Bonnie is a New Zealand trained Early Childhood Teacher and an Indigenous Māori woman with Ngāpuhi (Ngāti Moerewa) and Ngāiterangi (Ngāti He/Ngāti Wai) tribal origins. Bonnie has been an active contributor towards early childhood education and training since 1998, beginning her training in the New Zealand Playcentre Federation as a Parent Co-operative member and completing course training in Early Childhood and Adult Education. Bonnie’s love for leading early childhood education was nurtured while serving on the Māori management committee for the Northland Playcentre Association, facilitating play/bicultural and early education workshops for members of the Playcentre Community in Adult Education (https://www.playcentre.org.nz/about/about-playcentre). During 2008-2014, Bonnie made a significant contribution to early childhood initiatives supported by the Ministry of Education, New Zealand. While working in both full- and part-time roles, she completed her Bachelor of Teaching (ECE) at Unitec Institute of Technology (Te Whare Wananga o Wairaka). Bonnie acknowledges this time and work as hugely rewarding in establishing the first bilingual playgroup on the North Shore of Auckland in consultation with Ministry of Education, becoming a certified Playgroup Co-ordinator and Facilitator for five years. In 2011, she worked concurrently as a Preschool/Head teacher with YMCA, establishing a new 50 place service catering for children from birth to six. This initiative aimed to increase participation in Early Childhood Education and Care, and was funded by the Targeted Assisted Participation Scheme in New Zealand, providing early learning services that are accessible and affordable to low socio-economic areas in the South Auckland area. It was during this time Bonnie joined the Reggio Emilia Association in New Zealand (REANZ) and developed a love of developing a culture of inquiry in community with others following the work of Ann Pelo, Margie Carter and other prolific educationalists. In 2014, Bonnie relocated to New South Wales on contract as a Preschool Teacher and Educational Leader for a privately owned day care centre in Sydney, Farran Street Quality Child Care Centre, where she gained an insight into the possibility of what could be achieved within the Early Years Learning Framework as a space for intuitive and innovative practice. While working there, Bonnie completed a Trans-Tasman postgraduate qualification in Leadership in Early Childhood Education with Te Rito Maioha Early Childhood New Zealand. From 2015- 2017, Bonnie was contracted by KU Children’s Services to join the Professional Learning Team in support of the Long Day Care Professional Development Funding. Bonnie was allocated to services to build educator capacity and enact leadership training with Centre Directors where Bonnie re-ignited her love for teacher mentorship and pedagogical leadership through in-residence work and assisting long day care centres to integrate the theoretical work of Ann Pelo, Catherine Hydon and Dr Cathie Harrison, in consultation with centre specialisations and focus areas for innovation. In 2017, Bonnie welcomed the opportunity to return to the early childhood centre, taking up a position at KU Phillip Park Children’s Centre as Director and Educational Leader for a 52 licensed long day care service with 17 permanent staff members, inclusive of 15 teaching staff. Bonnie’s current work is to develop a centre specialisation in Community Inquiry and Investigation, which looks at the way teachers and educators design and evaluate early childhood curriculum through integrating a team approach. Bonnie’s educational leadership aims to demonstrate what’s possible when a community that learns makes their thinking processes and educational practices visible. Currently, Bonnie’s expression and love of educational leadership in the early childhood sector is to foster the experiences of children, parents and teachers as Leaders of Curriculum of Inquiry and Investigation. A community that learns has the power to shape the way we offer curriculum and experience learning that fosters a community of co-inquirers, co-learners, co-thinkers and co-researchers, not only in its design but its evaluative worth in determining the futures of children.