Early Education Reform Group EERG

Using play to create a Child-Centered Curriculum in the early years of school.

The more slowly trees grow at first, the sounder they are at the core. David Sobel

The ECTA conference is on the last Saturday of June (25/6/2016) http://www.ecta.org.au

Megan wrote:
Hello friends/colleagues

Felicity and I are presenting a session, aimed at having a rich conversation about contemporary practices and pedagogies in early childhood education (see abstract below). Ideally we would like 3-4 people to join us in this session to be part of a panel. Felicity will Chair, using a lovely Quaker style strategy where each panel member prepares a response to a key question, and then has the opportunity to speak to this question (first uninterrupted and then building up to a cross panel conversation).

At this stage Michelle, Marie and Irene have indicated their willingness to join us on the day… This will be a terrific professional growth opportunity and as well will be fun! We are conscious of this being a 'safe space' without things turning into a whinge - rather constructive critiques…

So, for now play around and explore the website and let me know if you can come along to join us in the to ECTA presentation.

Regards and thanks (the abstract is below)


Just because they can, doesn't mean that's best: Stop, Look, Listen, Think.

Presenters: Felicity McArdle, Megan Gibson.

This will be a conversation conducted using a Quaker Strategy designed to enable frank and fearless exchanges of views. The conversation is a call to action, for those who share concerns over current approaches to teaching and learning in the early years, including primary schooling and the before-school sector, and responds to Maggie Dent’s call to 'Stop Stealing Childhood' – in the name of education. It is over forty years now since Lil Gwyther began to speak up for young children, their rights and their capacities. We take up Lil's commitment to 'flexible, child- Return to contents centred and ungraded teaching practices' aimed at enabling children in their 'belonging, being and becoming', without judgements that put their development and therefore their growth in constraining boxes. Lil was particularly interested in pedagogical approaches, and challenged schools to engage with child-centred curriculum: 'Primary schools have the greatest responsibility because you cannot undo what is done in the early education stage'. Early childhood educators are required to be skilled readers of curriculum, designing, creating and reflecting on the learning experiences they provide for young children. This is a story that can sit alongside stories of NAPLAN, reading levels, learning outcomes and curriculum directives which originate elsewhere.




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