IECS Spring Research Seminar: Te Whāriki 2017: new realities and possibilities

“Whaia te iti kahurangi. Ki te tūohu koe, me he maunga teitei”

Set your sights on the lofty heights, and through talking, listening and valuing one another we can create lively colourful futures.

The 2017 Institute of Early Childhood Studies Spring seminar offers chances for practitioners and researchers to explore some of the possibilities and realities of the revised Te Whāriki.

Description

Morning tea and lunch: Are provided as part of the registration fee. Tea and coffee will be available for registrants prior to the opening of the seminar.

Please choose one workshop for each session on the registration form.

Please enter your Centre's name in the Organisation field, and the promo code EC4GROUP if you want to access the group discount fee of $50 per person if 4 people or more from the same centre register together.

Please enter the promo code ECSTUDENT if you are an Early childhood teacher education programme student to access the discount fee of $50.

Programme

8.30am

Registration

Alan MacDiarmid Foyer

9.00am

Welcome, introductions, and housekeeping

MCLT101

9.15am

Keynote address: Jenny Ritchie and Mere Skerrett

MCLT101

10.15am

Morning tea (provided)

Alan MacDiarmid Foyer

10.45 am

Session one workshops

 

Sue Cherrington and Tara McLaughlin

AM101

Carmen Dalli

AM102

Rachel Denee

AM103

Ann Pairman

AM104

12.15pm

Lunch (provided)

Alan MacDiarmid Foyer

1.00pm

Session two workshops

 

Luke Santamaria, Nicole Goodman, Amanda Higgins

AM101

Anita Mortlock, Bevan Connell, Athena Maghsoudinejad

AM102

Jenny Ritchie and Nadia Abu-Shanab

AM103

Mary Jane Shuker

AM104

2.30pm

Keynote address: Sally Peters

MCLT101

3.30pm

Farewell and seminar close

MCLT101

Keynote address 9.15am-10.15am

A fantastical journey: Re-imagining Te Whāriki

Associate Professor Jenny Ritchie and Dr Mere Skerrett, Victoria University of Wellington

What shifts have been signalled in the refreshed document? What does it say about te reo? Reflecting on considerations for a national language policy as per the Royal Society’s 2013 report. We suggest that our sector needs to advocate to ensure that te reo needs to be compulsory beyond the ECCE sector.

What does the revised Te Whāriki say about pedagogical responses to the climate crisis? A reflection on biocultural and ecotranslation considerations.

We will reflect on the meaning of ‘Kotahitanga’ in relation to our curriculum? And we will ask how we might practice ‘Mana Atua’ holistically?

Challenging ourselves to critique and acknowledge the weaknesses of the ‘refreshed’ Te Whāriki, whilst avoiding constraints of conventional, colonial thinking to build on the strengths of the document.

Session one topics 10.45 – 12.15pm

Creating a rich curriculum through intentional teaching

Sue Cherrington and Tara McLaughlin

In this workshop we respond to the Ministry of Education’s expectation that all children experience a rich early childhood curriculum, that is both broad and deep. We focus on how EC teachers and practitioners can be intentional in their teaching, drawing on their “knowledge about individual children, child development and curriculum, contextual influences, appropriate teaching practices, and family and cultural preferences” (McLaughlin, Aspden & Snyder, 2016, p. 182) to inform their practice and support child learning. Using Te Whāriki 2017 and a range of pedagogical resources, participants will explore these ideas in relation to children in their EC setting.

 

Refreshing our work with infants and toddlers: Mantras from theory, research and practice.

Carmen Dalli

Mantras are words or sounds frequently repeated to aid concentration in meditation. In our everyday life we encounter statements or slogans that do an equivalent job in simplifying aspects of thinking and action. In this workshop Carmen will invite you to consider what ‘professional mantras’ might help us in working with infants and toddlers. She will share her own personal collection of mantras from theory, research and practice in the context of Te Whāriki 2017 as the basis for attuned pedagogy with our youngest citizens.

