Estelle Wang

• Built positive relationships with children, families, and staff, demonstrating strong communication and teamwork skills.
• Collaborated effectively with room leaders and educators to meet the specific needs of each service and support daily program implementation.
• Reviewed and followed centre documentation such as communication plans and individual support plans to ensure inclusive and responsive care for all children.
• Adapted quickly to different centre environments, routines, and teaching approaches to ensure continuity of care and education.
• Maintained a safe, respectful, and engaging environment in line with centre policies and regulatory requirements.
• Provided flexible support across a variety of early childhood settings across multiple age groups.

Promoted from Part-time ECE (Jan 2024-Sep 2024)→ Full-time Pre-kinder Room Leader (Sep 2024 - Dec 2024) → Full-time 3–5yo Kinder Room Leader & ECT (Jan 2025 - Dec 2025)

• Curriculum & Planning Cycle Implementation: Implemented the full EYLF planning cycle including intentional observation, documentation of learning stories, formal developmental analysis, individualised program planning and reflective evaluation. Integrated Reggio Emilia principles to create child-led, inquiry-based learning environments that prioritize children’s interests, creativity and natural exploration.
• Room Leadership & Family Partnerships: Managed daily room routines, learning environment setup and team coordination. Maintained regular family communication, documented children’s learning progress and supported smooth school readiness transitions.
• Challenging Behaviour & Emotional Regulation Support: Proactively identified and supported children with challenging behaviours and emotional regulation difficulties. Developed personalised behaviour support strategies, implemented consistent positive behaviour guidance, and coached children in self-regulation, social awareness and conflict resolution to reduce disruptive behaviours and build safe classroom dynamics.
• Multidisciplinary Collaboration: Worked closely with external professionals including OT, speech pathologists (SP) and child psychologists. Implemented their recommended individualised goals and intervention strategies into daily routines and learning programs to support neurodiverse children and inclusive education outcomes.
• Inclusion & Funding Application: Collected children’s developmental data, behavioral evidence and learning documentation to prepare and submit inclusion funding applications. Successfully supported eligibility for additional funding and targeted support resources for children with additional needs.