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Facing the monster: how I dealt with an impostor syndrome

~ Storykate ~ Leave a comment

I didn’t start out as a teacher.

I studied political science and later switched to journalism. For years, I worked in business publications — but not covering big corporations or financial markets. I wrote about small business startups — people building something from nothing with limited resources and a lot of courage.

When I moved to Australia, something shifted. I became interested in working with children directly—not just writing about them. I wanted to understand how they learn and how to create meaningful experiences for them.

I started with a Certificate III in Early Childhood Education. That gave me a foundation. I spent two years working as an educator and pedagogical leader. During this time, I guided programs and supported other educators.

After that, I enrolled in a Graduate Diploma in Early Childhood Education — a postgraduate degree. A year of study, multiple placements, and weeks of hands-on practice. I finished with strong results — distinction and high distinction — and a high GPA.

I was officially a qualified, registered teacher in Australia.

But inside, I felt like a fraud.

“Who am I to teach children?”

“I’m just a mum. What do I really know?”

My first job after graduating was in a French kindergarten. I worked alongside an experienced French-speaking teacher who was a natural with children. She wasn’t a registered teacher, but I was. Still, I felt like I was standing in her shadow.

I supported the program and worked with the children, but that voice kept whispering:

“You’re not a real teacher.”

“You’re just helping. That’s not the same as leading.”

And one day, I said it out loud.

“Maybe this isn’t for me.”

She turned to me and asked,

“Why would you say that?”

I didn’t know how to answer. I didn’t realise then that this was impostor syndrome. It is the feeling that I didn’t really belong, despite all the evidence to the contrary.

The Monster Tightens Its Grip

Years passed. I gained experience and eventually became an educational leader, designing programs and guiding other educators. Objectively, I was succeeding.

But the impostor syndrome was still there.

I remember leading an excursion with the centre director, who had worked in early childhood education for decades. I said, almost without thinking:

“Real educators work here.”

She gave me a sharp look.

“What do you mean?”

And I realised: I was the educator.

I was running the program.

I was qualified.

I had the experience.

If I wasn’t a real teacher, then who was?

But even then, the feeling didn’t disappear. That voice still surfaced:

“You got lucky.”

“Sooner or later, they’ll figure out you don’t really know what you’re doing.”

The Turning Point

The shift came gradually.

I started reading about impostor syndrome. I realised that this feeling — the fear of being exposed — was common among highly competent people. It wasn’t proof that I was unqualified; it was proof that I was growing.

I started to see my self-doubt as a strength.

• It made me more reflective as a teacher.

• It pushed me to research new approaches.

• It kept me focused on improving, growing, and questioning my practice.

That’s when I realised:

Impostor syndrome wasn’t my weakness—it was my secret weapon.

Just like Frodo in The Lord of the Rings, when others doubted him because he was “just a hobbit.” The very thing that seemed to make him unfit for the task was exactly what made him succeed.

My self-doubt wasn’t proof that I didn’t belong. It was the reason I worked so hard to be better. It made me a better teacher — more attuned to the needs of my students, more committed to learning and improving.

Living with the Monster

The voice didn’t disappear entirely.

Even now, it still whispers sometimes:

“What if you’re not good enough?”

“What if this isn’t enough?”

But the difference is that now I know how to answer it.

“Yes, maybe I’m not perfect. But I’m willing to keep learning.”

“Yes, I have doubts. But that doesn’t mean I’m not qualified.”

I know now that growth and self-doubt aren’t opposites — they feed each other. My insecurity made me a better teacher because it made me reflective, humble, and open to change.

And if that’s what makes me a “real teacher” — then so be it.

Why It Matters

Impostor syndrome isn’t a flaw to be fixed — it’s a sign that you’re growing.

• If you feel like you don’t belong, it’s because you’re pushing into new territory.

• If you doubt yourself, it’s because you care about doing it right.

If you can stop letting that fear control you, you might discover that your monster isn’t an enemy. Instead, start letting it drive you forward.

It’s a teacher.

