In your early education service, have you ever stopped to think that every time you move – you influence children? Children near you, children nearby, children far away. Your physical positions, the conversations, and the type of conversations influence how children see themselves in your setting.
Continue reading “IN PRACTICE: Every move we make influences children”
The experience we had visiting the National Gallery of Australia (see Part 1 of this article here) highlighted a question that has been at the forefront of my mind since the visit: How are children viewed and positioned in today’s society?
Continue reading “IN PRACTICE: Do children belong everywhere? (Part 2)”
As part of our ongoing exploration of Indigenous art in the Preschool Room, we took a group of nine Preschool Children to the National Gallery of Australia to view some of the Indigenous exhibits. When I initially planned on documenting our experience, I had a vision of an easy to read story about a pleasant day at the gallery. However, the experience we ended up having at the National Gallery wasn’t exactly what I had anticipated, and I would like to give an honest recap about our experience.
Continue reading “IN PRACTICE: Do children belong everywhere? (Part 1)”
Questions are vital in our work with children. The Early Years Framework (EYLF) and the Framework for School Age Care (FSAC) encourage us to view children’s learning holistically – not as a block of knowledge to be “transmitted” to each child, but as a complex creation of relationships, interests and meaning.
