ELP Presents: Early Childhood Professional Learning Lecture Series
Hamilton & Auckland 2018
If you missed this year's fantastic series of lectures, don't worry we will be advertising our 2019 series very soon - make sure you grab our Season Pass to save!
All lectures are in the evening, from 7:00pm-9:00pm.
To print a 2018 brochure please click here. Alternatively full details of each lecture are below.
PREVIOUS LECTURES HELD IN THE 2018 SERIES......
Children formulating working theories: what does it look like? presented by Lorraine Sands in February
Children who are 'up for a challenge' realise that anything worth doing takes time, effort, patient exploration and a willingness to explore possibilities. 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 learning success lifelong.
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?'.
Being an activist: Testing times in ECE, presented by Wendy Lee in April
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.
The capable and competent infant and toddler, 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.
Expert weavers, presented by Lynn Rupe in June
Te Whāriki talks about the early childhood and primary school curricula being “based on similar principles and have similar approaches to valued learning.” We start the weave in early childhood then the woven whāriki continues on seamlessly with no gaps into primary school. To continue the learning journey from early childhood to primary school the expert weaver requires knowledge, skill, time and to work in collaboration in order to create a beautifully taonga.
Portfolios that 'carry on', presented by Professor Margaret Carr in July
Portfolios can be more than a place to store Learning Stories. They can have a robust role to play in education, and there are many ways in which this role plays out. Maybe e-Portfolios do too, and we can have a conversation about this during the evening of this lecture. One of the roles that interests me in particular is the philosophical notion that, in portfolios, stories and collections of drawings and photographs can be a space of authoring. Tim Ingold, an anthropologist, in a book entitled Anthropology and/as Education writes (p.12): “Stories overlap, with each telling leaning over and touching the next. So too do the lives of which they tell. That’s the way they carry on”. I will talk about this idea for early childhood and Te Whāriki.
Let's take another look, presented by Tania Bullick in August
For some of us, it has been a long time since we trained and were first exposed to the theorists that have shaped early childhood education in New Zealand. This lecture will take another look and revisit some of the people and their theories that have been so influential to both international and New Zealand early childhood eduction and reflect through examples how they have shaped the outcomes for tamariki.
Art: Take 2, presented by Marianne MacPherson and Kathryn Delany in September
Following the 2017 lecture we are giving further consideration to art experiences that offer children opportunities to explore their creative and expressive selves. We will consider the rich opportunities for art that sits inside Te Whāriki as a bi-cultural and socio-cultural curriculum and ways art can be woven through our curriculum design. We will revisit the image of art education from Kei Tua o te Pae that “... explores, challenges, affirms, and celebrates unique artistic expressions of self, community, and culture…” and how we allow and support this to grow in our learning environments.
Chelsea Club Sandwich, presented by Jo Colbert, Julie Killick and Jo Behse in October
We have been working together for about a year and a half and in this presentation we will share our journey so far around supporting continuity and complexity in learning. We will share some stories of interest that have developed and built over several months. We will also explore the various ways we have strengthened our connection with language, culture, and identity in our Cheslea Kindergarten community. It's going to be a little club sandwich full of flavour, something tasty for you to bite into!
Go outside and play! Presented by Kim Hope in November
As an early childhood educator reading about the new gorilla space for Orana Wildlife Parks’s $6 million ‘Great Ape Enclosure’, I can’t help but reflect on the lack of access to natural and authentic environments most very young children experience, in their time in government funded education.
Commercialisation within the education sector has led to the haphazard development of outdoor play environments based on cost effectiveness and promoting a false safety. Increasingly, I see that these are too often inadequate in providing for the unhampered growth of values-centred dispositions and qualities of childhood.
The life-threatening oppression of safe play spaces sounds dramatic and extremist, but …..
It is so important that we look after these endangered animals and create the best possible environment for them to thrive? However, is this more important than the future of our precious children? It makes me question what needs to happen to enable the following key statements in Te Whāriki to be realised for our tamariki
All children are born with immense potential. Quality early learning helps our children begin to realise that potential and build a strong foundation for later learning and for life.
New Zealand’s early learning standards are amongst the highest in the world and almost all of our children are participating and benefitting from a rich array of relationships and experiences in our early learning settings.
Unique in its bicultural framing, Te Whāriki expresses our vision that all children grow up in New Zealand as competent and confident learners, strong in their identity, language and culture.
In this workshop, I am interested in considering how to maximise opportunities for outdoor play to give young children the kind of unsupervised play that is needed for them to flourish. Particularly, but not only, In centres where: