Previous lectures from 2018.....
The capable and competent infant and toddler: Revisiting a curriculum for our youngest learners
Presented by Anita Homewood in May
As teachers, our aspiration is for "children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.” This is just as pertinent for infants and toddlers, and Te Whāriki has been instrumental in bringing this rich learning to life. We will revisit a curriculum for infants and toddlers, and consider how the Principles of Te Whāriki in particular support a Curriculum of Care. We will also take time to reflect on our role in creating the space for infants and toddlers to flourish as capable and competent learners.
Being an activist: Testing times in ECE
Presented by Wendy Lee in April
At a time when the NZ Government is challenging practices around assessment, it is vital that early childhood professionals are both informed and articulate about the issues of testing and how this might impact on children’s learning lives.
There is no question that assessment shapes how children see themselves and how they learn. Assessment also has an important role in building children’s learner identities. The OECD is now pushing for even younger children to be tested and baby PISA is under active development through a Field Study. Many countries have rejected participation in this Study and its development will therefore begin with just the USA and UK being involved. However, the OECD had hoped for 3 to 6 countries for the Field Study and so it seems clear that there will be a future drive to bring many more OECD countries into the Baby PISA fold.
We all need to examine the issues involved in this development and think about both the purposes and consequences of our assessment practice.
This will be a lecture that will both share information about the current development of Baby PISA and also explore key ideas around formative assessment, keeping the principles of Te Whāriki in view as a crucial lens through which every NZ early childhood professional lives. It is imperative that teachers and managers of early childhood settings are able to inform those within their communities about these critical elements of education and especially the role of assessment in the development of children’s learning.
Just some of the great feedback received from Wendy's lecture:
"This is my first one of your talks and WOW - you are an inspiration. I have been to many workshops but haven't been as interested and inspired as tonight - thank you :)"
'"Bring back the life". "Wow" I love listening to you sharing your views. Thank you for sharing your experience, your knowledge and your wisdom"
Who said 'good is good'?
Presented by Lynn Rupe in March
Guy Claxton wrote, “We are built to learn by imitation. Evolution has equipped us with brains that are designed from the moment of birth to do what people around us are doing.” The questions are then; what are we modelling? what are we teaching by just being? Thoughts and ideas that hopefully will provoke discussion and reflection about the messages we are giving children moment by moment. Discussion that may leave you wondering ‘who is my authentic self’.
Just some of the great feedback received from Lynn's lecture:
"Tena koe Lynn, what food for thought. I felt very supported by your lecture. I love your growth mindset and feel empowered by what you present. You are easy to listen to and kept my attention. ELP lectures really empower and support my teaching. Thank you team ELP"
"Lynn presented really well. She discussed, explained and let us into her 'mind' - what she was grappling with. Really thought-provoking - thank you!"
Children formulating working theories: What does this look like?
Presented by Lorraine Sands in February
Children who are ‘up for challenge’ realise that anything worth doing takes time, effort, patient exploration and a willingness to explore possibilities. This doesn’t mean that learning happens easily. In the process, children build an understanding of themselves as learners who don’t give up; as learners who like to trial new approaches, and as learners who enjoy the stimulation of tricky challenging goals. When children very deliberately, with ‘inquiry’ uppermost, investigate open ended resources, they play around with ideas and experiment for long periods of time. They often chat about their techniques with their friends, teachers and family and formulate ‘working theories’ as they figure out how this world works.
This lecture investigates the kinds of settings, relationships and conversations that enable children’s working theories to expand in imaginative, curious, inventive ways that will carry them into lifelong learning success.
Just some of the great feedback received from Lorraine's lecture:
"Thank you Lorraine, once again an inspiring and thought provoking lecture! Lots of good stuff to reflect on and weave into my practice"
"Amazing workshop, very informative. Love the examples of real children developing real theories in their own time; supported by the teacher but not stifled."