Maureen Leahy grew up in Pascoe Vale South, a suburb North of Melbourne that expanded significantly in post-war housing growth. This was 1960s Melbourne. Maureen was the second eldest of four children and the only girl. She enjoyed billy cart rides and adventurous games but was also content planning a concert or playing ‘houses’.

Maureen fondly remembers her mother throwing a sheet over the dining table to make a fort, so that Maureen could play beneath with her birthday doll. Lovingly her father made a small armchair from paper mâché in the back garden for her.

“I recall being surprised to see the wet mess of newspaper and glue become a solid structure I could sit on and loved that it was made just the right size for my three-year-old self.”

From early on, Maureen had an awareness of what community meant and felt like. Her family pitched in, made things from scratch, volunteered, forged connections with the neighbours. That was all part of building the meaning of their lives.

Maureen had ideas of becoming a teacher- but that meant the possibility of being sent to the country, as most young graduates were then. Instead, she was steered towards accountancy. She used to organise the receipts for her father’s books, in the shop that he ran. Maureen said that he encouraged her and she enjoyed the certainty of maths- yet after having children, she circled back to her core joys: teaching, community, children, family.

As part of that journey, Maureen recognised the need for cohesion with local services and knew that it was important for families to have a base, to be part of a community nucleus. This began in the early years, where parents and carers began to pave the way for a meaningful life, as Maureen’s own family had done in the decades before.

Part of creating this community was about opening doors, where everyone was made to feel welcome, regardless of race, age, religion or difference. In these spaces, the shared humanity triumphed: of being a parent, a carer, a friend, a neighbour, a volunteer, a member of the community- these fundamentals of life superseded the splintering of origins and preferences. As playgroup spaces can do, families were nurtured and supported in their shared endeavour to care for, and love, their children. It was, crucially, a shared experience.

WELCOMING PLAYGROUP FAMILIES TO THE MEADOWS HUB

Maureen was a leader in the Community Hub initiative, as part of the Meadowbank Primary School. This began organically.

Six Community Hubs were funded as part of the Australian Government’s Communities for Children initiative from 2005 -2009.

In 2008 Melbourne University Researcher Dr Deborah Warr, produced a community report titled: “Outside the School Gates: tackling disadvantage in an early education program.” This report investigated the community hub model developed at M.E.L.C. as, “a model of an organic community hub that is responding to household contexts of socio-economic disadvantage and other vulnerable circumstances among local families.”

As of writing, the Community Hubs initiative has grown to more than a hundred hubs across five states.

Maureen was recognised in Victorian State Parliament in 2023*, by the MP representing Broadmeadows, Kathleen Matthews-Ward.

Kathleen said in Parliament:

“These hubs are incredible resources and respond exactly to the needs of local families and communities. They make people feel welcome and heard and give people a place to belong and learn, especially those who are navigating life in a new country. We will never know exactly how many lives Maureen has made better by her work, her warmth and her wonderful self, but it would be thousands upon thousands.”

Maureen was moved by the gesture:

“This recognition, has in a very meaningful way, demonstrated that the ground up approach to community engagement, my volunteer pathways and contributions to delivering the early years in schools initiatives are widely valued.”

Maureen has this year been chosen as a Lifetime Playgroup Champion, one who has made a difference in the lives of many, who has made families feel welcome, cared for, recognised and supported. Maureen Leahy has created a place of belonging for children, parents, carers and families in playgroups for 46 years.

As Playgroup Victoria reaches its 50-year milestone, and Maureen begins her retirement after nearly five decades of working in the early years space, the community celebrates Maureen and those like her who have created homes away from home, for people from all around the world.

"There are so many magic moments in a playgroup that at the end of the day we come and say, ‘Oh! Did you see that!’ It’s capturing all of that, that’s very important,” said Maureen.

We spoke with Maureen, taking a walk down memory lane. What her story tells us is that, where community grows, so does purpose, hope and a great propensity for kindness.

What was your community like growing up? How did your upbringing influence you?

Our neighbourhood was a tight community of friends and neighbours who looked out for each other. Regular get-togethers were held with everyone invited to sing around the piano, tell stories and share supper.

