencing vulnerability often face challenges and disadvantages that may hinder their formal education and future success.

At EECERA 2025, I will present some of the findings from my doctoral thesis, entitled – Educating the vulnerable: Is the support there for early childhood educators in Gippsland, Victoria, Australia?

This research aims to describe and evaluate how early childhood educators and teachers (ECETs) are supported through professional development and learning (PLD) to educate and care for children experiencing vulnerability. The qualitative, interpretive case study used Bronfenbrenner’s bioecological framework and Bourdieu’s concepts of field, capital, and habitus, together with a professional learning framework adapted to suit the early childhood context.

Investing in knowledgeable and well-trained ECETs is crucial to ensure that all children receive high-quality education and care. Vulnerable children are disproportionately affected by low-quality education and care, but well-supported ECETs can help mitigate challenges arising from difficult home environments. The literature reveals numerous gaps in their PLD, especially concerning children experiencing vulnerability. There is an urgent need to understand social and emotional issues, the impact of trauma, attachment theory, how to build relationships with families, and how to support the mental health and wellbeing of children.

While PLD should be encouraged for ECETs, the absence of a standardised approach has led to inconsistencies in its implementation. The study revealed a significant gap: ECETs have not received adequate support through PLD or other systems to understand children’s vulnerabilities and respond effectively.

What are the implications of this for early childhood educators and teachers, policymakers, and researchers?

There is a clear need for expanded and contextualised PLD opportunities for ECETs. The findings also exposed systemic challenges that demand comprehensive policy reform. For PLD to translate meaningfully into practice, it must be relevant, collaborative, and future-focused.

When PLD is accessible and aligned with the educational context, ECETs are empowered to initiate change within their early childhood settings. This leads to improved skills, behaviours, and dispositions, ultimately benefiting vulnerable children. Conversely, when PLD is unavailable, unsuitable, or lacks contextual relevance, ECETs face significant barriers in strengthening their pedagogy, despite their strong desire to do so.

At EECERA, I look forward to presenting and discussing my research. While this study is grounded in Gippsland, Victoria, Australia, its implications extend far beyond, offering insights relevant to diverse educational contexts globally.

I hope to connect with colleagues interested in how early childhood educators and teachers can support children facing adversity to improve their developmental outcomes.

Dr. Alison Watson will present work referred to in this blog in Symposium Set C23 (Wednesday, the 27th of August). (Schedule liable to change; please refer to final programme for details).