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B U I L D I N G C A PA C I T Y

2 KU Professional Learning Calendar 2020 – Victoria

KU Professional Learning Practice Principles

CHILDREN’S RIGHTS AND SOCIAL JUSTICE

The guiding principle underpinning the delivery of training is the provision of high quality early childhood services that view the child as central in all decision making. Children have a right to access high quality education and care services that are delivered by highly motivated and professional educators. Our facilitators respect the diversity within our communities and understand the impact of disadvantage on families and children, delivering inclusive sessions incorporating visibility of all peoples.

RELATIONSHIPS AND SPIRIT

We offer a spirit of optimism, reverence and curiosity as we support early childhood professionals to develop and act on the values, beliefs and capabilities that guide them throughout their professional learning. We value the idea of a community of learners and see positive learning happening when participants have opportunities to critically reflect and connect with peers.

INNOVATIVE AND INSPIRATIONAL

Our commitment is to the provision of inspirational and innovative training sessions that excite and motivate development and change. We want participants to leave with a “can do” attitude that infects those around them and encourages capacity building within their teams. Our vision is to provoke as we have been provoked and create excellence in early childhood educational settings.

AUTHENTIC AND COLLABORATIVE

We provide participants with opportunities for meaningful contextual learning that acknowledges the individual and collective journeys of teachers as learners. Our facilitators are practitioners who bring a wealth of experience and knowledge currently living or having lived similar professional journeys. A shared perspective on dilemmas and resolutions.

CONTEMPORARY AND RESEARCH

Our courses are designed using evidence-based best practices, consistent with the principles of adult learning, and structured to promote linkages between research, theory and practice. We aim to challenge common ways of doing with questioning and thinking that “wonders if?”.

3Register at www.ku.com.au/professional-development

Contents

FEATURED EVENTS

“I Tell the Story I Am Moved to Tell” –

Educators as Protagonists in Documentation

The Art of Teaching Is All About… Interactive Workshop Day

EVENTS

Pedagogy and Practice

Education for Sustainability

Science, Technology, Engineering, Arts and Maths (STEAM)

Attachment and Relationships

WEBINARS


FEATURED EVENTS

KU boasts a history of offering high quality, robust professional learning days. These one-off events draw on the latest practice and research from the early childhood sector and beyond. We are also offering several professional learning series delivered as webinar events that can be accessed from anywhere in Australia.

TAILORED PROFESSIONAL LEARNING

KU offers a number of workshops that can be tailored to meet the professional learning needs of your service and can be delivered onsite at a time convenient to teams. Tailored professional learning can also take place online and can be customised to suit your service through the delivery of a webinar.

To find out more about Tailored Professional Learning and KU Resources, please visit www.ku.com.au/professional-learning or email Marg McLeish, KU Manager, Professional Services, at [email protected]

AUSTRALIAN PROFESSIONAL TEACHING STANDARDS

KU Professional Learning courses are mapped against the Australian Professional Standards for Teachers and may contribute towards maintaining Victorian Institute of Teaching registration.

HOW TO REGISTER FOR EVENTS

To register for our courses visit www.ku.com.au/professional-development and click on “all public courses”.

What does KU Professional Learning offer?


About our Professional Learning Presenters

FRAN BASTION

Fran’s engagement in the early childhood education sector spans over 30 years. Fran’s work is currently anchored in the exploration of the role of teacher as researcher, inquiry-based teaching and learning, pedagogical documentation, and the language of the learning environment.

KERAN ELGIE

Keran brings skills and knowledge from a career spanning 30 years in early childhood education. Keran has worked in a range of settings as a teacher, director, education support manager and professional learning manager. Keran enjoys engaging with educators to support and extend their learning while offering opportunities for critical thinking and implications for practice.

LYNN FARRELL

Lynn has many years’ experience working in various roles in the early childhood profession. Her area of interest and expertise is working with infants and families and she is a strong advocate for children’s rights and social justice. She has also worked with children and families who are experiencing vulnerabilities and disadvantage using an integrated model.

JAN FAULKNER

Jan has more than 35 years’ experience in the early childhood sector as a teacher, centre director, manager of children’s services and as a professional learning consultant. She has also worked with a number of service types including long day care, preschool, outside school hours care and family day care.

FIONA HARRIS

Fiona is an experienced early childhood teacher and has taught in several preschool settings over the past 30 years. Her interest is in sustainability and place-based nature pedagogy, helping children connect in the community. She is also interested in children’s art making and literature and views pedagogy as an ethical discipline.