 

Distributed leadership for professional learning

Rachel Denee

This workshop will encourage participants to consider the relationship between distributed leadership and professional learning in ECE settings, and will explore research that seeks to discover practices of effective positional leaders in facilitating both distributed leadership and professional learning. A framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures will be discussed.  Links to the principles of Te Whāriki and the importance of leadership when considering curriculum provision in ECE contexts will be addressed.

 

Little boxes or rambling houses: how do ECE built environments help us empower children?

Ann Pairman

The spatial designs of ECE buildings have huge variation - from large rambling houses to tiny modular boxes - but does this actually make a difference in how children experience and thrive in these spaces? In this presentation I report on research that reveals how four diverse ECE built environments enabled or constrained young children’s opportunities to exercise agency in their daily lives. I also discuss the important role of teachers in this material-social interplay, and illustrate how the availability of different spaces, in terms of their size and complexity, shaped teachers profession agency and decision-making.

 

Session two topics 1.00 – 2.30pm

Using technologies in ECE: The challenges and affordances of iPads and ePortfolios

Amanda Higgins, Nicole Goodman and Luke Santamaria

The use of technologies such as iPads and ePortfolios in ECE are becoming increasingly popular. In the first part of this workshop, Amanda, Nicola and Luke will present results from their postgraduate research, highlighting the affordances and challenges of these technologies, and making links with the revised Te Whāriki 2017 (Ministry of Education). The second part of the workshop will focus on a facilitated discussion about the place of these technologies within ECE - generally and in your service.

 

"Responsive, reciprocal relationships? For sure!

Anita Mortlock, Bevan Connell, Athena Maghsoudinejad

What does recent research on children's socio-emotional development tell us about fostering communities of children which foster rich and healthy relationships between peers?"

 

Revised Te Whāriki and its response to poverty

Jenny Ritchie and Nadia Abu-Shanab

In what ways does the revised Te Whāriki guide us to sensitively and respectfully manage the complexities and difficulties that children and their whānau face every day when grappling with insufficient resources to be well?  Jenny Ritchie and Nadia Abu-Shanab will share their expertise about working with people who are experiencing poverty and offer opportunity for participants to engage and explore issues of poverty and curriculum.

 

The place of pop culture in ECE settings

Mary Jane Shuker

Research has increasingly recognised the significant role that popular culture plays in many young children’s lives.  Children naturally bring their home and community interests regarding popular culture into their early childhood settings.  This session explores the place of popular culture in early childhood settings, in order to provide a socially and culturally responsive curriculum.

 

Keynote Address 2.30pm-3.30pm

Transition from ECE to Primary in the context of the refreshed Te Whāriki

Associate Professor Sally Peters

In recent years there has been much attention focused on supporting the continuity of learning as children transition within and between education settings. Transition points may offer both crisis and opportunity in lives that are “always in a process of becoming” (Hörschelmann, 2011, p. 379). This presentation shares the findings from a number of recent research projects which have explored possible strategies and practices to enhance the transition experiences of children and families. Particular attention will be paid to the transition to school and the findings will be discussed in the context of the refreshed Te Whāriki (2017). The ‘Pathways to school and kura’ section of the curriculum, along with the online support materials for ‘Pathways and Transitions’ will also be examined as a starting point for acknowledging “the child’s potential and their ongoing educational journey" (Ministry of Education, 2017, inside cover).

Morning tea and lunch: Are provided as part of the registration fee. Tea and coffee will be available for registrants prior to the opening of the seminar.

Please choose one workshop for each session on the registration form.

Please enter your Centre's name in the Organisation field, and the promo code EC4GROUP in the promo code field if you want to access the group discount fee of $50 per person if 4 people or more from the same centre register together.

Please enter the promo code ECSTUDENT if you are an Early childhood teacher education programme student to access the discount fee of $50.

Please contact us if your organisation needs to be invoiced.

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