Volunteering was a given in our home. Mum and Dad were regularly assisting someone in need. Whenever a neighbour was poorly. I was sent to pick up a prescription or go on an errand. My family often hosted people who needed a bed. Sometimes a sick relative, other times an overseas or interstate guest came to stay. I was then sent to my aunts as my room was required.

Monthly fund-raising efforts for the school or scouts included cake stalls. I fondly recall all the women and girls baking cakes and gathering together to ice these creations and pack them ready for the stall.

My cousin and I were encouraged to assist and would be invited to help at impromptu fundraisers such as a bingo afternoon to support emergency relief. A Christmas picnic would be held for disadvantaged children, and as mum and dad assisted with the event, we could join in the fun and games.

“I believe our past experiences shape our core beliefs and identity. I have developed a strong sense of resilience and feel fortunate to have a self-concept that helps me feel confident and trust in my capabilities.

MEADOWS HUB HOSTING AFTERNOON TEA FOR PEACE AND PROSPERITY LADIES

I find I am happiest when building connections and helping others recognise their values and life experiences, and this motivates my relationships with people.”

What led you into the early years space? Did you study after high school? What was your first job? What made you begin a playgroup in your local area?

My first job was at the Taxation Department studying accountancy. I then worked in accounts for a local finance company before marrying and having my own children. Like most young families we had moments when things felt out of control, but it was having so many first-time parents in the area around us, that normalised our experiences.

Tullamarine was a new community of young families, many looking for activities for their children. As neighbours we organised informal get togethers which included “play dates” for our children. A “get fit for young mums, run in the local community hall, prompted the idea to hire the space for a playgroup, which could accommodate many more families.

Our community playgroup commenced, and two friends and I happily took on the leadership roles. Weekly playgroup planning nights strengthened our personal relationships as we leant on each other’s skills.

Our nearest kindergarten was in Airport West or Strathmore, and both were “booked out” before my first child was born. The local progress association was fundraising to build a kindergarten in our area, and I joined their working group as secretary, and we opened the kindergarten in time for my child’s kinder year.

Our kindergarten teacher welcomed volunteers, and I found myself constantly learning and adopting suggestions for our playgroup and my interest in early childhood development grew. Her program encouraged parent involvement and with our playgroup team we planned cooking experiences with the children over the six years each of our children attended.

What do you believe is the power of playgroups?

Playgroups are a place to share the joys of early childhood development. They can build interpersonal connections and offer participants the chance to share their opinions, learn new skills or to be involved in solving challenges.

“Playgroup is a unique concept. Each playgroup is as different as the community it serves and can be a space that responds and reflects the needs of those attending.

The power of playgroup is in the notion that everyone can be involved and contribute to the group’s wellbeing. From the adults with capacity to help others who offer peer support, or those who share a skill, to the children’s creative opportunities, social development, and enjoyment of discovery in their play together.”

In what ways do playgroups have on the individual, the family unit? In what ways have you seen playgroups act as a primary prevention measure?

Imitation is the first way a child learns how to react with their environment in the early stages of development. As babies we experience attachment in our families and learn to relate to others as we encounter the wider community.

Community connections can give children a sense of belonging and help them develop social and other skills. Playgroups can provide a soft entry point to the community around us, which can have a positive influence on a child’s connections with others outside the family unit.

PLAYGROUP VICTORIA VAN VISITS MEADOWS PLAYGROUP IN SCHOOL 2011

“Playgroup fosters meaningful relationships. Playgroup offers adults a place to understand other family dynamics or perspective and come together for positive interactions for the children and adults. Children learn how to respond to stress or conflict by observing their family’s behaviours. At playgroup individual opinions are respected, and all voices encouraged to be heard, which contributes to maintaining healthy boundaries. A child’s conditioned behaviour can be positive when effective communication, conflict resolution, and healthy coping skills are modelled.”

Playgroup leaders can establish opportunities to discuss concerns and invite professional services to address worries. It is a place to show encouragement and affection and a safe space to share different parenting views. At Meadows we emphasize the communal dynamics in which every member can establish friendships, volunteer and learn a new skill.