Our KU course presenters are expertly equipped to deliver the content of the courses they present. They have qualifications and extensive experience in the field and are experienced workshop facilitators. Guest presenters of our featured events are highly recognised in their field and understand the needs of educators working in early childhood services.


LAURE HISLOP

Laure has over 35 years’ experience in early childhood education. In 2016, she was awarded the NSW Premier’s Early Childhood Education Scholarship and completed a study tour around the USA, exploring technology use in early childhood. Laure is passionate about technology as a curriculum tool and promoting innovative programs.

MARG MCLEISH

Marg has over 25 years’ experience working in the early childhood field in a variety of roles, including as a teacher, director, practice manager, and training and quality coordinator across long day care, preschool and family day care services. Marg is a passionate advocate for children’s rights and the right of all children to participate in high quality education and care services.

MAREE MAURO

Maree has worked for over 30 years in a range of capacities including centre director, special educator and early intervention key worker. Maree has worked closely with allied health professionals and families to support children with disabilities in their homes, community and educational settings.


ANN PELO

Ann is a teacher, educator, program consultant, and author of six books whose primary work focuses on social justice and ecological teaching and learning. Ann’s offerings will support educators to build their knowledge and practice, consolidate previous learning, and extend thinking in relation to pedagogical documentation.

JAN DOWNES

Jan has qualifications in early childhood and a Master’s in Fine Art. She has taught in a variety of early childhood settings and in Art Education for early childhood students at The University of Newcastle. Over the past ten years Jan has been an artist in residence and facilitated workshops for KU Children’s Services and is currently a practicing ceramic and printmaking artist.

BONNIE HISLOP

Bonnie Hislop is a Brisbane based creative artist with a particular focus on ceramics. From her Brisbane studio she creates functional ceramic art pieces that are meticulously hand built and painted with bright colours and intricate line detail. Bonnie also facilitates regular ceramic illustration workshops around Queensland and is a hand building teacher at Mas & Miek Ceramic House.

BRONWYN JOSLYN

Bron is a long-standing EEEC committee member and is also the Early Years Facilitator for Play Australia. She is passionate about sustainability and critically reflecting with professionals on the value of authentic outdoor play for children with a connection to place. She is the Director at Diamond Creek Memorial Kindergarten and, in collaboration with the kindergarten’s community (families, children and educators), is exploring children as visible environmentally conscious citizens within the local community.

JO WARREN

After graduating with BA Hons degree in Photography, Jo later studied Graphic Design and Semiotics. For many years she freelanced as a commercial photographer and had work published in the British Journal of Photography. Her area of interest is visual rhetoric and how to decipher images as a visual language.

STEPHANIE WILLEY

Stephanie is the Coordinator/Bush Kinder Teacher at Yarralea Children’s Centre in Melbourne and is a long-standing committee member of EEEC. Over the last 20 years she has worked in a variety of public and private early childhood settings, both in Australia and overseas, and is passionate about embedding Education for Sustainability into daily practice and advocating for children’s right to access rich natural outdoor play spaces for healthy development and wellbeing.

About our Featured Speakers

8

FeaturedEvents


Featured Event

Documentation practices in early education typically focus on children’s learning; educators are present in documentation only as observers – whether enthusiastic or neutral, their role in documentation is to report on what children have done, and said, and accomplished. Ann asks, “What if we turn this view of documentation on its head? What if we acknowledge that documentation speaks volumes about what educators find meaningful and worthy of their attention and time? What if we call educators to be present in the documentation they create, with their curiosity, insight, uncertainty and self-awareness?”

When we remake our understandings of documentation in these ways, we begin to practice pedagogical documentation. In pedagogical documentation, practitioners are not reporting on children’s learning; instead, they offer their thinking and questioning about the children’s thinking and questioning. During this day with Ann, educators will explore the idea that documentation is as much about educators and teachers as it is about children. There will be the opportunity to play with writing exercises that call forward educator’s voices and perspectives and the opportunity to practice writing documentation stories that make educators’ thinking, wondering and valuing visible.

Bring a notebook and pen and come prepared to write.

Tuesday 24 March

9:30am – 4:00pm

KU Training Room Level 3, 145 Smith St Fitzroy

$230

“I TELL THE STORY I AM MOVED TO TELL” – EDUCATORS AS PROTAGONISTS IN DOCUMENTATION

KU Children’s Services welcomes back internationally renowned educator and thinker Ann Pelo (USA) to Australia.