Triomino and the Power of Mathematical Thinking

~ Storykate ~ Leave a comment

“The stakes are high, the tension is rising — we have fewer and fewer tiles left. My son is beaming: ‘I won! I won!’”

We are playing Triomino, which is a kind of domino — but with a twist. Instead of two sides, each piece has three, forming a triangle. The goal is to match the numbers on each side of the triangle with other pieces, building a connected shape. It sounds simple enough, but the strategic thinking involved is surprisingly complex.

Mathematical thinking isn’t just about numbers and equations — it’s about recognising patterns, solving problems, and thinking strategically. One of the best ways to nurture these skills is through play. When my son was a preschooler and later in primary school, we spent countless hours playing games together. One of our favourites was Triomino — and looking back, I realise how much it supported his learning and development.

Triomino is like dominoes but with a twist — instead of two sides, each piece has three, forming a triangle. The goal is to match the numbers on each side of the triangle with other pieces, building a connected shape. It sounds simple enough, but the strategic thinking involved is surprisingly complex.

What made Triomino so engaging was the balance of luck and strategy. My son quickly learned that placing the right piece gave him points. It also opened or blocked opportunities for the next turn. He had to think ahead, consider multiple possibilities, and sometimes take a risk. It was fascinating to see his confidence grow as he mastered the patterns and strategies.

Why Triomino Works So Well for Preschoolers

Triomino isn’t just fun — it’s an excellent resource for supporting mathematical thinking in early childhood settings like a preschool room. Games like Triomino create a natural and enjoyable environment for exploring early maths concepts.

1. Boosts Mathematical Thinking Skills

Triomino taps into several key aspects of mathematical thinking that are highlighted in the AERO Mathematical Thinking Learning Trajectory:

  • Preschoolers naturally look for patterns in their environment. Triomino encourages them to identify and extend patterns while predicting what comes next.
  • Fitting pieces together strengthens spatial awareness and the ability to mentally rotate shapes — foundational skills for geometry. They learn about shapes.
  • Preschoolers begin to understand positioning and relationships between shapes, which supports early measurement concepts.
  • Keeping score and recognising number values on the tiles reinforces early numeracy and counting skills. Any domino or card game with numbers supports this skill.

2. Encourages Strategic Thinking and Problem-Solving

While luck plays a role in which tiles you draw, success in Triomino comes down to strategy. Preschoolers learn to think ahead, plan their moves, and problem-solve when they encounter a tricky piece. This type of strategic thinking builds persistence and flexibility — skills that transfer into other learning areas.

3. Promotes Social and Emotional Development

Games like Triomino are a fantastic way to build social skills in a preschool room:

As we played with my son, he was

  • Taking turns
  • Practising patience
  • Learning to handle wins and losses
  • Cooperating and negotiating

When my son and I played, he learned how to think strategically. He also learned how to engage in respectful competition. He learned to celebrate wins and to handle disappointment. These social and emotional skills are just as valuable as the maths skills being developed.

4. Supports Communication and Language

Discussing the game — talking about patterns, shapes, and strategies — encourages children to use mathematical language. Explaining their reasoning also helps them develop confidence in their thinking and communication.

Linking to the Early Years Learning Framework (EYLF)

Playing Triomino supported my son’s learning in ways that align closely with key outcomes from the Early Years Learning Framework (EYLF) V2.0:

  • Outcome 4: Children are confident and involved learners – My son showed persistence and problem-solving skills, experimenting with different strategies to maximise his points.
  • Outcome 5: Children are effective communicators – We often discussed the game and strategies, improving his ability to explain his thinking and engage in reflective conversations.

Why Triomino is Ideal for Preschool Rooms

Triomino is an easy game to set up and adaptable to different ages and skill levels, making it a great fit for preschool rooms. Here’s why it works so well in early learning settings:

✅ Flexible for group play – Triomino works well with two players but can easily be adapted for small group play, encouraging teamwork and shared problem-solving. I would play this game early in the morning in long day care or after the majority of kids have left.
✅ Develops executive function – Preschoolers need to focus, plan ahead, and shift strategies when things don’t go as expected — all key elements of executive function.
✅ Encourages peer learning – Children naturally learn from each other, so watching peers’ moves and discussing strategies enhances learning.
✅ Promotes fine motor skills – Picking up and placing the triangular tiles helps develop hand-eye coordination and fine motor control.

