9.00 - 9.30 Keynote Address: From principle to practice...
Imagine an infant and toddler setting that is all it can possibly be. Start here and vision will drive your practice. Begin with the roster, the programme schedule, the needs to be met and your practice
will narrow to meet these outcomes. Leave room for imagination...for possibility....for creative energy to thrive..... and learning and teaching in your setting will be different from before.
9.30 - 10.30 First Workshop Session
participants choose between Workshop 1 and Workshop 2:
Slowing down to catch up with infants and toddlers: A pedagogy of listening
So what supports wise practice…..what enables teachers to respond to infants and toddlers in ways that support these curious explorers to make sense of their world? This workshop considers alternatives
to rosters and routines and generates conversations around responsive relationships inside a collaborative community of learners.
Seeing through the looking glass, past developmental milestones and into the view of infants and toddlers as life long learners.
What happens to our practice and our settings when we truly consider what it means to be a robust and resilient learner – a learner who is a curious explorer of their world. The possibilities are full of
surprise as passionate learners take risks, puzzle over, investigate and build working theories. This workshop reflects on powerful images of babies as researchers enabling teachers to stretch their
imaginations to build collaborative learning communities where children have the support, inspiration and passion to ‘fly’.
11.00 - 12.00 Second Workshop Session
participants choose between Workshop 3 and Workshop 4:
Breaking through the glass ceiling defined by infant and toddler needs into the realm of high expectation, deep involvement and social collaboration.
Consider an image of infants and toddlers as researchers… as curious investigators who puzzle over the people, places and things in their world, ask questions and develop strategies for answering them.
This workshop builds discussion around how a key teacher strategy might better recognize these questions and respond to infants and toddlers and their families in their research endeavours.
Learning to move: Moving to learn in an intriguing environment that draws infants and toddlers into investigative possibilities
‘The space between’ children’s intentions and teachers intentions is a collaborative space that thrives on shaping and re-shaping knowledge for a purpose, testing ideas and throwing these into surprising
combinations. How can we recognise and plan for that? This workshop looks at how the environment as the third teacher provokes curious exploration, enabling our very youngest children to work together on
meaningful investigations.
1.00 - 3.00 Afternoon Session
The afternoon programme will provide an opportunity to develop an understanding and use of enquiry/action research methods and to formulate a research question. Participants will be encouraged to also
focus their professional learning on language, culture and identity - this work is intended to strengthen the pathway to stronger bicultural practice.
The final element will include IT support systems, enabling up to 8 centres per Inspiration Day to access an allocated ELP Project Facilitator. Centres will opt for this option on the day. For the se
ttings who take up this option, ELP will utilise telephone support, email, Skype, podcasts and blogs to support teachers’ practice and self review as they engage in their own self-directed professional
learning project.
(ELP has the resources to support up to 8 centres per Inspiration Day via this model. If more centres apply we will give priority to those centres with the highest percentage
of staff members attending the Inspiration Day.)
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