KU is excited to be hosting Ann Pelo in 2020. She is a teacher, educator, program consultant, and author of six books whose primary work focuses on social justice and ecological teaching and learning. Ann’s offerings will support educators to build their knowledge and practice, consolidate previous learning, and extend thinking in relation to pedagogical documentation.

The following professional learning opportunity is being offered for early childhood professionals to engage with Ann’s work and thinking.


Featured Events

This interactive day is designed to influence the learning environment for children and educators. The workshops on offer will inspire, provoke and provide participants with practical ideas of engaging with children across curriculum areas. This year you will be able to choose two workshops from the three on offer. Numbers for these workshops will be capped to allow for interactive participation, so early registration is advised to secure a place at this day.

EXPLORING CLAY IN THE CLASSROOMPresented by Bonnie Hislop

In this hands-on session we will explore approaches and key considerations when working with clay in your centre. Bonnie will offer demonstrations and guidance for designing projects for children aged 3 - 5 years that encourage creativity and storytelling.

ART AROUND – PRINTMAKING WORKSHOPPresented by Jan Downes

Participants in this workshop will explore a variety of printmaking techniques suitable for early childhood: rubbings, monoprinting, stamping, intaglio and stencils. Printing will be onto paper, card and fabric. There will be a focus on the artistic elements of line, texture and colour in pattern making with prints.

USING PHOTOGRAPHY TO CAPTURE CHILDREN’S THINKING Presented by Jo Warren and KU Professional Learning Team

In a multimedia age, educators and children use a range of tools to capture and articulate thinking and learning. Educators now depend strongly on photographs and images to help shape the authenticity of the story. This workshop explores children’s capacities to use photography and other media to document their curiosities and provides tips and ideas on how to use the digital tools at hand to take images that best tell the story.

Completing ‘The Art of Teaching Is All About’ will contribute 5 hours of PD addressing 2.1.2 from the Australian Professional Standards for Teachers.

Wednesday 8 July

9:00am – 3:30pm

Balwyn Community Centre, 412 Whitehorse Road, Surrey Hills

$250

NQS Quality Area 1

VEYLDF Outcome 5: Children are Effective Communicators

THE ART OF TEACHING IS ALL ABOUT… INTERACTIVE WORKSHOP DAY


Pedagogy and

Practice



Presented by KU Professional Learning Team

Routines and transitions are an intrinsic part of the day in early childhood settings. They provide predictability and a sense of belonging. When they work well, children will feel ownership and have a positive learning experience. However, if not done well, they can be a source of anxiety and stress for children and educators. One of the keys to planning an inclusive and appropriate environment is to understand the way in which routines, rituals and transitions impact on children’s wellbeing. During this workshop we will discuss:

Moving from routines to rituals

Giving children voice, agency and a sense of belonging

Understanding responsive and respectful environments

Supporting children’s wellbeing during routines and transitions

Completing ‘What’s the Time? Rituals, Transitions and Relationships’ will contribute 3 hours of PD addressing 4.2.2 from the Australian Professional Standards for Teachers

THE POWER OF THE BOOK: CONNECTING CHILDREN AND LITERATURE


“You can find magic wherever you look. Sit back and relax all you need is a book!” – Dr. Seuss

There is a strong link between reading with young children and their overall development. By encouraging children to enjoy listening to and reading books we support them to develop their understanding of the world around them, use their imagination and develop language and literacy skills When we connect children to stories, they get to know the characters, are able to expand their worlds and have the opportunity to try out new and wonderful ideas. During this workshop we will explore questions such as:

Why are books important?

Which books are suitable for our bookshelves?

How do we connect and use books with children?

How do we promote children’s thinking, learning and imagination through literature?

What about digital books?

Completing ‘The Power of the Book: Connecting Children and Literature’ will contribute 3 hours of PD addressing 2.5.2 and 3.5.2 from the Australian Professional Standards for Teachers

Wednesday 24 June

9:30am – 1:00pm


$160

VEYLDF Practice Principle: Respectful Relationships and Responsive Engagement

Thursday 6 August

9:30am – 1:00pm


$160

NQS Quality Area 1

VEYLDF Outcome 5: Children are Effective Communicators

WHAT’S THE TIME? RITUALS, TRANSITIONS AND RELATIONSHIPS



Presented by local Elders

Listening and Learning with Elders is a gathering where you will meet, sit and listen to the stories of local Elders.

