Dealing with children’s challenging behaviour has always been a great concern for educators. Often the aim has been to minimise and eliminate behaviours such as children hurting each other, disrupting other children’s play, being uncooperative and generally not fitting in. In other words, the focus has been on what to do about ‘undesirable’ behaviour.
Play and quality in early childhood: Educating superheroes and fairy princesses looks at the transition in child’s play from generations, the impact of media and technologies, children’s imagination, general advice, safety and the pros and cons of superhero and fairy play.
Longstanding thinking in the area of inclusion argues against focusing on an actual physical disability, such as visual impairment. Rather, attention should be focused on what educators actually do and what conditions are created for children to give them the greatest access to learning and development.
Professional partnerships in children’s services: Working together for children looks at ways educators can work effectively with other professionals in building and leading these partnerships in children’s services. It examines some of the issues surrounding working in partnership with others and the implications this has for understanding and enacting leadership.
Since the introduction of the Early Years Learning Framework (EYLF), educators have sometimes been confused or concerned about some of the terminology and concepts it contains, including the word ‘pedagogy’. Using the word ‘pedagogy’ in the EYLF was a deliberate decision by the writing team. More familiar words such as ‘practice’ or ‘program’ were possible but they do not convey the broad and dynamic nature of educators’ work in the same way as the word ‘pedagogy’ does.
Ways of thinking, acting and relating about sustainability is supported by case studies, reflections, illustrative examples and provocations; all are invitations to engage in deeper thinking about sustainability. The aim is to promote transformative change and create a vision for a better and sustainable future by taking action now in early childhood services.
his publication contains practical advice and reflections on what being intentional means for educators, children, families and communities and aims to support a deeper understanding of the meaning behind ‘intentional teaching’.
Critical reflection as a tool for change: Stories about quality improvement includes stories that demonstrate how effective reflective practice within several services throughout Australia resulted in identifying issues that needed to be included in their Quality Improvement Plans (QIPs). They have kindly shared the progress that they have made so that others can learn from their experiences.
Secure transitions are seen as being about relationships, rather than just managing procedures. It puts children’s relationship needs at the heart of transitions and gives ideas for how these can be addressed.