Dr Jo Fahey has over 35 years’ experience as a teacher, researcher, curriculum writer, and professional learning leader around the world. Her work spans early childhood settings, schools, universities, and large-scale professional learning.

A former curriculum developer for the International Baccalaureate Primary Years Programme, Jo’s doctoral research led to the publication of Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding (IB, 2012).

Dr Jo Fahey is deeply committed to upholding children’s rights to learn in ways that honour their development in the early years. A strong advocate for play-based learning, Jo believes that children learn most powerfully when literacy is embedded in meaningful, engaging, and playful experiences.

She understands the significant pressure many early childhood educators face to teach reading and writing in highly prescriptive ways, often in conflict with their professional beliefs, values, and instincts.

Jo advocates for a balanced middle ground, drawing on research and practice, she challenges the current overemphasis on decontextualised phonics.  She highlights how such approaches can be detrimental for many children when disconnected from meaning, context, and authentic literacy experiences.