Many Australians have been denied the opportunity to learn the truthful stories about the ways Aboriginal and Torres Strait Islander peoples lived, nurtured each other and sustained the land for its resources and life.

This is a unique opportunity for you to think and reflect on the way Aboriginal knowledges preceded modern teaching, technologies, engineering, sciences and community development. Understand the resilience required to keep these agendas successful for over 60,000 years and consider the significant impact this had on the ‘new colony’ and its economy, and that the privileges now enjoyed by many wouldn’t be possible without the First Peoples knowledge and support.

Small groupings will allow the flow of respectfully facilitated discussions between Elders and educators. Questions will be answered as stories and knowledge is shared – listening and observing will be key to your learning.

Completing ‘Listening and Learning with Elders’ will contribute 3 hours of PD from the Australian Professional Standards for Teachers

Thursday 23 July

9:30am – 12:30pm


$160

VEYLDF Practice Principle: Equity and Diversity

LISTENING AND LEARNING WITH ELDERS



WHO’S DRIVING THE BUS? EDUCATIONAL LEADERS STEERING PRACTICE


Taking on the role of Educational Leader can be exciting, rewarding, challenging, and at times, mystifying. Mystifying because the role is not explicitly defined and does not look the same in every service. However, if we consider that effective educational leadership inspires critical and reflective thinking as well as opportunities to work and learn alongside others, the co-construction of rich, relevant and innovative curriculum should become the reality. In this workshop we will examine the many aspects of educational leadership including:

How to determine a vision for educational leadership

Sorting out the myths for the educational leadership role

Setting the stage for critical reflection

Strategies for guiding the practice of new educators

Taking up the challenge to inspire and empower others in their practice

Completing ‘Who’s Driving the Bus? Educational Leaders Steering Practice’ will contribute 5 hours of PD addressing 6.2.2 from the Australian Professional Standards for Teachers

A TIME FOR THINKING: CRITICAL REFLECTION ON PRACTICE


There is a strong emphasis on critical reflection in the National Quality Standard and Victorian Early Years Learning and Development Framework. This is because the process of critical reflection helps us to think more deeply about our work and to question how our practices impact the learning and development of children. During this workshop we will explore:

The way in which critical reflection drives educator decision-making and is essential to our practice

Strategies for engaging in processes of critical reflection that help us to have the courage and confidence to question our own practices

Ways to integrate critical reflection into daily practice

This workshop is suitable for early childhood professionals with some experience.

Completing ‘A Time for Thinking: Critical Reflection on Practice’ will contribute 3 hours of PD addressing 3.6.2 from the Australian Professional Standards for Teachers

Wednesday 27 May or Thursday 3 September

9:30am – 1:00pm


$160

VEYLDF Practice Principle: Reflective Practice

Tuesday 5 May or Monday 31 August

9:30am – 3:30pm


$190




REDUCING STRESS WITH INFANTS AND TODDLERS: RESPONSIVE ROUTINES, ENVIRONMENTS AND STRATEGIESPresented by KU Professional Learning Team

Routines and transitions form a significant part of the infant and toddler’s day. Responsive educators use these opportunities to “get in tune” with the infant or toddler. Educators that are available, receptive, predictable and open to receiving the messages that infants and toddlers are sending, are more likely to provide safe, trusting and secure environments.

Completing ‘Reducing Stress with Infants and Toddlers: Responsive Routines, Environments and Strategies’ will contribute 5 hours of PD addressing 1.1.2 and 2.1.2 from the Australian Professional Standards for Teachers

Wednesday 12 August

9:30am – 3:30pm


$190

VEYLDF Practice Principles: Reflective Practice, Respectful Relationships and Responsive Engagement

INFANTS AND TODDLERS – RELATIONSHIP FOUNDATIONS FOR GROWTH AND LEARNING


Research shows that nurturing and trusting relationships support the development of socially and emotionally secure infants and toddlers. What does this look like in group settings? This session will observe and examine the development, cues, dispositions and temperaments of infants and toddlers and build educator skills that are responsive and supportive of nurturing relationships.

Completing ‘Infants and Toddlers – Relationship Foundations for Growth and Learning’ will contribute 5 hours of PD addressing 1.1.2 and 3.2.2 from the Australian Professional Standards for Teachers

Monday 20 April

9:30am – 3:30pm


$190




CAN WE INDIVIDUALISE CARE AND EDUCATION FOR INFANTS AND TODDLERS WITHIN GROUP SETTINGS?