More Than Just a Game

Beyond the fun, Triomino helped my son develop essential mathematical skills — recognising patterns, understanding symmetry, and improving spatial awareness. But more importantly, it taught him how to think critically and make decisions under pressure — skills that go far beyond the game itself.

Looking back, I realise that these moments of play were about more than just learning. They were about connection — sitting together at the table, laughing over unexpected moves, and celebrating small wins. Mathematical thinking isn’t just about solving problems — it’s about learning how to approach them with confidence, creativity, and a bit of fun. Triomino gave us all that and more.

Have you played triomino before?

Mastering the Times Tables Through Play

~ Storykate ~ Leave a comment

If someone wakes you up in the middle of the night and asks, “What’s eight times seven?” or “What’s nine times six?” and you instantly respond with 56 and 54, you’ve likely memorised your multiplication tables well.

In many countries, however, even simpler multiplication facts don’t always come easily to students. In the UK, for example, the national curriculum requires children to know their times tables (including 11s and 12s) by the age of nine. In practice, even 11-year-olds often struggle with multiplication beyond 10 and frequently rely on calculators in high school rather than calculating mentally.

Extensive experience working with preschoolers and young primary students shows that successful mastery of multiplication should start early (around ages 4-5), progress from simple to complex, and use learning materials tailored to each child’s preferred learning style. Most importantly, it should be fun!

Step by Step: From Simple to Complex

To master multiplication, children need to learn the multiplication columns for 1 through 10. Each column contains 10 equations, meaning they need to memorise 100 in total. While traditional rote learning is one way to achieve this, there are many other effective strategies.

Before jumping into memorisation and problem-solving, children should first develop foundational skills. Activities like sorting socks and shoes into pairs, organising buttons by colour and size, or arranging dominoes or coins in rows of 10, 2, or 3 can all help.

You can decorate a child’s room with a calendar featuring repeating patterns. These patterns can include cars, dinosaurs, or butterflies. Choose whatever matches their interests. When drawing together, they leave handprints on paper and count the fingers. Fold and unfold paper, counting the sections it divides into.

Learning Through Senses: Seeing, Hearing, Touching

We absorb information about the world through our senses, but each person has a dominant way of learning. Some children learn best by seeing (visual learners). Others learn best by listening (auditory learners). Some learn through movement and touch (kinaesthetic learners). Understanding a child’s learning style is essential for teaching multiplication effectively.

For example, as an auditory learner, I found it easy to memorise the multiplication table just by repeating it to myself. But my son, a visual learner, preferred looking at a multiplication chart and using flashcards.

  • For visual learners, who absorb information best through images, a multiplication chart should be placed in a visible spot. This helps them in their room. The font should be large and engaging. A great resource is the “100 Chart.” It helps children learn to count confidently by twos, threes, fours, fives, and tens. This practice provides a strong foundation for multiplication. By age six, you can add a full multiplication chart next to it.
  • For auditory learners, who learn best by hearing, multiplication tables should be set to music. There are several excellent resources available, such as I’m the Best at Counting or Musical Mathematics. Singing multiplication facts isn’t just beneficial for auditory learners—it also enhances concentration, stimulates thinking, and boosts emotions.
  • For unaesthetic learners, who learn through movement and manipulation, hands-on activities are key. Use coins, dominoes, buttons, or multiplication flashcards that they can physically move. Encourage them to run to a chart to check their answers. Incorporate body parts into counting—how many eyes, hands, and fingers are there? Count how many fingers are in the whole group when friends or family visit.

Fun Games for Learning Multiplication

Counting Fingers

Ask children to hold up one finger each and count together up to 20—or even 100 if there are many children. Then, have them hold up two fingers, then three. Kids especially love counting in fives (“High five!”), and tens because it’s so easy.