When parents informed us that they didn’t attend the health centre as it was “only run by a nurse” we organised a playgroup day at the Maternal and Child Health centre where the children were all measured and weighed. This excursion introduced families to the three-year-old health checks and provided valuable insight into the role of the nurse in Australia.

Our playgroups now book regular visits from the outreach services of the maternal and child nurse and the playgroup support officer which has enabled referrals for early intervention opportunities.

Parents are better placed to be responsive to the needs and interests of their children when information is accessible for families.

“When a number of our playgroup children were diagnosed with additional concerns, we added ‘Ready to Learn’ playgroup sessions bringing these families together for additional support.

Maintaining positive links with services is of mutual benefit to all involved. Playgroup leaders can actively encourage participation with the children’s services, and the wider community activities.”

What role do you see playgroups having in our society? In what ways do playgroups have an impact on the wider community? What springs to mind when you think of the idiom, ‘It takes a village to raise a child’?

I believe our society has a collective responsibility to provide a safe and nurturing environment where children can be raised to be happy and well-adjusted.

“Playgroups offer a place for positive impact on the child’s upbringing. An extended community of family, teachers, neighbours and other community members coming together in support for a shared outcome.”

Our kindergarten teacher visits the playgroup to chat informally with parents and encourage enrolment to the service. To support children’s transition from home, we share special days with the kindergarten and invite the playgroup families to visit the school for special performances.

Social cohesion- in what ways have you watched it be nurtured through playgroup?

We can define social cohesion as the belief held by citizens of a given nation-state that they share a moral community, which enables them to trust each other. (Larsen 2013)

Throughout my years in the playgroups, I have witnessed the growth of trust in our community when we encourage people from different backgrounds to come together to learn from each other and share their experiences and personal journeys.

A constant theme has been iterated amongst participants. “I didn’t know others had similar experiences as me, her family fled war like us.” or “We both want our kids to be happy, I have the same values as her.” Many agreed with “I want to live in an open-minded community that loves and respects all cultures.”

Our playgroup plans an adult activity each week. By participating in a community activities where interaction is required, personal relationships can begin to grow. These personal relationships help people have informal and consistent interactions that through time, often break down negative stereotypes.

Introducing indigenous perspectives into our program encouraged one parent to bring in her possum skin cloak she had recently made to show me. When I asked her if her school aged child would model it, she was initially nervous of the reception from the playgroup but was so proud when one of the other mothers told her animal furs were part of her cultural dress too.

Encouraging discussions on topics of interest, sustains the extraordinary level of community pride and participation in the group. Celebrating significant cultural events, respecting food choices, participating in religious celebrations, add opportunities to learn from each other and to be the voice of our community.

Coming together to plan a whole school EID celebration, demonstrated pride in the cultural dishes presented and pleasure in the opportunity to share this occasion with the wider community.

As the result of continual playgroup/community participation, what changes are made in young lives? What changes can be made in the lives of parents/carers and educators?

Through a range of circumstances many families in the neighbourhood are vulnerable to becoming socially isolated. Many newly arrived people have no roots or connections to community especially through the dissolving influence of family and church that were able to provide social networks and support.

It is important to encourage parents to become involved in the playgroup program with their child. It provides important opportunities to develop informal social networks providing everyday forms of support and companionship. These local networks are where parents can assist each other and share information.

Attending the playgroup provides a pathway to participation at the level a parent wants. For some it can be establishing new social relationships and supports in their neighbourhood, finding information on a local service or an outlet for a personal skill or interest, or joining in a community event.

One parent who joined the Breakfast club was asked to speak at the school’s assembly to promote a special event. After some coaching she was delighted to tell me how proud her children were seeing their mother accomplish this task. Her daughter also revealed that having watched her mother overcome her struggles, she now felt confident to read out the student’s sports results at the next assembly.

Several parents and volunteers who attend the playgroup continue to be highly active members of projects and committees associated with the school hub. In this way the hub has been an important community-based-site linking families to specific support services and neighbourhood resources and other opportunities.