The structures and operational decisions made within our services determine the level of individualised attention. Equally our understanding of development and theorists influence our responses and interactions with infants and toddlers. Unpacking these concepts will provide strategies and practices that build attachments, nurture partnerships and create high quality infant and toddler programs.

Completing ‘Can We Individualise Care and Education for Infants and Toddlers within Group Settings?’ will contribute 5 hours of PD addressing 1.1.2 and 1.5.2 from the Australian Professional Standards for Teachers

Tuesday 8 September

9:30am – 3:30pm


$190





This workshop is an opportunity for an in-depth exploration of documentation and addresses questions such as:

What expectations do we have about documentation including those of the NQS?

How does documentation fit into the NQS Exceeding themes?

What are our challenges and possibilities?

What should we be documenting?

What about digital documentation?

Completing ‘Documentation: Find the Story Worth Telling’ will contribute 5 hours of PD addressing 5.4.2 and 5.5.2 from the Australian Professional Standards

PLAY FANTASY AND LEARNING


Learning through play is an underpinning practice within the Early Years Learning Framework. Play allows children to belong and be and gives them agency to explore, make decisions and form relationships. This workshop is an opportunity to reflect on and re-discover the importance of play in children’s lives. Drawing on contemporary thinking about play in early childhood, we will explore:

Children’s learning and development during play

Contemporary thinking about superhero play and fantasy play

The educator’s role in play

Environments to support play

Strategies for talking with families about play and learning

Completing ‘Play Fantasy and Learning’ will contribute 5 hours of PD addressing 1.1.2 and 3.3.2 from the Australian Professional Standards for Teachers

DOCUMENTATION: FIND THE STORY WORTH TELLING

Tuesday 2 June

9:30am – 3:30pm


$190


Tuesday 20 October

9:30am – 3:30pm


$190

VEYLDF Practice Principle: Integrated Teaching and Learning Approaches




The Quality Improvement Plan (QIP) is an essential part of the cycle of self-assessment and continuous improvement. It is also a valuable tool for identifying strengths and planning future directions for the service. For this reason, the QIP must be developed and realised using a whole team approach. This workshop will explore:

What is a QIP and why do we need one?

What makes for a meaningful QIP?

How can the whole team be involved in self-assessment processes?

How do we make the QIP part of everyday practice?

Completing ‘A Quality Journey: Developing and Using Your QIP’ will contribute 3 hours of PD addressing 1.2.2 and 7.2.2 from the Australian Professional Standards for Teachers

FAMILIES AND COMMUNITIES: AN ESSENTIAL ELEMENT IN SERVICE DELIVERY


Recent changes to the National Quality Standard highlighted an increased focus on meaningful engagement with families and/or communities. As professionals we know this yet struggle with implementation. Setting the scene from the first encounter is key to building relationships with families. Building from a positive beginning helps to sustain engagement. Multiple perspectives and sound strategies will be the focus of this session.

Completing ‘Families and Communities: An Essential Element in Service Delivery’ will contribute 3 hours PD addressing 7.3.2 from the Australian Professional Standards for Teachers

Wednesday 11 March

9:30am – 1:00pm


$160


Thursday 27 February

9:30am – 1:00pm


$160

VEYLDF Practice Principles: Reflective Practice, Partnerships with Families

A QUALITY JOURNEY: DEVELOPING AND USING YOUR QIP

19Register at www.ku.com.au/professional-development Proudly a not for profit organisation

Educationfor

Sustainability


This workshop will help educators to think critically about the value of exploring our communities beyond the centre environment. It will support educators to plan safe, interesting excursions into nature with groups of young children as well as equip educators with new understandings of place-based educational pedagogy to enliven and enrich curriculum. The session will also include a walk to a local space to consider risk management planning and the learning opportunities afforded by the site.

Completing ‘Stepping into Nature – The Practice and Pedagogy of Nature Play Beyond the Gate’ will contribute 3.5 hours of PD addressing 3.2.2 and 6.2.2 from the Australian Professional Standards for Teachers


STEPPING INTO NATURE – THE PRACTICE AND PEDAGOGY OF NATURE PLAY BEYOND THE GATE

Wednesday 21 October

9:30am – 3:30pm


$190

VEYLDF Outcome 2: Children Are Connected with and Contribute to Their World

Presented by Bronwyn Joslyn and Stephanie Willey – Environmental Education in Early Childhood (EEEC)

This interactive workshop aims to reflect on how we connect younger children with sustainability concepts, nature and environmental ways of knowing.

