Category: Everyday Learning Series
ECA Learning Hub
Search results: 139
Affordance theory course will explore the relationship between the child and the environment and the actions possible within this. It will encourage you to reflect on your own perceptions of the environment and the affordances established, and consider the ways in which the outdoor environment can be maximised to support children’s engagement in learning.
Category: Breaking out: Advancing outdoor learning
This course is suitable for all educators looking to build their confidence in supporting children and families who are experiencing vulnerability in an approved education and care setting. This is a foundation course that may be suitable for educators new to the sector or embarking on a formal early childhood qualification.
Learners will have the opportunity to develop an understanding of what vulnerability is, how to recognise it, and develop strategies to support vulnerable children and families. You will learn the importance of advocating for vulnerable children and families, engaging in reflective practice, and ways to create a community of support within your service to approach vulnerability with more confidence.
In this course, you will:
- develop an understanding of what vulnerability means in early childhood education and care
- learn strategies to support children and families in your service who are experiencing vulnerability
- learn about advocating for children's families and communities.
Category: ECA Subscriptions
In this course, you will learn about stress, pressure and burnout and how these may impact your lifestyle. The course critically examines stress, pressure and burnout and provides strategies that you can use to manage your stress and increase your mental focus. It also explores the difference between stress and pressure and will help you gain a deeper understanding of what burnout is.
The course is suitable for all education and care childhood professionals—at any stage of their careers—who are interested in learning about stress, pressure and burnout and want to develop strategies to optimise their performance when under pressure.In this course, you will:
- explore the difference between stress and pressure
- understand different strategies to manage your stress and increase mental focus
- implement ways to optimise your performance when working under pressure
- explore what burnout is and how it differs from stress.
Category: ECA Subscriptions
This course expands on the ideas and concepts outlined in the introductory course, ‘Documenting and assessing children’s learning with Dr Anne Kennedy’. It is highly recommended—though not essential—that you complete the introductory course before starting this course, which delves deeper into the topic. It will help you learn a variety of strategies and new ways to document and assess children’s learning. You will understand the importance of documentation and how it is essential to driving children’s learning and high-quality educational programs.
You will hear from services about the methods and strategies they use when documenting and assessing children’s learning, and you will be invited to reflect on and consider your own practice moving forward. You will also be encouraged to consider research, theory and practice in your work and how this underpins children’s learning and development. The planning cycle—which is the foundation of the educational program, future planning and each child’s learning and development—will also be explored in depth.
Category: ECA Subscriptions
Category: Everyday Learning Series
This course has been developed to help educators create a useful, accurate Quality Improvement Plan (QIP). It provides advice and examples on how a QIP can support early childhood settings to assess their current performance, recognise what they do well, and plan effectively for future improvements using the model of the quality improvement spiral as a process foundation.
In this course, you will:
- understand the requirement of developing and maintaining a Quality Improvement Plan under the National Quality Framework
- understand the compulsory self-assessment and quality-improvement processes of early childhood settings
- unpack how a Quality Improvement Plan can support continuous improvement
- use realistic assessment of current practice as the basis for a successful Quality Improvement Plan
- reflect on practice and identify areas for improvement over time.
Category: ECA Subscriptions
This course elaborates on how documenting and assessing children’s learning helps educators gain a deeper understanding of children’s interests, strengths and abilities. It also explains how educators can use this knowledge to support and extend children’s learning.
In this course, you will:
- learn about the purpose of documenting children’s learning
- uncover common myths about documentation
- discover how to save time and make documentation more effective
- find out how to use documentation within your planning
- explore the practices and philosophies of 2 services.
Category: ECA Subscriptions
This course is designed to support educators in developing a better understanding of the complexity of children’s behaviour and why a timely and consistent approach is important. You will be asked the question: Why do some children respond or behave in certain ways? If educators think about children’s behaviour as a form of communication, the first thing you need to ask yourself is: What is a child saying when they retreat from a difficult situation, communicate non-verbally, refuse to share, fight over resources, or experience unpredictable outbursts?
You will explore the pathways to emotional regulation and consider possible behaviours children may demonstrate when they are in a state of dysregulation. By engaging with this course, you will develop a deeper appreciation for the foundational nature of regulation for children’s learning, as well as the negative impact of stress on children’s emotions and behaviour, and any barriers to their capacity to learn or engage.
