4th November, 2019 @ 4:00 pm
04/11/2019 - 4:00 pm - 6:00 pm
This workshop has been cancelled.
In 2019, the Early Childhood Educators’ Network will focus on and provide opportunities to:
- collaborate and engage in professional discussions on current and emerging issues, at local and national levels
- inform the development of policies and directions
- provide a collaborative forum for questions and sharing of best practice for ongoing professional learning
- network with interested early childhood professionals
- respond to current research for future thinking and decision making relating to matters in early childhood education.
The meetings will draw on the deep wisdom and rich experiences based in all educational approaches including Reggio Emilia, Steiner and Montessori, as well as faith-based beliefs that underpin a range of approaches. Through collaborative research, engagement in learning focused conversations and sharing professional practices we will respond to provocations from a range of educational resources, frameworks and curriculums.
Meeting Focus – Transition to School: What is the data really telling us about a continuity of learning for all children?
Holding high expectations in early childhood education recognises children’s agency and strengths and the potentials and possibilities that can be found within each child as they transition to school. This session will explore what impact high expectations can have for children, their families, educators and communities and how data collection and analysis can inform current and future practices to provide a continuity of learning for all children.
Scope of Session – In this session participants will:
- Discuss the collection and use of data that can inform decision making for effective transition programs.
- Explore a range of resources including the High Impact School Improvement Tool and the recently released AEDC resource packs.
- Engage in small groups to discuss and pose questions in response to information shared in the session.
- Discuss areas of professional learning and offerings for the Early Childhood Educators’ Network meetings in 2020.
Australian Professional Standards for Teachers
3.2 Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
6.3 Implement professional dialogue within the school or professional learning network(s) that is/are informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
National Quality Standard for Early Childhood Education and Care
1.2.1 Intentional teaching educators are deliberate, purposeful, and thoughtful in their decisions and actions.
1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
6.1.2 The expertise, culture, values and beliefs of families are respected, and families share in decision-making about their child’s learning and wellbeing.
Target Group: Early Childhood and Foundation Leaders, Teachers and Educators
Facilitator: Libby Worrell, AISSA