The workshop will investigate with participants how current curriculum opportunities are offered to babies and toddlers. How do we meaningfully engage with these younger children in Education for Sustainability (EfS)? What strategies may work, have worked and what are the challenges faced by educators working with the youngest children in education and care services?

Completing ‘Infant and Toddler Sustainable Connections’ will contribute 3 hours of PD addressing 2.1.2 from the Australian Professional Standards for Teachers

INFANT AND TODDLER SUSTAINABLE CONNECTIONS

Friday 1 May

9:30am – 1:00pm


$160



Presented by Bronwyn Joslyn and Stephanie Willey – Environmental Education in Early Childhood (EEEC)

This interactive workshop aims to reflect on and develop further understanding of the value of nature and how to use it appropriately in the curriculum. It will incorporate opportunities to build on knowledge as well as creating new ways to incorporate natural, recycled and collected materials.

The workshop will promote an understanding of, and respect for, the natural world and the environment and thus being able to see the difference between resources and junk or rubbish.

The workshop will also investigate how to involve families and communities so strong Education for Sustainability policies can be implemented and regularly reviewed.Participants will have the opportunity to explore materials and their properties, as well as learn in collaboration with other participants how to use them ethically and where to access them.

Completing ‘Natural, Recycled and Collected Materials for Inspiring Learning and Wonder’ will contribute 3 hours of PD addressing 2.1.2 from the Australian Professional Standards for Teachers

NATURAL, RECYCLED AND COLLECTED MATERIALS FOR INSPIRING LEARNING AND WONDER

Friday 12 June

9:30am – 1:00pm


$160




22 Proudly a not for profit organisation

Science, Technology, Engineering, Arts &

Maths (STEAM)

23Register at www.ku.com.au/professional-development 23

Science, Technology, Engineering, Arts & Maths (STEAM)


This project, undertaken by the learning community at KU Bradfield Park Children’s Centre across a 12-month period, showcases what can happen when educators trust children as co-constructors of curriculum. The evolution of ideas, testing of theories and the active participation in thinking, dialogue and learning enabled a small community of learners the opportunity to reframe their practice, reshape the learning landscape and imagine new ways of being with children as pedagogical companions. Inspired by the words of Ann Pelo (2019) who suggests “Great ideas have wings. They take you somewhere. With them, you can raise questions that can’t be answered...”, educators embraced the children’s ideas and questions as the catalyst for sophisticated research.

Unpacking the birth of a big idea, participants will explore a culture of sustained shared thinking and learning and will engage with some of the practical skills and knowledge required to support children’s evolving theories. With each new contemplation, new lines of inquiry were launched, and educator’s offerings expanded to include resources such as Makedo, circuits, greens screen technologies, animation and digital book making.

This workshop will invite educators to view children as agentic thinkers and theorists and support educators to effectively engage with STEAM learning as a significant asset to children’s complex thinking.

The year-long investigation into Mary Elizabeth’s House is an example of what can happen when children lead curriculum decisions, and educators remain open to listen and find the resources and skills to make magic happen.

INSIDE MARY ELIZABETH’S HOUSE

Tuesday 16 June

9:30am – 3:30pm


$190

VEYLDF Practice Principle: Integrated Teaching and Learning Approaches

24 KU Professional Learning Calendar 2020 – Victoria Proudly a not for profit organisation

Attachmentand

Relationships


This workshop explores the question: How does the way we think about children, especially those who are behaving in way we might find challenging, affect our ability to provide nurturing relationships they need for true inclusion and emotional wellbeing? Participants will identify ways in which authentic and secure relationships with children help when things go wrong and identify responsive, positive strategies that support children’s self-regulation.

Completing ‘Why Mindset Matters: Seeing the Meaning in Children’s Behaviour’ will contribute 5 hours of PD addressing 4.1.2 and 4.3.2 from the Australian Professional Standards for Teachers

WHY MINDSET MATTERS: SEEING THE MEANING IN CHILDREN’S BEHAVIOUR

25


Thursday 23 April or Wednesday 29 July

9:30am – 3:30pm


$190

VEYLDF Practice Principles: Reflective Practice, Partnerships with Families, High Expectations for Every Child


This workshop addresses the area of behaviour, based on a philosophy of the social and physical environment promoting positive behaviour in children. The approach uses an understanding of child development, and includes preventive, responsive and proactive approaches. It supports the implementation of the KU Guiding Children’s Behaviour Practice Guide which participants receive as part of this workshop.