You will be encouraged to adopt an individualised lens for understanding and supporting children’s behaviour, and you will do this through an exploration of potential sources of stress and by identifying common behavioural and environmental triggers, both within and outside your early learning service settings. By developing a better understanding of children’s experiences, developmental pathways and sensitivities, educators are empowered to support children’s social, emotional and behavioural capabilities.
Category: ECA Subscriptions
What does sustainability mean, and how can educators build sustainability within early childhood education and care services in meaningful ways?
Education for Sustainability, written by Deb and Julie of the NSW Early Childhood Environmental Education Network(ECEEN), looks at ways educators and families can promote sustainability within both their service and their community. When we engage in sustainability education in early childhood settings, we are aiming to create living and learning spaces that reflect and encourage sustainable practices now and into the future.
In this course, you will understand:
- the meaning of sustainability and its importance for young children, educators and early childhood education and care services
- how sustainability is viewed in the National Quality Standard and the EarlyYears Learning Framework, and
- the tools educators can use to assess and improve sustainability in everyday practices.
Category: ECA Subscriptions
*** This is a recorded version of a live event ***
“Being ethical involves thinking about everyday actions and decision making, either individually or collectively, and responding with respect to all concerned” (ECA Code of Ethics, 2016). The release of EYLF V2 is a perfect time to take a moment to reflect on the continued connection of the document to the ECA Code of Ethics. As professionals, we have a number of ethical responsibilities and engaging in critically reflective dialogue around ethical pedagogy is one of these.
In this webinar, Catharine Hydon and Linda Newman discussed:
- the complimentary nature of the ECA Code of Ethics and the Early Years Learning Framework
- the role of ethics in professional practice
- examples of what ethical practice might look like in early childhood settings.
Category: Live Webinars
It may seem as though the early childhood sector has been the subject of constant reform over the past two decades, and really it has! With the design of national curriculum frameworks and the introduction of the National Quality Framework, along with reforms around child care subsidises and kindergarten funding, early childhood professionals may feel as though their heads are spinning. While the constant changes do present some challenges, it is important to also view these through a lens of opportunity and advocacy, particularly as we learn more about quality in the early childhood sector.
In this webinar, Catharine Hydon and Fay Hadley discuss:
- how to use data and evidence to support continuous quality improvement
- a selection of recommendations and implications from recently reviewed documents and their potential impacts on early childhood education and care settings and professionals
- how early childhood professionals can actively engage in advocacy for reform.
*** This is a recorded version of a live event ***
Category: Live Webinars
ECA’s Leadership Program, revised in 2021, is a renowned program for educational leaders and teachers in leadership roles. Founded on solid expert research and five years of sector consultation, this essential leadership framework has been designed by early childhood experts and quality assured by early childhood practising leaders. Our Leadership Program was specifically created as a strengths-based, self-directed, short-term program for both current and aspiring early childhood leaders in diverse settings.
The program includes access to:
- online professional learning modules and webinars
- the ECA Leadership Program folder containing the hardcopy Leadership Capability Framework and a ‘how-to’ guide with suggestions on how to make the most of the Framework
- the opportunity to develop your own Personalised Professional Learning Plan relevant to your individual work environment and development priorities
- respected leaders within the sector who can provide tailored feedback (optional) on your Personalised Professional Learning Plan
- an ECA Leadership Program completion certificate.
We hope you enjoy the format and the content of the program. It has been designed to support you and your team to take responsibility for professional growth and is part of the pathway toward building personal and professional capacity and professional identity.
Take a moment and join Early Childhood Australia in thanking the Traditional Custodians of the lands on which we stand, by watching this Acknowledgement of Country.
- Teacher: Shae Haylen
Category: ECA Leadership Program
ECA’s Leadership Program, revised in 2021, is a renowned program for educational leaders and teachers in leadership roles. Founded on solid expert research and five years of sector consultation, this essential leadership framework has been designed by early childhood experts and quality assured by early childhood practising leaders. Our Leadership Program was specifically created as a strengths-based, self-directed, short-term program for both current and aspiring early childhood leaders in diverse settings.
