This e-Newsletter focuses on learning that can occur in outdoor environments and some considerations about how best to support that learning. The aim is to assist educators to make the most of these environments with children. This e-Newsletter (Part A) contains provocations—that is, questions and challenges related to outdoor learning environments. Connecting with nature and engaging with sustainability are underpinning themes.

This e-Newsletter focuses on learning that can occur in outdoor environments and some considerations about how best to support that learning. The aim is to assist educators to make the most of these environments with children. This e-Newsletter (Part A) contains provocations—that is, questions and challenges related to outdoor learning environments. Connecting with nature and engaging with sustainability are underpinning themes.

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'Supporting early writers'... Extending and modelling children's own letter writing skills by documenting their ideas with them

'Supporting early writers'... Extending and modelling children's own letter writing skills by documenting their ideas with them

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Excellent #Thinking Practice #Quote by Carla Rinaldi—'the competent and creative child exists'

Excellent #Thinking Practice #Quote by Carla Rinaldi—'the competent and creative child exists'

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This e-Newsletter focuses on practical ideas for learning experiences, connecting with nature and engaging with sustainability. Part B: Provisions follows on directly from Part A: Provocations and challenges educators to consider the provisions in all early childhood education and care settings and look at the practical ways to create outdoor learning environments, the way educators engage with children in these environments and to encourage children as active learners.

This e-Newsletter focuses on practical ideas for learning experiences, connecting with nature and engaging with sustainability. Part B: Provisions follows on directly from Part A: Provocations and challenges educators to consider the provisions in all early childhood education and care settings and look at the practical ways to create outdoor learning environments, the way educators engage with children in these environments and to encourage children as active learners.

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Have you thought about... How you welcome wildlife and nature into your service? by Luke Touhill - Various ECEC experts from around the country will be logging the Have you thought about...? vodcasts, discussing the moments that have inspired them to reflect on practice, and asking us to do the same.

Have you thought about... How you welcome wildlife and nature into your service? by Luke Touhill - Various ECEC experts from around the country will be logging the Have you thought about...? vodcasts, discussing the moments that have inspired them to reflect on practice, and asking us to do the same.

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Transitions: between groups, settings and beyond - Case study No.1: Umina, Central Coast of NSW Sarah Hammersley is an early childhood teacher and the educational leader at the Umina Child Care Centre on the Central Coast of NSW. Sarah describes the centre as part of ‘a very close-knit community’, where many of the relationships between the children were formed before they entered the early childhood setting. http://bit.ly/1hGeuOk

Transitions: between groups, settings and beyond - Case study No.1: Umina, Central Coast of NSW Sarah Hammersley is an early childhood teacher and the educational leader at the Umina Child Care Centre on the Central Coast of NSW. Sarah describes the centre as part of ‘a very close-knit community’, where many of the relationships between the children were formed before they entered the early childhood setting. http://bit.ly/1hGeuOk

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