PLEASE NOTE: At this time, Alice is on an extended medical leave.  She is not currently booking classes and is unable to respond to messages at this time.

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Hello! My name is Alice. 

Through my independent teaching practice, 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱, I help families from all over the world, who are searching for meaningful alternatives to high-pressure and standardised approaches to education, teaching and child development. 

Ｉｎ  Ｔｈｅ  Ｒｅａｌ  Ｗｏｎｄｅｒｌａｎｄ
An increasing number of parents recognise the unique importance of an unhurried and playful early childhood, in shaping a child's long-term wellbeing and academic outcomes. They want educational and parenting approaches that will foster the most important foundation skills needed for long-term learning and wellbeing: such as creativity (instead of conformity), critical thinking and problem-solving (instead of compliance) and confidence (rather than constraint). My teaching practice: 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱, is a child-centred community that makes these experiences easier to find and access from anywhere in the world. 


Ａｂｏｕｔ  Ａｌｉｃｅ
I am a neurodivergent (2e), native English-speaking teacher with 35 years experience in delivering, designing and managing early childhood education, health and child development programs. I am a fully Registered (certified) Teacher in Australia, specialising in Early Childhood, Inclusive Education, Trauma-Informed Practice and Therapeutic Play.

My qualifications include:
★ 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 (𝗘𝗮𝗿𝗹𝘆 𝗖𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱) (Deakin University - Australia)
★ 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗣𝗹𝗮𝘆 𝗧𝗵𝗲𝗿𝗮𝗽𝘆 (Deakin University/ CDU - Australia)
★ 𝗕𝗮𝗰𝗵𝗲𝗹𝗼𝗿 𝗼𝗳 𝗡𝘂𝗿𝘀𝗶𝗻𝗴 (UWS - Australia)
★ (𝗚𝗿𝗮𝗱𝘂𝗮𝘁𝗲) 𝗕𝗮𝗰𝗵𝗲𝗹𝗼𝗿 𝗼𝗳 𝗣𝘀𝘆𝗰𝗵𝗼𝗹𝗼𝗴𝗶𝗰𝗮𝗹 𝗦𝗰𝗶𝗲𝗻𝗰𝗲 (current, Deakin University - Australia)
★ 𝗚𝗿𝗮𝗱. 𝗗𝗶𝗽. 𝗗𝗶𝘀𝗮𝘀𝘁𝗲𝗿 𝗧𝗿𝗮𝘂𝗺𝗮 & 𝗥𝗲𝗰𝗼𝘃𝗲𝗿𝘆 (UNE - Australia)
★ 𝗚𝗿𝗮𝗱. 𝗖𝗲𝗿𝘁. 𝗛𝗲𝗮𝗹𝘁𝗵 𝗣𝗿𝗼𝗺𝗼𝘁𝗶𝗼𝗻 & 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 (UNE - Australia)
★ 𝗢𝘁𝗵𝗲𝗿 (𝗦𝗲𝗹𝗲𝗰𝘁𝗲𝗱) 𝗖𝗲𝗿𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻𝘀/ 𝗧𝗿𝗮𝗶𝗻𝗶𝗻𝗴: Hanen Speech, Circle of Security, Neurosequential Development / Therapeutics, DIR-Floortime/ FEAS assessment, Sand Therapy, Art Therapy, Orton Gillingham, MacqLit, Boardmaker, GLA/ P speech development, Talk For Writing.
★ 𝗦𝗲𝗹𝗲𝗰𝘁𝗲𝗱 𝗔𝘄𝗮𝗿𝗱𝘀: Deakin University (Excellence in Teaching Practice); NSW Dept Education (Innovative Children's Programs and Empowerment); ACT Dept. Health (Infant/ Early Childhood Mental Health), NAPCAN National Awards (Infant/ Early Childhood Mental Health & Development).


Ｔｅａｃｈｉｎｇ  Ｐｈｉｌｏｓｏｐｈｙ
My work focuses on using authentic play, deep inquiry and affirming relationships as the basis for children's learning. I design educational experiences for children - as well as parents and teachers - that embrace and affirm children's diverse thinking and communication styles, authentic play, neurodevelopmental needs, their natural curiosity and desire for inquiry, and which foster each child’s sense of autonomy, connection and self-worth. 

I aim to provide your child with learning experiences that are humanising, by placing their dignity - their preferences, motivations, and aspirations – at the centre of their learning experiences. I want learning to connect with your child's heart and, through that experience, inspire (or re-inspire!) your child's sense of purpose, connection and wonder in our world. 

When teaching, I draw from decades of experience working with little children and their families. Using a quote from Brooke Hampton, my teaching motto is to: 

"𝘀𝗽𝗲𝗮𝗸 𝘁𝗼 𝗲𝗮𝗰𝗵 𝗰𝗵𝗶𝗹𝗱 𝗮𝘀 𝗶𝗳 𝘁𝗵𝗲𝘆 𝘄𝗲𝗿𝗲 𝘁𝗵𝗲 𝘄𝗶𝘀𝗲𝘀𝘁, 𝗸𝗶𝗻𝗱𝗲𝘀𝘁 𝗺𝗼𝘀𝘁 𝗯𝗲𝗮𝘂𝘁𝗶𝗳𝘂𝗹 𝗮𝗻𝗱 𝗺𝗮𝗴𝗶𝗰𝗮𝗹 𝗵𝘂𝗺𝗮𝗻 𝗼𝗻 𝗲𝗮𝗿𝘁𝗵...𝗳𝗼𝗿 𝘄𝗵𝗮𝘁 𝘁𝗵𝗲𝘆 𝗯𝗲𝗹𝗶𝗲𝘃𝗲, 𝘁𝗵𝗲𝘆 𝘄𝗶𝗹𝗹 𝗯𝗲𝗰𝗼𝗺𝗲".