Secret Agent

When my son was 5 years old, we invented this game while cycling to school. The journey was long, so we played “spies.” I was the “enemy,” and he was the “spy.” I would start a sequence like “two, four, six, eight…”. He had to crack the code by identifying the multiplication pattern. If he got it right, we swapped roles. If not, I gave him a new sequence. After months of playing, he never struggled with multiplication again.

Multiplication Bingo

Making a multiplication bingo game is simple. You’ll need cardboard, a marker, and a ruler (or a computer and printer). Create grids for each multiplication table (1x, 2x, 3x, etc.), writing multiplication problems (e.g., 2×1) in each square. On cards of different colours, write the answers and cut them out.

Each player gets a grid, and the caller announces a problem (e.g., “2 times 1”). Players cover the corresponding square with a token if they have that problem on their grid. The first player to fill their grid wins!

For a simplified version, buy ready-made flashcards and write answers on paper for children to match.

SNAP!

This fast-paced card game reinforces multiplication facts. Each card contains either a multiplication problem or an answer. Players take turns drawing cards and placing them face-up. If a multiplication problem and its correct answer appear together (e.g., 2×2 and 4), or if two identical problems or answers match, the first player to shout “SNAP!” wins the pile. The player with the most cards at the end wins.

The Endless Game

This game works like the classic “War” card game but with multiplication. Shuffle multiplication flashcards and deal them evenly. Players, at the same time, reveal a card (e.g., 2×2, 4×2, 7×7). The highest product wins the round. If there’s a tie (e.g., 2×2 and 4×1), players place another card on top to break the tie. The player with the most cards at the end wins.

Finger Multiplication

This game, from Exciting Multiplication, is a hit among young learners. Two players stand facing each other with hands behind their backs. The leader counts “One, two, three—fingers!” and both players show a number of fingers (from 0 to 4). They must quickly calculate the product of the two numbers and shout the answer. The first to answer correctly earns a letter in the word “FINGERS.” The game continues until one player spells out the full word.

A variation from Lynette Long’s book, Vanishing Fingers, adds an extra challenge. If a player gives the wrong answer, they lose a letter.

Who’s Faster?

This game is best played with two people and a deck of playing cards. Remove all face cards and jokers, keeping only number cards. Players take turns flipping over two cards and multiplying them. The first to shout the correct answer wins the round and keeps the cards. The player with the most cards at the end wins.

Post-it Multiplication

Sticky notes make multiplication practice interactive. Take a large board or sheet of cardboard and three sets of different-coloured sticky notes.

  • On one set, write 1x, 2x, 3x, etc.
  • On another set, write 1=, 2=, 3=, etc.
  • Leave the third set blank for children to write answers.

Children create multiplication equations by pairing the first two sets. Then they write the correct answer on the blank sticky notes.

A Playful Approach to Learning

After trying all these methods with preschoolers, I’ve found that no single approach works for everyone. However, children respond best to interactive games that involve movement, counting, and competition. Sorting objects and arranging them in rows should start as early as ages 3-4. Children can also learn to count by twos, fives, and tens at this age. Games like lotto and the spy game make practising multiplication both effective and fun.

How did you learn multiplication table?

Have you got any other games that I missed?

Why Educators Should Start Using AERO Learning Trajectories

~ Storykate ~ Leave a comment

Hey educators! Storykate has already talked about how to use the EYLF for writing better observations — today, it’s AERO’s Learning Trajectories’ turn.

If you’ve ever felt stuck trying to figure out the next step in a child’s learning, learning trajectories are the answer. They help you connect your observations to intentional teaching more effectively.

Unlike traditional developmental milestones, which tell you what a child should be able to do at a certain age, learning trajectories show you how children learn. They provide clear strategies to support that learning.

In this article, I’ll explain why learning trajectories are so valuable. I’ll also discuss how they align with the Early Years Learning Framework (EYLF). Finally, I’ll show you how you can use them to strengthen your teaching strategies and planning cycle.

What Are Learning Trajectories?