The program includes access to:
- online professional learning modules and webinars
- the ECA Leadership Program folder containing the hardcopy Leadership Capability Framework and a ‘how-to’ guide with suggestions on how to make the most of the Framework
- the opportunity to develop your own Personalised Professional Learning Plan relevant to your individual work environment and development priorities
- respected leaders within the sector who can provide tailored feedback (optional) on your Personalised Professional Learning Plan
- an ECA Leadership Program completion certificate.
We hope you enjoy the format and the content of the program. It has been designed to support you and your team to take responsibility for professional growth and is part of the pathway toward building personal and professional capacity and professional identity.
Take a moment and join Early Childhood Australia in thanking the Traditional Custodians of the lands on which we stand, by watching this Acknowledgement of Country.
Category: ECA Leadership Program
Management and leadership are companions in the delivery of high-quality education and care service provision. This program has been designed to strengthen the management capability of service managers—helping them to build their skills, knowledge and confidence to meet their day-to-day responsibilities in whatever service or organisation type they work in. The courses in the ECA Management Fundamentals Program will build on the strengths that education and care professionals bring to their management role and ensure they are prepared to take on other roles across the scope of the education and care sector. The diversity of settings and roles has brought about different levels of management responsibility and obligations to those in governance roles, owners, staff, communities and the sector.
In the early childhood sector, particularly in standalone services, people often find themselves stepping into management roles with little or no management training. It can be daunting and stressful, particularly for those who do not have a highly skilled and supportive governing body.
Recent research into new managers’ perceptions of their own preparedness to manage/lead found that a large percentage of them did not feel well prepared in terms of managing/leading the centre as an organisation, but felt well prepared to manage and lead elements related to pedagogy. Common challenges experienced by new managers were identified in the organisational leadership domain. Managing staff was ranked as the number-one challenge by managers three times more than any other aspect. In addition, 44% of managers surveyed indicated they would pursue a management/leadership qualification and 41% said perhaps they would.
Despite the apparent interest in upskilling, there is a lack of good quality, sector-specific management training for first-time managers. The ECA Management Fundamentals Program has been designed to prepare managers in foundational aspects of governance and leadership, specifically in the education and care context.By completing this Program, participants will be able to apply the following learning outcomes:
- explain the purpose of management
- recognise an education and care service as a business in a complex sector
- identify key functions and systems of management
- recognise management concepts in the education and care service context
- understand more recent approaches to managing organisations.
Category: ECA Management Fundamentals Program
This webcast has been designed for educators on how to be effective with children with big feelings and behaviours. Particularly across long term and the short term. This course explores the five steps of Emotion Coaching: emotional awareness, connecting, listening, naming emotions and finding good solutions. When used effectively, Emotion Coaching can be used by educators and other professionals working with young children to build trusting and respectful relationships.
This course will support educators to:
- understand the steps and approaches to Emotion Coaching
- be able to draw on and use Emotion Coaching techniques in various situations
- build trusting and respectful relationships with children
- be able to assist children to identify and self-regulate their emotions
- understand how emotion coaching can assist children to problem solve and find good solutions
- be able to use moments of negative behaviour as opportunities for teaching.
Category: ECA Subscriptions
Discover and explore the principles of Reggio Emilia in this one-of-a-kind online professional learning series, developed by Early Childhood Australia (ECA) and the Reggio Emilia Australia Information Exchange (REAIE), in collaboration with Reggio Children, Italy.
The Encounter series contains four parts:
- Encounter 1—Not just any place
- Encounter 2—Seeing things differently
- Encounter 3—Teachers and children as researchers
- Encounter 4—Pedagogy, a context for research
Encounter 1—Not just any place
The first Encounter or part provides an overview of the educational project of Reggio Emilia and the context, culture and complexity of this educational approach. The next two Encounters will build on this initial information with an in-depth exploration of several of the important concepts of the project through interpretations from Australian educators.
In the first Encounter, entitled ‘Not just any place’, you will learn:
- information about the geographical, historical, social and cultural aspects of the city of Reggio Emilia
- insights into the educational project of Reggio Emilia’s pedagogical approach to learning and teaching, including some of the why, what and how of the project.
Encounter 2—Seeing things differently
In the second Encounter, ‘Seeing things differently’, you will be offered information about some of the pedagogical choices made by educators who work in the municipal early childhood centres in Reggio Emilia and Australian interpretations of this approach, including:
- the role of research and educational documentation
- the importance of the environment in learning
- the question of ‘What is knowledge?’