The playgroup has been a life-long connection for numerous families. Children who start in our playgroup attend the kindergarten and go on to the school see a connection to place. They often come back for a visit or offer to “help,” enjoying their continued relationships with staff and sometimes remarking how small the furniture now seems.

This sense of belonging is shown by the many generations of families who pop in to say hello and let me know how their family are doing. Some return to attend the hub with their own children and grandchildren and participate or volunteer in our programs. A grandparent whose youngest grandchild is now attending the secondary school continues to enjoy his weekly gardening sessions, sharing his knowledge and experiences with the whole community.

“Our multicultural aide has been with me for over 30 years since her child’s playgroup days and our playgroup leaders all started volunteering when their children attended playgroup, one over 24 years and another 12 years ago. Our school council president and one of our teaching staff both started their early years and educational journey at different times in our playgroup and their mothers are still involved with the school.”

What three words come to mind when you hear the word ‘play’?

Fun, enjoyable, activities.

Learning through play. In what ways does this benefit children, and indeed people throughout life’s journey? What benefits are extended to children when their primary parents/carers play with them? In your view, and from your experience, what is the importance of this core relationship in the early years of life?

Early brain development has a lasting impact on a child’s ability to learn and succeed in school and life. Research tells us the quality of a child’s experiences in the first few years of life – positive or negative – helps shape how their brain develops. We can process information best through social interactions, so doing things together has priority.

Children explore their world through play from the moment they’re born. We are built to learn naturally through play. Safe in mother’s arms, a simple peek a boo game can start an initial interaction with another person and introduces baby to this simple play.

This game helps babies experience emotions such as surprise and anticipation, as well as excitement and happiness when you suddenly appear. The game plays an important part in their early language learning as they wait their turn to react.

Babies begin to recognise the repeated words and actions of simple games and can start to predict and anticipate what will happen next. This wait and respond pattern can be considered an early form of conversation.

The amount and quality of care, stimulation and interaction children receive in their early years makes all the difference. This is what makes playing together so powerful, and why it’s so important to make room for play together throughout our lives.

HUME HUBS AT NATIONAL PLAYGROUP DAY AT LEISURE CENTRE

Play is one of the most important ways in which young children gain essential knowledge and skills. A young child’s daily experiences determine which brain connections develop, and which will last for a lifetime. Playing helps children master all the skills they need to thrive in our fast-moving, world.

Our brains are excited when we experience joy in an activity and the feel-good hormone dopamine is released in the brain, which is one of the reasons we enjoy playing these games again and again. They are positively connected to memory, attention, creativity, motivation and executive function.

By choosing to play with the things they like to do, children develop skills in all areas of development: intellectual, social, emotional and physical. While children are playing, they can try out new social skills (e.g., sharing toys, agreeing on how to work together with materials), and they often take on some challenging cognitive tasks (such as figuring out how to make a building with smaller blocks when the larger ones are not available).

Children are ‘hands-on’ learners. We watch them acquire knowledge through playful interaction with objects and people. They need a lot of practice with solid objects to understand abstract concepts. For example, by playing with geometric blocks they understand the concept that two squares can form a rectangle and two triangles can form a square.

For this reason, play opportunities and environments that promote playful interactions, exploration and hands-on learning are essential elements of effective playgroups.

What is the role of storytelling and music in playgroup settings and indeed community settings?

Storytime, music and movement play an essential role in playgroups. Children learn to recognise words, patterns, rhythm, and pitch from music. Singing or dancing to pop hits, enriches their daily experiences and is fun for everyone

Listening, playing, or dancing to music is a fantastic way to build social skills, co-operative play and meaningful connections with others. I never get tired watching the anticipation and joy when the children count down their rocket ship to Blast Off in their parent’s arms.

Playing instruments enhances their motor skills and strengthens crucial left-right brain connections, which are essential for future learning in numeracy and literacy.

Music not only supports the building of connections and facilitating interactions at playgroup, it’s also a great way to allow participants to engage and enjoy the activities without pressure to engage or talk, especially during the introductory sages to the play program.

