Bringing you another 10 powerful and thought-provoking lectures for 2019!
Just some of the fabulous feedback received from last year's attendees:
"What food for thought. I felt very supported by your lecture. I love your growth mindset and feel empowered by what you shared. You are so easy to listen to and kept my attention, well done. ELP lectures really empower and support my teaching. Thank you".
"Bring back the life' WOW, I love listening to you sharing your views. You get very excited about where we are taking ECE".
"Another brilliant lecture, you spoke of such wonderful ways of engaging with our tamariki. Wow, outstanding team ELP, another meaninful, deep and informative lecture - can't wait for the next one, thank you"
Not your standard flower…Let’s be extraordinary! in February
Presented by Lorraine Sands
Do you want to work smarter, not harder? Come along to this lecture and find out how you might more effectively and efficiently carry out your internal evaluation, teacher appraisal and teachers certification. Learn how, with good processes in place, Lorraine’s ECE setting has been given two ‘4’ ratings by ERO….at the same time building a strong and positive culture for all!
The thriving and self-driven learner and teacher in March
Presented by Tania Bullick
Last year, at Tania’s lecture, we took a look at the theorists and theories that inform our practices today from Montessori, Froebel and Piaget to theories of behaviourism, attachment and development. This year Tania’s lecture will be looking at contemporary theories that inform our thinking and practices for the 21st century learner. Drawing on the writings of William Stixrud and Ned Johnson in their books ’The Thriving Child’ and ’The Self-driven Child’, this lecture will explore not only the child as learner but also the teacher as learner and how the wellbeing, belonging, competence and empowerment of each of us is key to quality early childhood education.
Just some of the fabulous feedback from Tania's lecture:
"Tania, you present such insightful and indepth content and I think as teachers that it is important for us to hear and to be reminded about children's capacity to learn".
"I loved all the clips...It was great having learning story examples relative to a NZ context and embracing tikanga Maori. I am leaving inspired! Thank you Tania".
"It was an enriching and informative lecture, really enjoyed it".
I'm ok, you're ok / Kei te pai ahau, kei te pai koe in April
Presented by Lynn Rupe
Te Whāriki (2017, pg.20) reminds us that, “the wellbeing of each child is interdependent with the wellbeing of their kaiako, parents and whānau.” Bronfenbrenner believed that the quality of the interactions with children is very much reliant on the caregiver receiving support and recognition.
I’m ok, you’re ok is an opportunity to think about teachers’ wellbeing! How do we ensure that the teacher (caregiver) receives support and recognition in order for wonderful teaching practice to flourish? What does teacher wellbeing have to do with children’s wellbeing? And how can we ensure teachers are OK! Aroha mai, aroha atu.
Just some of the wonderful feedback from Lynn's lecture:
"A wonderful, informative and meaningful lecture! Thank you"
"I loved your lecture, Lynn, very insightful and made me really think. Thank you so much"
"Thank you very much! It's been really great to be here and to learn about different factors that support postive wellbeing".
"I really loved your lecture. It was balanced and covered the topic so well. Thank you!"
Reading in the 21st century: Being bi-literate - what does this mean for children and kaiako? in May
Presented by Wendy Lee
The digital age has brought many interesting challenges into education for both children and adults. Researchers are now saying that the differences between text and screen reading should be studied more carefully and that the differences should be dealt with in education, particularly with younger children. There are advantages to both ways of reading and there is potential for a bi-literate brain to develop. This also has huge implications for adults and how they take on new information.
Neuroscientist Dr Maryanne Wolf is director of the center for dyslexia, diverse learners and social justice, at UCLA. Her research looks at how the brain takes on knowledge has this to say; “We can’t turn back, we should be simultaneously reading to children from books, giving them print, helping them learn this slower mode, and at the same time steadily increasing their immersion into the technological, digital age. It’s both. We have to ask the question: What do we want to preserve?” We also need to ask the question at what age is it an advantage to the child to begin engagement in digital media? Dr Wolf says reading too much on screens may threaten the young brain's ability to build its own foundation of knowledge and the desire to think and imagine for themselves. But what is too much? Come to this lecture and explore these ideas and what they might mean for the children you teach and also for you as a professional engaging in professional learning.
Learning Stories in practice in June
Presented by Professor Margaret Carr & Wendy Lee
Margaret and Wendy will share some of the work behind their new book on Learning Stories that will be published by Sage in 2019 entitled “Learning Stories in Practice”.
This book continues and extends the discussion about Learning Stories as assessment practice. Margaret and Wendy will share some of the ideas that are explored in this new book, including such ideas as being fair; recognising powerful narratives; sharing responsibility with learners and developing partnerships with family and community. Margaret and Wendy will be responding to teachers’ questions about narrative assessments, and will continue the conversation and dialogue about learning dispositions. The new book is written for teachers and includes examples of Learning Stories from both Aotearoa New Zealand and around the world.