- the metaphor of the ‘Hundred Languages’
- progettazione.
You will also be given the opportunity to consider pedagogical research and will be invited to consider ways that these choices link to daily practice.
Encounter 3—Teachers and children as researchers
In the third Encounter, ‘Teachers and children as researchers’, we delve deeper into some of the strategies for designing and understanding the learning and teaching that the educators of the educational project of Reggio Emilia engage in as part of their day-to-day work with children.
In the third Encounter, you will build on previous understandings of:
- children as co-constructors of learning
- listening as the basis for all learning
- the possibility of seeing our use of time differently
- progettazione as a strategy for designing learning and teaching
- the role of collaboration, documentation and educational research.
Encounter 4—Pedagogy, a context for research
In this Encounter, ‘Pedagogy, a context for research’, some of the theoretical underpinnings, values, practices and language of the educational project of Reggio Emilia will be examined in greater depth, although it should be kept in mind that the educational project of Reggio Emilia is always evolving.
In the fourth Encounter, you will have the opportunity to:
- reflect deeply on your understanding of some of the terms used in the educational project of Reggio Emilia
- move away from common misunderstandings and stereotypes that have become synonymous with the educational project of Reggio Emilia
- construct new meanings and interpretations of the principles, practices and values of the educational project of Reggio Emilia.
What is digital documentation and why is it widely seen as a valuable innovation for the early childhood sector? This three-part series will take you on a journey through multiple perspectives—that of the child and family, the educator and the leadership team—to consider how best to implement documentation through a digital medium.
This series is made up of three modules, including:
Part 1 - Children and families explores:
- contemporary communication and engagement expectations
- capturing the child’s voice
- respectful relationships and ethical processes
- family partnerships and collaboration.
Part 2 - Educators explores:
- the changing roles of teacher and learner
- developing digital documentation
- a digital planning cycle
- using digital assessment tools
- planning for and assessing children’s learning
- demonstrating an awareness of children’s interests and using contemporary technologies to enhance learning experiences
- engaging collaboratively with colleagues and contributing to reflective practice.
Part 3 – Leadership and management explores:
- the role of leadership in promoting and encouraging innovation
- how technologies are transforming teaching and learning
- the ECA Code of Ethics and professional standards
- policy development and ethical issues when engaging with the digital world.
In the series, you will:
- analyse the role of emerging technologies and their effects on the nature of learning
- describe and evaluate the use of new technologies for teaching and learning
- explore how the use digital documentation can be used to interact and communicate effectively with young children and families, with the main aims of building and strengthening relationships and supporting learning
- summarise and evaluate viewpoints to reflect on the social and ethical issues associated with responsible, safe and legal use of learning technologies
- discover how to communicate and relate to families respectfully and in ways that demonstrate awareness of the particular importance of collaboration and shared decision-making
- explore how to use digital tools and platforms to plan, implement and evaluate learning experiences that demonstrate the ability to articulate aims, objectives, procedures, outcomes and evaluation practices
- unpack how to use digital tools and platforms to assess and document children’s development and learning in collaboration with families in a variety of ways that lead to a deep and broad basis for planning curriculum
- understand how to engage with digital mediums for documentation to model respectful and sensitive interaction with young children in ways that lead to establishing and strengthening relationships that support learning
- develop strategies to establish and strengthen a range of collaborations and connections with families and the broader community by using digital documentation.
Category: ECA Subscriptions
Engineering creativity in loose parts play’ involves open-ended and easily manipulated materials that children can use to construct, deconstruct and transport, both to support them in developing working theories of the physical world and to augment their social and imaginative play.
Since Simon Nicholson first formally described this natural aspect of children’s play in 1971, understandings of loose parts play have widened and diversified. In contemporary research, it is considered to be completely without boundaries and mix easily with other kinds of learning.
This webcast will examine many practical examples of loose parts play using materials that are recovered, upcycled or drawn from nature. These include opportunities for loose parts play in infant and toddler spaces and in symbolic and imaginative play. Special emphasis will be placed on provisions that are environmentally responsible, encourage co-operation and problem-solving, and are cheap as chips!
Category: ECA Subscriptions