By frequently introducing new words and phrases, books, songs and nursery rhymes help build language skills, allowing children to extend their vocabulary in a fun and engaging manner and exposing children to correct sentence structures and syntax aids in their grammar development.

Play is all about fostering connections and building relationships, which is fundamental in the emotional and social wellbeing of children and adults. By inviting older generations to playgroup story-time, we can share experiences through familiar stories, and cultural experiences.

Gardening, cooking- these fundamental components of life and living- how and why have you woven this through playgroup and the community hubs?

Genuine engagement is key to building relationships in our diverse community. All our initiatives have been identified from local surveys. Our kitchen and garden programs are key strategies for bringing together people of all abilities to improve wellbeing. strengthen and grow our community.

“Fostering cross-cultural connections and focusing on positive mental health and self-care starts with recognising individual abilities, opportunities to work together and achieve something worthwhile. These programs offer opportunities for conversational English as the participants to learn from the horticulturalist, kitchen specialist and each other and to be engaged socially.”

Our kitchen provides a safe food handling environment to support our Breakfast program and cooking initiatives supported by the schools school staff, multicultural aide, volunteers and kitchen specialist. We have partnered with Dallas Neighbourhood House to employ a horticulturalist who delivers weekly environmental learning sessions in our community garden.

Children love to mimic what they see in the home and cooking with toddlers is a great way for parents to spend a fun, quality time together and teach them cooking skills. Cooking is not just about measuring, stirring, and baking – cooking with kids teaches children math skills, scientific concepts, socialization skills (working together), language development (learning new words), and more.

Nature play and exploring outdoors is a critical component in a child’s development. Learning to care for the environment starts with appreciating the world around us, making mud pies, collecting different shaped leaves and breathing fresh air is not only fun but also educational.

The sensory experiences of the garden provide children with environmental experiences as they note the changing seasons, smell and taste the various plants, use their physical skills digging and exploring insects and visiting creatures to the garden.

How have playgroups helped families navigate life when moving to Australia from overseas countries? How has your playgroup and community hub supported culturally and linguistically diverse members of your community?

“Early childhood educational programs are important community-based institutions for promoting the social inclusion of children and their families.” Friendly and Lero 2002

Many families moving from overseas can feel isolated from family, unaware of cultural norms in Australia, have limited English language skills and some are not literate in their first language.

HUME COUNCIL RECOGNITION - MEADOWS HUB & MSO PIZZICATO EFFECT PROGRAMS

Children in families with languages other than English can experience a range of barriers to learning. When parents, newly arrived in Australia, bring their child to playgroup, they gain an understanding of the importance of early learning and see how valuable it is for them to be involved in their child’s learning journey.

Part of our mandate is to help prepare preschoolers from CALD backgrounds for kindergarten and school and programs targeted at children in their early years are one of our core services.

Attending a Hub in the early years provides opportunities to develop language and social skills and prepares them for school in many ways. Our playgroups offer families, valuable opportunities to engage in fun activities with their children and find connections within the community.

They may face significant socio-economic disadvantages and experience family circumstances associated with recent resettlement in Australia which can have a disrupting effect on family and social networks.

Parents under stress can find local services with our partner agency workers available on-site or at the local Women’s House. Family support workers help parents pilot the Australian education system and ensure a gentle entry point to the kindergarten and school settings.

Sitting in the hub our community language volunteers and multicultural playgroup team work together to support our multicultural aide and hub leader.

Contacting families in their home language to remind parents of special events, explain school processes or translate school news are part of our multicultural aide’s role.

Our multicultural aide has a long association with the playgroup and is a key contact person for many non-English-speaking families coming to the playgroup and school hub and is available for translation at parent interviews and welfare meetings.

What is the benefit of running playgroups in primary schools? How does playgroup help to bridge the gap between birth and school?

Introducing children and their parents to the kindergarten and school environments is one benefit of integrating the playgroup in the primary school. Children hear the school bells and announcements, observe the children at playtimes and are invited to attend and participate in special school events.

The kindergarten and school staff are aware of the families whose children will be attending their program and can ensure they are ready for the individual needs of the child and have in place additional support if needed.

