Tag: Educator Professional Learning
Documenting children’s learning – slow down!
Documenting children’s learning – are we rushing the process? When documenting children’s learning, it can sometimes feel like we are racing against the clock to gather information, turn it into a story, and hit publish. We rush to provide the evidence that we have noticed, recognized and responded to the learning. Early childhood educators have a lot of boxes to...
Teamwork in child care – building stronger teams
Fostering teamwork in child care has never been more important than it is now. Building strong early childhood teaching teams has far-reaching implications for educators, children, their families and your organization. However, there are record numbers of early childhood educators leaving the sector. With so many educators moving to other careers, it is increasingly difficult for organizations to foster a...
Community of Practice Guidelines
Community of Practice Guidelines Do you want to nurture the growth of your community, foster innovation, and support and share quality practice? A Community of Practice is a great way to network with like-minded professionals who share a concern or common passion. Communicating and collaborating within a Community of Practice supports everyone in the community to be the best version...
Less can be more when documenting children’s learning
There are two schools of thought around the aesthetics of documenting children’s learning. Some educators prefer to create colourful borders and backgrounds using various programmes and apps, which they then upload as an image to a child’s Storypark profile. Others believe the beautifying of stories in this way takes time and focus away from the photos and actual content of...
Stop the cobwebs and ghouls
Is it time to stop the cobwebs and ghouls? Tessa McStravick asks this question and offers some non-spooky alternatives for Halloween. One October, walking into a department store, my friend Ani came across a human skeleton seated on a bench at the entrance. She had her two small children with her and she wasn’t too pleased to find that the...
Reflective Practice in Early Childhood Education
Reflective practice in early childhood education – growing as educators and learners Reflective practice in early childhood education has been described as a process of turning experience into learning. That is, of exploring experience in order to learn new things from it. Reflection involves taking the unprocessed, raw material of experience and engaging with it to make sense of what...
Evaluation and compliance in New Zealand ECE services
New tools to help with evaluation and compliance for New Zealand learning services We regularly hear from educators and educational leaders that you wish you had more time! You spend a lot of your time reading regulatory documents and guides and figuring out ways to implement the requirements that ensure you provide a quality early learning environment for your children...
The documentation process – 6 easy ways to simplify it
Have you ever reflected on ways you can improve your documentation process and wondered if there are any simple strategies you can use to make this process more effective? There are various ways to document children’s learning, with so many benefits for children, families and the educators who work with them. Relationships and connections with families are strengthened. Families become...
Setting professional goals in early childhood education
Setting Professional Goals in Early Childhood Education Teaching goals are slightly different from the usual ‘drink more water/walk more’ type of goals. Nowadays, there is a lot of advice about goal setting for early childhood professionals. Professional development goals for early childhood educators are deep, mindful, and have the potential to impact others around you as well as yourself. So,...
Educators are researchers
Educators are researchers If I said to you “you are a researcher”, would you brush that off as being untrue? It’s true though, educators are researchers! Historically, an educator was the holder of all knowledge. And a student was the recipient of this knowledge. The child learnt by listening, reciting, copying, observing and remembering all of the knowledge and information...