If you are ready to browse my classes, feel free to scroll down toward the end of this page. However, if you would like a bit more detail, please keep reading! 
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Ｍｙ  Ｔｅａｃｈｉｎｇ  Ａｐｐｒｏａｃｈ
You will see many differences in my classes, compared with the traditional US-based pre-K/ K/ early elementary and 'seated classroom' approaches. These 'comply-and-conform' teaching approaches are increasingly recognised as inappropriate for young children, and detrimental to their creativity, self (intrinsic) motivation,  self-worth and even their long-term academic accomplishments (e.g. Carlsson-Paige, et al., 2015). 

For these reasons, I use an approach which draws from my training and qualifications in Play-Based Teaching/ Education, Therapeutic Play and children's neurological development. My approach includes: 

🦋 Collaborative learning led by each child's interests and motivations (not teacher-led instruction)

🦋 Building shared understanding (not imposing adult meanings or rote learning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not seated lectures)

🦋 Deep experimentation with creative, language, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions (not their performance)

🦋 Understanding and meeting the needs communicated through cues, behaviours and signals (not pathologising or supressing behaviours)

🦋 Being an adult who is in calm self-control, and leads through example (not an adult who demands control and compliance of others)

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Ｗｏｒｋ  ＆  Ｌｉｆｅ  Ｅｘｐｅｒｉｅｎｃｅ

My experience includes working with children from trauma, disability, non-English speaking, marginalised, medically fragile/ chronic illness, and neurodivergent (including gifted) backgrounds. I have worked in many clinical and professional education roles, supervising new teachers and health practitioners, as well as maintaining my own practice skills. Over the years I have won many government and sector awards for my work in designing and delivering innovative early childhood programs. 

I have visited and lived many countries during my career, including India, Malaysia, Papua New Guinea, Samoa, Singapore, Bosnia and Herzegovina, Timor Leste and Thailand. 

My Outschool classes are a central and important part of my work as an independent teacher. As well as Outschool classes, 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱 also provides support, training and a like-minded community for adults who care for - and about - children. This includes parents, foster carers, teachers, leaders, social workers, therapists and many others. 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱 community members all share an interest in fostering the social and emotional development of children using play, and relationship-based, neuroaffirming practices. I am also lucky enough to have the opportunity to work privately with a small number of diverse, adult clients who enjoy play and play coaching as a way to explore their interests, experiences and personal goals. To maintain current 'hands-on' skills, I also periodically return to teaching part-time 'in person' in our government school system.  

Throughout my career, I have gained a range of specialised skills and certifications, and have taught other professionals in areas of:
- Child mental health
- Neurodevelopment and neurosequential development
- Trauma and behavioural support
- Literacy, including phonics and speech education (with a focus on the Science of Reading approach)
- Play therapies and interventions
- Sensory-motor development
- Health education 
- Nature-based/ outdoor/ re-wilding education

Ｓｏｍｅ  Ｆｕｎ  Ｆａｃｔｓ
- I love dabbling in the visual arts as well as textile crafts. 
- Before becoming a parent, I travelled and worked all over the world. One of my favourite places was the Kimberley region in Australia where I worked in a remote community for several years. I still miss it, and dream of returning one day when my children are grown. 
- I am a former member of Mensa. 
- If I wasn't a teacher, and could be anything in the world, I would open a wildlife sanctuary. The major challenge would be deciding where! There are so many beautiful, important animals and habitats on this amazing planet.

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Ｃｌａｓｓ  Ｐｏｌｉｃｉｅｓ

𝗖𝗹𝗮𝘀𝘀 𝗩𝗶𝗱𝗲𝗼 𝗥𝗲𝗰𝗼𝗿𝗱𝗶𝗻𝗴𝘀
For child protection and privacy reasons, I do not release class recordings for group classes.

𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗠𝗮𝗻𝗮𝗴𝗲𝗺𝗲𝗻𝘁
For details on how I create and lead a positive, supportive, respectful and learnful classroom environment, please see the section above on "My Teaching Approach". 

For further clarification: 

~ Rewards/ punishments: I do not use rewards or punishments. 

~ Praise: I use praise to reinforce learning skills such as effort, curiosity, or learning from mistakes. I avoid praising (or criticising) performance-related behaviour (such as getting something "right").  

~ Learner feedback: I provide strengths-based feedback to children to support their learning. I endeavour to personalise this to each individual child's own tolerance for feedback, with a focus on growth, critical thinking and reflection. My strategies for feedback are fully detailed in each class listing.

- Muting, videos and waiting room: I do not use muting, switch off children's video, "place" them in the zoom waiting room, or otherwise isolate or exclude children as a strategy for supporting social skills. Instead, I support positive group behaviour and interaction through active teaching, using the approaches described above. I do use the "mute" function if there is persistent background noise in the child's environment. I will also mute and/ or switch off a child's video for either privacy or safety reasons. If this occurs I always inform the child the reason why, and that they are welcome to switch their sound / video back on when they are ready or want to speak.