A key to successful transitions is the ability to adapt to change. By building a warm, supportive relationship at playgroup, we can help your child develop resilience and learn school readiness skills.

Children build resilience over time and through experience. From an early age children will look for ways to build their resilience. Repeating actions, stacking blocks or posting items, until they are successful, and to keep trying even when it is not easy.

Parents can help children by allowing them to face some uncertainty and enabling them to encounter new challenges while understanding ‘how much is too much’ for each child.

While children shouldn’t face challenges that are insurmountable for them at the time, it is important for them to encounter enough difficulty, where something is just tricky enough for that child, that they will need to draw on their resilience a little bit.

What has playgroup brought to your life over the years? In what ways has playgroup and community work enriched your life?

Over the past 46 years, I am proud to have experienced the opportunity to work side by side with local people to improve community outcomes. The chance to address a lack of early years’ experience in children attending our prep grades and establish the playgroup in schools project, gave me a first-hand insight into the needs of our school community.

Meeting with parents and establishing an early years’ experience that ensured parent engagement was the start of our school’s partnership with families. This program developed positive relationships between the school and service providers with commitments to develop practical solutions that fit the community’s needs.

I have been fully supported in the development of the program and uplifted by the inspiring residents who have been instrumental in leading the volunteer team.

My life has been enriched by our community’s acceptance of my ideas and become active participants in the program. I have made life-long friendships and invited to attend graduations, birthday parties, concerts and sporting events.

I have been asked to speak at funerals, invited into families’ homes and celebrated important cultural and social events, births and weddings and experienced fabulous cultural foods. My own children have experienced a true multicultural education, having come to the school on their curriculum days, making lasting friendships and being invited to be a partner at their Debut.

Have you had a big supporter over the years? Who has encouraged you along the way?

At every step of the journey, I have enjoyed growing an amazing early years team and experienced wonderful mentors who have generously shared their wisdom and provided perspective and encouragement whenever it was needed.

While I could not possibly name them all, I need to give special mention to Gonul Yunluel who has worked by my side for 35 years and all the school principals and fabulous staff who championed the early years and hub programs in the school.

I am indebted to Margaret Gray as the Prep teacher who first proposed a playgroup at the school and Mary Cox who initiated our school’s environmental programs.

Rosaland Vincent from the Neighbourhood Renewal project who helped me appreciate the value of working with the wider community agencies and linked the school with the Melbourne Symphony Orchestra to begin the Pizzicato Effect at Meadows. Dr Deb Warr who researched the Hub project while participating in the playgroup program alongside families.

Colleen Turner and Judy Grey who introduced me to Best Start initiatives and developed the Hub strategy for Communities for Children and Neoma Carey who has been a staunch supporter and collaborator in many Community Hub initiatives.

The many agencies who have partnered with the Hub along the way including the Hume Early years partnership, VICSEG, Anglicare, Broadmeadows Uniting, Melbourne City Mission, Youth Services, The Smith Family and The Brotherhood of St Laurence.

Peter Scanlon for his philanthropic support and foresight in appointing Sonja Hood as CEO. Paul Smith who has continued to provide funding for our Breakfast Club program over many years.

Hume Council officers and in particular Anna Boland and Cassie Loch who have been steadfast in Supporting Parents Developing Children developing valuable resources in the Hume early years network and Jean Tusler who is a wonderful supporter to Hume volunteers and Silvia Amici as Hume Hubs support coordinator.

What was it like to be recognised in the Victorian State Parliament in 2023?

We all hope to leave a positive legacy when we retire, and while I have received recognition over the years, accepting praise for what I enjoy doing has always been difficult for me.

Receiving an acknowledgement of my working life in the Victorian State Parliament made me stop and consider who and what influenced my career choices and to reflect on the impact of my own accomplishments.

This recognition, has in a very meaningful way, demonstrated that the ground up approach to community engagement, my volunteer pathways and contributions to delivering the early years in schools initiatives are widely valued.

It has also been an opportunity to promote the value of Community Hubs in schools to a wider audience, to acknowledge our supporters and philanthropic partnerships and lobby for continued funding.