Changing the lens: Culturally responsive contextually located theory and practice in ECE in July
Presented by Dr Lesley Rameka
Key to educational success for Māori children is the acknowledgement that Māori and children are culturally located and the recognition that effective education must embrace culture. Te Whāriki (2017, p 45) states that “Kaiako enhance the sense of identity, belonging and wellbeing of mokopuna by actively promoting te reo and tikanga Māori” (p.45). This presentation asks kaiako to review our assumptions and values, to better reflect our aspiratins in practice. I will utilize findings from Te Whatu Pōkeka (2009) and Te Whatu Kete Mātauranga (2017) to explore how traditional Māori cultural knowledges, theories and values can be reclaimed to support the development of culturally responsive, contextually located, theory and practice in contemporary early childhood settings.
Literacy and narrative in the early years: Zooming in and zooming out in August
Presented by teachers from Roskill South Kindergarten
For many years we have valued children’s portfolios as a powerful literacy artefact, and have noticed how Learning Stories have provided a meaningful tool for revisiting, informing learning, and increasing children’s oral competency. This sparked our curiosity and we have been exploring how we can foster and strengthen children’s oral literacy experiences through the realm of storytelling. Recently we have been involved in a TRLI project, working alongside Margaret Carr and Amanda Bateman, exploring what a patchwork of storytelling looks like in our kindergarten. This lecture will share how a richly resourced environment, along with responsive pedagogical practices strengthens children’s storytelling expertise.
Just some of the wonderful feedback from this lecture:
"Thank you very much for sharing your knowledge, experiences and wonderful Learning Stories! What a treasure :)"
"This was so relateable and was presented in a way that was understandable. I loved it! Thank you :)"
"Many thanks to you all at Roskill South Kindergarten for sharing your journey. I have listened to you for a number of years and love the passion you bring to retell the stories :)"
The Power of Embodiment in September
Presented by Julie Killick and teachers from Chelsea Kindergarten
The concept of mindfulness has become more generally recognised and increasingly valued within many sectors including education. We are interested in mindfulness, but also what it means to be bodyful! What does it mean to be an embodied teacher and learner? In this presentation we will share our own stories of becoming more embodied through dance, yoga and movement practices. We will explore the benefits that mind and body integration bring when nurturing relationship, creativity, communication, and expression are privileged.
Just some of the wonderful feedback from this lecture:
"I loved it....has sparked my interest to think about this more and add some of this to my own teaching practice".
"Beautifully presented lecture, great examples of the wonderful ways you connect with your children".
"Showing how respectfully and carefully you empathise with children and their families gives such great heart to really illustrate how a Te Whāriki kindergarten looks like. A wonderful reminder to capitalise on the best we can be within a wonderful 'yes' environment".
Tracking 21stCentury Learners Over Time in October
Presented by Carol Marks and Michelle Flower
Do you aspire to nurture independent lifelong learners, prepared for the challenges of 21st Century? How often do you stop to envision the world you would like to see when the children you are currently working with are your age? What opportunities will there be? What threats will we face?
In this workshop we will track learners from early childhood through their education journey and beyond. What are the knowledge, skills and dispositions that make them the learners that they are today? We will revisit these learners portfolios and reflect on the pedagogy that nurtured these attributes.
“The most important attitude that can be formed is that of desire to go on learning” (John Dewey)
Just some of the wonderful feedback from this lecture:
"(There were) lots of great points that I will draw on when assessing/documenting children's learning. Also very reafirming with what we already do at our kindergarten".
"The personal stories were mind-opening!"
"I have learned to reflect on how I can support the children in our centre to learn according to their unique ways of doing and being, taking the families cultural ways of doing into account. We will provide children with an environment that fosters/extends their interests holistically".
Slowing Down and (Re) Connecting in November
Presented by Kathryn Delany and Marianne MacPherson
Waiho i te toipoto, kaua i te toiroa.
Let us keep close together, not far apart.
(Te Whāriki p. 59)
In this era of ‘connectivity’ we have been reflecting on the importance of connection. The Te Whāriki (2017) Mana Whenua/Belonging strand clearly emphasises the importance of connection “Children know(ing) they belong and have a sense of connection to others and the environment”. Māori view the “child’s connection through time to whenua, atua, Māori and tipuna”. Parker J. Palmer (1997) reminds us if we want our children to be able to weave their own web of connections between the world, the people around them and themselves then we need to spend time modeling this with them. Using the Whāriki and weaving as a metaphor for connection we will be exploring ways in which we can re-connect.