This workshop is suitable for all early childhood professionals.

Completing ‘Guiding Children’s Behaviour’ will contribute 5 hours of PD addressing 1.3.2, 3.5.2, 4.3.2 and 5.5.2 from the Australian Professional Standards for Teachers

GUIDING CHILDREN’S BEHAVIOUR

Register at www.ku.com.au/professional-development

Monday 10 FebruaryWednesday 15 AprilMonday 20 JulyWednesday 16 SeptemberTuesday 10 November

9:30am – 3:30pm

KU Training Room Level 3, 145 Smith St, Fitzroy

$230

Friday 20 MarchFriday 19 JuneWednesday 19 AugustThursday 15 October

9:30am – 3:30pm

Altona Early Years Hub, 103B Grieve Parade, Altona

$230

VEYLDF Practice Principles: Reflective Practice, Partnerships with Families, High Expectations for Every Child

Thursday 14 May

9:30am – 3:30pm

Community Room, KU Craigieburn Children’s Centre 24-36 Cleveland Dr, Craigieburn

$230

Presented by KU Education Support Team

This is an intensive workshop that is based on the Early Start Denver Model (ESDM) for understanding and supporting children with autism. The ESDM has a strong and growing evidence-base, promoting best practice for those working with young children. This workshop will disseminate the ESDM into early childhood settings, ensuring that every child is included and engaged across a variety of early childhood services (preschool, long day care, playgroups, early intervention etc.). It will also empower teachers and educators in their work with young children with autism to deliver a high quality educational program that is individualised and responsive to each child’s needs.

Completing ‘One of the Kids: Understanding and Supporting Children with ASD in Mainstream Settings’ will contribute 5 hours of PD addressing 2.1.2, 3.2.2, 4.1.2 and 4.3.2 from the Australian Professional Standards for Teachers

ONE OF THE KIDS: UNDERSTANDING AND SUPPORTING CHILDREN WITH ASD IN MAINSTREAM SETTINGS

Friday 27 March

9:30am – 3:30pm


$190

VEYLDF Practice Principles: High Expectations for Every Child, Equity and Diversity, Partnerships with Professionals



27Register at www.ku.com.au/professional-development Proudly a not for profit organisation

Webinars


Webinars

You can participate in our webinars from anywhere in Australia. All you need is a computer or mobile device with a reliable internet connection. This year we are offering a series of ‘short stop’ webinars for educators.

These popular series of short webinars are an opportunity to stop and take a brief time out of the day to reflect on some of the fundamentals of your practice.

The webinars are suitable for new educators and for experienced teachers wanting a space to reflect and refresh.

SHORT STOP WEBINARS

PART 2: PROJECT BASED LEARNING – CHILDREN’S AGENCY

Element 1.2.3 of the NQS states that each child’s agency is promoted enabling them to make choices and decisions. In this webinar we will discuss the way in which, in the course of children’s projects, we:

Relinquish power in decision making

Trust children’s knowledge and ability

Democracy in action

Thursday 26 March

4:15pm – 5:00pm

PART 3: PROJECT BASED LEARNING – CHILDREN’S THEORIES

The EYLF states that educators need to value and respond to children’s knowledge and be partners in their learning. During this webinar we will discuss:

How educators’ value and respond to children’s theorising

Big picture curriculum questions and high-level thinking skills

Thursday 9 April

4:15pm – 5:00pm

Note: Participants must book for the whole series

$100PART 1: PROJECT BASED LEARNING – WHAT ABOUT CHILDREN’S IDEAS?

Element 1.1.2 of the NQS states that each child’s knowledge, ideas and interests should be the foundation of the program. During this webinar we will explore:

Which children’s ideas do you progress?

How do you decide in which direction to take the idea?

Thursday 12 March

4:15pm – 5:00pm

SERIES 1 – PROJECT BASED LEARNING



Webinars

PART 1: MAKING SENSE OF THE PLANNING CYCLE

Standard 1.3 of the NQS requires educators to have a planned and reflective approach to developing the program for children. This webinar re-explores the cycle of planning and emphasises the interrelationship between each part of the cycle. In particular, it highlights the role of documentation in supporting the process.