What does it mean to be recognized as a Lifetime Playgroup Champion, as Playgroup Victoria celebrates 50 years?

Receiving the Lifetime Playgroup Champion award was a complete surprise. I have long been a supporter of Playgroup Victoria and feel an incredible honour to receive this recognition.

I am genuinely touched by this award as it serves as a reminder of the incredible opportunities I have been given, and I am grateful for each person who has mentored me along the way.

What are some of your fondest memories of playgroup over time?

One of my fondest memories of playgroup was the emerging confidence of a young boy who experienced severe separation anxiety. His mother could not leave his sight without a “meltdown,” and she worried about his ability to attend school the following year.

At playgroup we supported a gentle separation by asking mum to cut the fruit in the adjoining kitchen where he could watch her through the window and gradually, she was volunteering at different tables but still within his sight.

2011 FUNDING RECEIVED FROM HELPING HANDS HELPING HEARTS

One day I noted his interest in the delivery of new resources in several large boxes and asked if he could help me carry them outside and unwrap them. It was the first time he acted without looking to his mother for reassurance and we all celebrated as he happily opened the boxes and stayed outside playing with the other children.

Another success story involved a child who required early intervention. His parents were desperate for assistance but did not want him to be “assessed”. We set up a small playgroup activity with 5 children experiencing learning difficulties and supported by with a play facilitator and the Hume OT.

This child had not spoken and his difficult behaviour meant he was unable to play with others children, however by the end of the years program, he was actively engaged and speaking in sentences and transitioned successfully into the kindergarten with support from the OT.

When I was approached by the school’s new principal to explain the need for our early intervention programs, I cited the journey for this child. The principal had met this student and stated there is nothing wrong with child, which gave me the greatest pleasure to acknowledge the value of his early interventions.

Playgroup Victoria has always been my trusted reference point. From the first community playgroup coordinated with neighbours from 1975 to 1977 and then from 1978 along my professional journey of 45 years working for the Department of Education to recognise the important role of family involvement in their child’s education, championing playgroups in schools and developing the Community Hubs program.

Playgroup Victoria has been a source of knowledge and collegial support along my journey, and I thank you for the encouragement, meaningful connections and many friendships I have been privileged to make.

I am pleased to have the opportunity to reflect on my personal playgroup journey and truly believe the Lifetime Playgroup Champion award is a recognition of the incredible mentors and teammates who stood by me throughout my career.

A testament to all the ongoing support from amazing individuals who share in recognising the important role playgroups play in the early years sector and their acknowledgement and ongoing support for the empowerment of the family unit in our community.

In what ways can playgroups create welcoming spaces for families?

We need to consider the environment is inclusive, safe, respectful and supportive when creating a welcoming space for families. When we seek to actively engage individuals from diverse backgrounds, we must ensure their participation is without barriers.

A display of things that remind us of who we are and seeing what we love valued, fosters a sense of belonging for all. We can establish a safe playgroup space that people have a genuine connection with, eg Artwork that is important to the child, pictures of the families attending, resources and books that represent the culture and language of participants.

A positive atmosphere, where people will feel valued and heard is important and program leaders should ensure they are aware of the needs of all.

We should also consider the unique function of the room and combine the best possible aesthetics. Participants should be able to identify areas for prayer. relaxing, changing and feeding babies.

Physical elements placed in an efficient and pleasing manner promote safe play. Consider where larger pieces of furniture can create security for baby play areas, smaller pieces that can be interactive, movable and interchangeable enable older children to change the environment design.

Plan contemplative areas in your environment while also accommodating messy or active play or invitations to explore and consider adult seating is available for interactions near the children’s activities.

Maureen Leahy’s legacy will live on. Children and adults alike remember the way that she welcomed them, supported them and extended her kindness. As she did so, Maureen demonstrated the power of playgroup, and the power of early years communities, setting people up for life- and for enjoying that life.

*References:
Parliament of Victoria, Legislative Assembly, Hansard, Tuesday 15 August, 2023
https://www.parliament.vic.gov.au/parliamentary-activity/hansard/hansard-details/HANSARD-2145855009-21472

Article by Sinead Halliday