Learning trajectories describe the typical paths that children follow as they develop skills and understanding in key developmental areas. Instead of simply listing developmental milestones, they focus on the process of learning — how children progress and how educators can scaffold the next steps.

The Five Key Domains

AERO’s Learning Trajectories focus on five critical domains of early childhood development:

  1. Mathematical Thinking – Developing number sense, patterns, and spatial awareness.
  2. Executive Functions – Building attention, memory, and self-regulation.
  3. Social and Emotional Learning – Developing relationships, empathy, and emotional regulation.
  4. Physical Development – Enhancing fine and gross motor skills.
  5. Language and Communication – Supporting listening, speaking, and understanding.

How Are Learning Trajectories Different from Traditional Milestones?

Traditional developmental milestones focus on whether a child has reached specific skills at a certain age. This can lead to a deficit-based approach where the focus is on what the child can’t do.

Learning trajectories, on the other hand, are strengths-based. They focus on:
✅ What the child can do.
✅ How the child is progressing.
✅ What the next step in learning might look like.

Instead of measuring children against a fixed timeline, learning trajectories recognise that development is not linear and that each child’s learning journey is unique.

How Learning Trajectories Support the EYLF Planning Cycle

The EYLF planning cycle includes five key stages:

  1. Observe – Identify where a child is within the trajectory.
  2. Assess – Understand how the child’s development aligns with the trajectory.
  3. Plan – Develop intentional strategies to support the next steps.
  4. Act/Implement – Engage children in meaningful learning experiences.
  5. Reflect – Evaluate the effectiveness of your strategies.

Learning trajectories provide a clear framework for each stage of the planning cycle, helping educators move from observation to intentional action.

Example:

A group inquiry into bugs can touch on multiple developmental domains:

  • Mathematical thinking – Counting bugs and comparing sizes.
  • Executive functions – Planning how to search for bugs.
  • Social and emotional learning – Collaborating with peers and asking questions.
  • Physical development – Using fine motor skills to draw bugs.
  • Language and communication – Describing findings and asking follow-up questions.

This kind of integrated learning experience becomes easier to plan when you’re working with learning trajectories.

Strengthening Partnerships with Families and Colleagues

Learning trajectories also enhance communication and collaboration with families and fellow educators.

👩‍🏫 With Families: Educators can use the trajectories. These tools help explain where a child is at in their learning. They identify what their next learning steps might be. This process encourages families to extend the learning at home.

🤝 With Colleagues: Learning trajectories create a shared language for planning and reflection. This shared language makes it easier to align teaching strategies. It also supports consistent practices across a service.

The Role of Reflection and Professional Learning

Learning trajectories encourage educators to reflect on their teaching practices and identify gaps in how they support children’s development.

For example, an educator might realise that they focus heavily on language and communication. They need to incorporate more opportunities for developing executive functions. These include problem-solving and self-regulation.

Ongoing professional learning helps educators deepen their understanding of the trajectories and adjust their practice accordingly.

Planning Intentional Teaching Strategies with Learning Trajectories

One of the biggest advantages of learning trajectories is that they offer clear, actionable guidance for intentional teaching.

If a child is learning early counting skills, the trajectory might suggest:

  • Encouraging counting during play.
  • Introducing games that involve patterns and quantities.
  • Using songs and rhymes to reinforce number sequences.

Instead of guessing what to do next, educators can confidently choose strategies that are backed by developmental research.

Contributing to the Quality Improvement Plan (QIP)

Using learning trajectories can strengthen your service’s QIP by demonstrating:
✔️ A clear, research-based approach to planning and assessment.
✔️ Consistent, intentional teaching strategies across all domains.
✔️ A commitment to reflective practice and continuous improvement.

The trajectories help meet the National Quality Standard (NQS) by providing a structured approach to planning, documentation, and assessment.

Why Every Educator Should Start Using Learning Trajectories

If you’re not already using AERO’s Learning Trajectories, now is the time to start. They provide a strengths-based, research-informed framework for supporting children’s learning across key developmental domains.