PART 2: BACK TO BASICS – WRITING OBSERVATIONS

PART 3: PLANNING EXPERIENCES AND ENCOUNTERS WITH CHILDREN

This webinar goes back to basics and provides tips for writing meaningful and interesting observations. The presenter will explore the why and what of observation writing, language, style and tools to support the process. It will also show the link between observations and knowing children at a deeper level.

The EYLF states that we must be deliberate, thoughtful and purposeful in our actions and that we promote learning through worthwhile and challenging experiences. This webinar explores the what and why of planning meaningful experiences for children.


$100

Monday 18 May

4:30pm – 5:00pm

Monday 1 June

4:30pm – 5:00pm

Monday 15 June

4:30pm – 5:00pm

SERIES 2 – PEDAGOGY AND PRACTICE


PART 1: SAFE ENVIRONMENTS – REDUCING THE RISK OF HARM IN PHYSICAL AND ONLINE ENVIRONMENTS

The physical and online environment puts children’s safety at risk when they are exposed to the harmful behaviours of others or inappropriate content. The challenge to educators is: how do we manage these risks without compromising a child’s right to privacy, access to information, social connections and learning opportunities?

PART 2: GIVING CHILDREN A VOICE – PROMOTING CHILDREN’S PARTICIPATION AND EMPOWERMENT

Children are very easily silenced. In the interests of children’s safety and wellbeing, it is vital that they are encouraged to express their feelings, are listened to and taken seriously. In exploring these themes, we will be focusing on the benefits of giving children a voice and how we can promote their participation and help-seeking behaviour.


$120

Wednesday 8 July

4:30pm – 5:00pm

Wednesday 22 July

4:30pm – 5:00pm

SERIES 3 – CHILD SAFE IN PRACTICE

Presented by KU Child Wellbeing Team

There are many elements to ensuring learning environments are safe for children. This webinar series provides an in-depth understanding of important themes and child safe practices that assist educators to build their knowledge, skills and ability to respond effectively to children’s needs.


Webinars

PART 3: MANAGING CHILDREN’S SEXUAL PLAY – PERSONAL SAFETY CONVERSATIONS WITH CHILDREN

Young children are naturally curious about their own and other people’s bodies. Educators need to understand what sexual behaviours can be considered normal curiosity and when they are cause for concern. Most importantly, educators need to know how to respond to children’s sexual play and to make sure they are providing a child safe environment for all children. This includes teaching children some simple personal safety messages. Personal safety messages for children can begin as young as 2 or 3 years of age.

Wednesday 5 August

4:30pm – 5:00pm

PART 4: MAINTAINING PROFESSIONAL BOUNDARIES WITH CHILDREN – WHAT IS TOO CLOSE AND PERSONAL?

During this final webinar we will discuss personal versus professional relationships with children. We will identify adult behaviour that might be considered too personal, unreasonable or problematic. This session will challenge you to think about actions that may be perceived to be grooming behaviour and why it is important to define acceptable and unacceptable interactions with children in a child safe code of conduct.

Wednesday 19 August

4:30pm – 5:00pm

Webinars

A key theme of the National Quality Standard states that practice should be shaped by meaningful engagement with families. However, what happens when you must approach families in order to have a conversation about a difficult issue? During this webinar the presenters will discuss the how, what and why of difficult conversations.

HAVING DIFFICULT CONVERSATIONS WITH FAMILIES

Presented by KU Education Support Team

Tuesday 7 April or Wednesday 16 September

4:15pm – 5:00pm

$60

Now available on the Department of Education – School Readiness Menu of Evidence – Supporting Wellbeing.

Guiding Children’s Behaviour Publications

Guiding Children’s Behaviour Practice Guide

This detailed practice guide provides educators with the tools to develop Individualised Behaviour Support Plans in collaboration with families to prevent and respond to challenging behaviours in young children.

Guiding Children’s Behaviour in Practice… A Team Approach

This practical resource is divided into easy to use chapters that support educators’ understanding of child development, provides key strategies to establish positive social and physical environments and addresses challenging behaviour.

The implementation of these resources is supported by KU’s Guiding Children’s Behaviour workshop.

The cost for both of these resources as a package is $140 (including postage).


KU Children’s ServicesLevel 3, 145 Smith St, Fitzroy VIC 3065 Box 1582, Collingwood VIC 3066

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