Isabelle Adams is a highly qualified and experienced teacher, administrator, trainer and consultant whose involvement in the early childhood education and services industry is over four decades. Her qualifications include a Diploma of Teaching (ECE), Bachelor of Education (Primary Education) and Master of Education. She is an accredited trainer and experienced facilitator of adult learning and a professional speaker. Her accreditations include Certificates IV in Training and Assessment and Small Business Management.

She has experience of school systems from kindergarten to Year 12 and tertiary institutions including Registered Training Organisations (RTOs), TAFE Institutes and Universities. She worked in early childhood education as a pre-school, transition and pre-primary teacher, pre-school officer, pre-primary advisory teacher, curriculum officer, researcher, program evaluator, superintendent, and lecturer and now works as an independent consultant and trainer.

She established languages centres for ethnic children, developed early learning programs and resources, facilitated early childhood training course and workshops for trainee teachers and childcare workers, parents, carers and community members, and facilitated and evaluated early childhood training courses for remote communities.

She has extensive knowledge and experience of culturally, linguistically and socio-economically diverse children and families through her work and travel in urban, regional and remote locations in Australia and in overseas countries including the United States of America, Singapore, Indonesia, Malaysia and Hong Kong.

Ms Adams completed a Master of Education dissertation entitled Sexism and its Existence in Pre-Primary Classes and co-authored a published curriculum resource for early childhood educators entitled A Self-Concept Curriculum for Young Children. She has developed an innovative research based early childhood learning program entitled Life Skills for Pre-Schoolers which focuses on developing multi-intelligences in young children as a foundation for life skills and school learning.

She has written academic papers and research reports on early childhood education for publications produced by state, national and international agencies and organizations including the Western Australian Department of Education, Australian College of Education, Australian Council of Educational Research, Australian Early Childhood Association, and the Bernard van Leer Foundation. She has presented papers on early childhood education and services at state conferences in Australia at Perth, Brisbane, Sydney, Adelaide, Canberra, Melbourne, Darwin and Hobart.

Isabelle held membership on state and national committees as an early childhood educationalist. At a state level, these included the State Advisory Committee for Stronger Families, Stronger Communities Program and the WA Children’s Advisory Council. At a national level these included the OECD Review of Early Childhood Education and Care Australian Steering Committee, Australian Council of Educational Research, and the Ministerial Council on Education, Employment and Training and Youth Affairs (MCEETA) Task Force on Indigenous Education.

She is a current member of Early Childhood Australia. As an education consultant, Isabelle has conducted research on early literacy and numeracy for the Australian Council of Educational Research, coordinated conferences on early childhood services, designed and facilitated programs for parents and caregivers on early learning for young children, and carried out consultations and developed strategies for early childhood education and care. She developed the initial strategy for the Children and Family Centre in Halls Creek, WA.

Isabelle is a mother and grand-mother of children who have achieved successful educational outcomes. She is a strong advocate of the rights of all children to have relevant and practical learning that makes sense to them, and develops their life skills and prepares them for transition into and learning success in the first years of formal schooling and the achievement of successful educational outcomes.