Day 2 Concurrent Sessions

DAY 2: 11:30 - 12:30
Creating language-rich and dialogic classrooms in the Early Years.
Room 1

Presented by: Rachel Roebuck, Julie Thomas

The connection between oral language development and reading success has been widely researched and reported. Munro (2005) contends that a better developed knowledge of language and how it is used means a greater capacity to learn and be an effective learner. At Bribie Island State School our Explicit Improvement Agenda focus on reading led to a school-based action research project exploring the impact of effective oral language teaching and learning on children's literacy development. The aim of our project was to identify opportunities to improve students literacy capabilities by supporting early years' teachers to create language-rich and dialogic classrooms that engaged students in purposeful oral language activities and classroom talk. Project goals included: creating ‘talking classrooms’ / language-rich environments; implementing Age Appropriate Pedagogies; embedding purposeful oral language teaching and learning experiences and building teacher capability through action research. This presentation will outline how the project was conducted and share findings from a staff and student perspective.

DAY 2: 11:30 - 12:30
High Expectations Relationships in the Early Years
Room 3

Presented by: Fiona Bobongie

Stronger Smarter Jarjums (SSJ) Program is Professional Learning about High Expectations Relationships in the Early Years. The Stronger Smarter Approach builds a strong positive identity for children and their families through collaborative communication processes which is described as ‘High-Expectations Relationships’. A high quality Early Years education will give our Jarjums the best start to form a solid foundation for their education and lives. Nurturing relationships, positive interactions, and a strong sense of identity are all vital to the self-esteem and emotional wellbeing of Jarjums. SSJ sparks thinking about how to build stronger relationships with Jarjums, their families, colleagues and keystakeholders to ensure greater collaboration in decision-making. High Expectation Relationships start with understanding ourselves more comprehensively then to build from there. SSJ brings both educators and community members together, and introduces the language and concepts of Stronger Smarter that can be used across all early childhood settings for the collaboration needed to create seamless innovative transitions for Jarjums in local contexts.

DAY 2: 11:30 - 12:30
A Revolutionary Movement of True Play: AnjiPlay, China!
Room 4

Presented by: Kim Moroney

Anji County is in the city of Huzhou in Zhejiang Province, People’s Republic of China. AnjiPlay is an internationally recognised Early Childhood curriculum/philosophy developed over the past 17 years by Director Cheng Xueqin, Office of Pre-Primary Education, Anji County Department of Education. The focus of the curriculum is the child's self-determination in choosing what, where, and with whom to play and the role of the teacher as observer, particularly in instances of physical risk. The child’s self-determined play and interactions with other children is a continuous and uninterrupted experience of failure and success, rules and freedom, process and product and the realisation of self-initiated learning. The child continuously affirms the self in relationship to others, which is not only the natural need of the child in the process of physical and emotional development, but provide the basis for learning and wellbeing. Insights from AnjiPlay have influenced the writing of the Early Learning Policy for Catholic Schools in Maitland-Newcastle.

DAY 2: 11:30 - 12:30
Placing the act of listening at the heart of education
Room 5

Presented by: Jessica Dubois

This workshop shares the story of Pennington Kindergarten’s journey of improvement over the past three years, influenced by our commitment to understanding the principles of the Reggio Emilia educational project and their influence in our South Australian context. During this journey, we have explored the pedagogy of listening as an ongoing process of exchange and dialogue between adults, children and our environment. An active attitude of listening has supported the creation of an educating community, one in which we hold close our responsibility to honour the child as citizen. This can happen only after respectful and trusting relationships are developed that enable us to listen deeply to each child’s theories and questions. This is a story of leadership, a story about how reflecting on the purpose of education can empower your team to create a context for listening that supports authentic quality learning for everyone in your learning community, children, families and staff.

DAY 2: 13:20 - 14:20
Increasing outcomes for children through a Place Based Approach
Room 1

Presented by: Sheryle Croft, Susan Cary

To flourish, young children from birth to eight years need to be cared for and taught by professionals who share common understandings and aspirations that optimise children's growth, development and learning. If we are to increase the number of children who are confident, engaged and successful learners we must engage with other organisations outside of our own sector to ensure a shared understanding and accountability for childrens outcomes. In South East Queensland we are doing this through building sustainable, collaborative partnerships based on a model of professional learning communities. Our Early Years Neighbouhood Networks share pedagogical practices, vocabulary and aligned approaches to increase continuity of learning and smooth transitions. Through this approach we are strengthening early learning environments and developing the skills, knowledge and capacity of the workforce across playgroups, ECEC, schoools and community. Early Years Neighbouhood Networks support and embed a focus on outcomes and use of data to support continuous improvement both within organisations and across sectors.

DAY 2: 13:20 - 14:20
The Story of The Nest: A Place of Research
Room 3

Presented by: Marilyn Hayward

Alberton Primary School’s response to Carla Rinaldi’s recommendations to South Australia was to create ‘The Nest’, an integrated setting for kindergarten and reception (first year of school) children where learning and play are one. Previously, children in kindergarten and reception were separated by fences, buildings and often, by pedagogical practices. In The Nest they learn alongside each other. Our research, supported by two DeLissa Scholarships, has allowed us to track children beyond The Nest, confirming our belief that we must ‘push up’ pedagogy rather than 'push down' academics as advocated by many systems. In a world where data collection, academics, standardisation and homogenisation are prevalent, The Nest embraces a pedagogy of listening, advocacy for the child and childhood, and a prototype for authentic quality learning. Principles previously in the domain of early childhood are being successfully introduced throughout our Primary School Community. This presentation will support leaders to question and challenge current beliefs and pedagogy in the early years of school.

DAY 2: 13:20 - 14:20
From Head to Head or Heads Together?
Room 4

Presented by: Marilyn Way, Kerry Boland

A pedagogical approach to Information Literacy (IL) in the early years is explored, particularly in redressing disadvantage. Being able to find, evaluate and apply information for personal benefit is a key attribute in today's knowledge economy. However, simply having access to digital technologies and online resources does not always equate to developing these attributes. A 2016/2017 Queensland Education Horizon Grant resulted in the formation of a transdisciplinary partnership that utilised the complementary skill sets of university researchers, librarians, early childhood and primary teachers. New knowledge about pedagogies for Information Literacy skills in the early years was conceptualised in the design of a pedagogical model. The 4-C Model: Connect, Create, Contest and Change provides participants with critical information on how IL is a skill necessary for 21st Century learning, and can be embedded within early childhood and primary education contexts. By considering the epistemic stance of learners and teachers we challenge thinking to expand their repertoire of competencies.

DAY 2: 13:20 - 14:20
Journeys of Inquiry: Stories of Pedagogical Transformation
Room 5

Presented by: Rebecca Duncan

Innately curious, children are inquirers from birth, constantly researching as they pursue connections and meaning. Leaders and educators in early childhood settings are charged with a profound responsibility to harness children's natural inclination to question and research while introducing them to processes they will build on throughout their lives as increasingly sophisticated inquirers. Particularly in times of exponential change and global complexity, today's learners will need to capitalise on these skills and dispositions like no other generation before them. Featuring case studies from Western Australian Independent Schools, this interactive workshop will introduce participants to 11 essential elements of quality inquiry pedagogies. These essential elements can be used to refine a teaching team's understanding and practice within their own journeys of inquiry. Stories of leadership across a diverse range of schools will feature in this workshop, illustrating the processes used to support pedagogical transformation. These case studies highlight pedagogies that emphasise deep learning, intellectual engagement, rigorous thinking and student agency.