Learning trajectories help educators move beyond observation to intentional teaching, ensuring that every child receives the support they need to thrive.

👉 Access AERO’s Learning Trajectories here: AERO Learning Trajectories

Stay tuned. I am going to create a series of videos about AERO. These will focus on their use in planning in early childhood education and care.

How have perspectives on the role of families in early childhood education changed from the early 20th century to today?

~ Storykate ~ Leave a comment

Ever wondered how parents transitioned from being mere spectators to active participants in their children’s early learning? Let’s travel through time to understand this significant shift.

Early 20th Century: no involvement

In the early 1900s, schools and teachers predominantly managed education. Parents ensured attendance and discipline but had minimal involvement in the educational content or methods. This era was marked by a clear separation between home and school life, with limited parental engagement in educational matters.

Mid-20th Century: Recognising the Home’s Influence

The mid-1900s brought a shift as research began highlighting the importance of the home environment in a child’s development. Studies revealed that early experiences and family interactions play a crucial role in shaping children’s cognitive and emotional growth. This led to initiatives encouraging parental involvement, acknowledging that learning extends beyond formal school settings.

Late 20th Century: Partnership

By the late 20th century, the concept of partnership between parents and educators gained prominence. Educational approaches, such as the Reggio Emilia philosophy, emphasised parents as collaborators in the learning process, recognising them as co-constructors of knowledge alongside their children. This approach values parents’ insights and integrates them into curriculum planning and classroom activities, fostering a more holistic educational experience. Even our EYLF talks about partnerships with families and communities and have separate quality area 6 to focus on in the NQF.

21st Century: Families as Active Co-Educators

Today, families are seen as active co-educators, with their involvement considered essential for optimal child development. Contemporary educational frameworks advocate for strong family-educator partnerships, emphasising that such collaboration enhances children’s learning outcomes and well-being. Programs now actively seek parental input, respect diverse family backgrounds, and encourage shared decision-making in educational settings.

The evoliation

To better understand this progression, let’s visualise the changing role of families in early childhood education:

​Glenda MacNaughton, a prominent figure in early childhood education, co-authored the book Parents and Professionals in Early Childhood Settings with Patrick Hughes. This work delves into the intricate and sometimes contentious dynamics between staff and parents in early childhood environments.

The journey from passive observers to active co-educators reflects a broader understanding of the interconnectedness between home and educational environments. Recognising parents as integral partners in education has led to more inclusive and effective approaches, ultimately benefiting children’s development and learning experiences. As we move forward, fostering strong family-educator partnerships will continue to be crucial in nurturing well-rounded, resilient, and capable individuals.

These partnerships can be understood through the following frameworks:​

1. Power Dynamics in Parent-Educator Relationships

MacNaughton and Hughes delve into the power relations inherent in parent-educator interactions. They identify that traditional models often position educators as the primary authority, which can lead to imbalances and hinder genuine collaboration. By acknowledging and addressing these power dynamics, both parties can work towards more equitable partnerships. ​

2. Consensus and Dissensus Approaches

In their research, MacNaughton and Hughes discuss the concepts of consensus and dissensus in the context of parent involvement. A consensus approach seeks agreement and harmony between parents and educators, potentially overlooking differing perspectives. In contrast, a dissensus approach embraces constructive disagreements, allowing for diverse viewpoints to be acknowledged and respected. This method can lead to more robust and inclusive educational practices. ​

3. Interpretive Communities

The concept of interpretive communities refers to the shared understanding and meanings developed between parents and educators. MacNaughton talks about the importance of creating these communities to facilitate effective communication and collaboration. We need to have an open dialogues, both parties can co-construct knowledge and practices that benefit children’s learning experiences. ​

4. Culturally Responsive Partnerships

MacNaughton’s work also highlights the necessity of culturally responsive partnerships, especially in diverse child care settings. This helps us to keep our practices inclusive and respectful.

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming & planning in early childhood settings (7th ed.). Cengage Learning Australia.

MacNaughton, G. (2000). Rethinking gender in early childhood education. SAGE Publications.