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Where was the consultation with preschool educators about starting children at 3 years of age at kindergarten??

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The EYLF is not just curriculum for preschools. It is Birth to age 8. It guides us to support and extend the growth and development of children throughout this time, which includes the first years of school. How can we use this guide to leverage our work in education to have a greater impact on children’s learning.

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Sustainability tip:
Could you please promote the recycling of lanyards as participants leave. ☺️

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Im interested if the language of “schools “
has been chosen to include all sites of education in SA ?    I do remember Carla Rinaldi giving us this provocation…
I wonder how we want this to be in our future in SA ?

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Will preschools be provided with a well-being teacher (especially as it is identified as the important foundation)? 

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Will preschools be provided with a well-being teacher (especially as it is identified as the important foundation)? 

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Introduction of 3 year old preschool- should also consider how we structure public education for 3-6 year olds. Ensure children have time to develop executive function skills to that support learning in the now and I to the future.

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Citizenship

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Not sure where to put this but as an educator passionate about sustainability and the worlds limited resources, I’d love to see the promotion of BYO cup which would save the energy involved in producing and then recycling 1000’s of cups.
I also hope that you will collect all the lanyards at the end of the day to use at future events. I note that the plastic card holder has been eliminated this year- a great initiative in the light of soft plastics now going to landfill

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The DfE need to understand the diversity of its own system and the capabilities of each site to have impact on children’s growth and development - from children’s centres to area schools and all in between.
Barriers that exist between and across sectors of state government including health, education department for human services and child protection have a major impact on our ability to support the child holistically. Systems, processes and practices that enable collaboration and inter connectedness would benefit our ability to positively impact society through education.

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Todays theme and the responses I’ve been hearing, is that the gap between Pre schools and schools could not be greater.
We meet the child where they are at and help them grow. Then they head off into a system where they must be the same as their peers.
It’s not working.
Pre school educators are highly skilled at teaching across the curriculum in a holistic way.
Schools could learn so much and we would love to help them understand.

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Children already are ! Right now

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Communication
Confidence
Problem solving
Independence
Empathy
Kindness
Creative

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Awareness of self and others

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Problem solving

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Empathy

Collaboration

Resilience

Problem Solving

Sense of Self worth

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Resilience is important - I can problem solve seek solutions think critically and make decisions to influence my life
Strong sense of belonging identity community relationships
Resilience and independence
Kindness empathy positive contributor resourcefulness
Teaching children as individuals and for their individual needs - personalised and differentiated learning
Continuity and connectedness of learning across a child’s life
Democracy - teaching for about and through education

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Resilience

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Self Aware
Connected
Communicate
Problem Solve

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secure, trusting relationships
being collaborative
Empathy & resilience
curiosity
persistence
co & self regulation
lifelong learner
kindness
being a global citizen

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Communicator

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Critical thinking
Resilience
Curiosity
Kindness

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A responsive and responsible citizen

Mindful

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Curious

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Top 4

Connection
Resilience
Critical thinking, curiosity & creativity
Empathy

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1. Curiosity
2. Creativity
3. Confidence
4. Communication

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Curiosity

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Resilience to become confident and involved learners 

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Resilience to become confident and involved learners 

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Dispositions
independent
Critical thinking - in order to be successful with critical thinking other dispositions such as communication, self regulation all have an impact on this , not being able to do one without the other - all interrelated

The relationship between preschool to school and school to high school needs to be more positive and tailored to the needs/interests/wellbeing of children

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Resilience
Persistence
Regulation strategies

If you have dispositions and capabilities, you can gain knowledge.

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Communication
Social and emotional learning

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Kind (if can be anything: be kind)
Okay with self/ world (identity)
Hopeful/ positive / optimism
Real
Active Contributor to society

BE a GOOD PERSON

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Happy, resilient, empathetic, critical & creative

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Connection
Critical thinkers
Collaboration
Empathy

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Resilience
Self worth
Problem solving
Creativity

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1. Sustained shared thinker/ communicator;
2. Problem solver;
3. Resilient;
4. Confident;

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Agency
Empathy
Critical and Creative thinking
Collaborative
Resilient
Kind
Socially engaged

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Showing an interest, empathy, connected, thriving

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Resilient
Empathetic
Creative
Confident

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Problem Solver
Content
Resilient

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Regulated/Resilience
Creative
Lifelong Learner

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Joyful
Kindness
Empathy
Curious & questioning
Collaborative
Enthusiastic
Strong communicators
Resilience
Open to difference

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Kind
Responsible
Considerate
Confident

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Resilient
Connected
Curious
Self-regulating

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Social engagement
Resilience
Creative thinking
Curiosity
Sustainable thinking
Kindness/empathy

# data[].attributes.body
Resilience
Confidence
Critical thinking
Agency

# data[].attributes.body
Curiosity

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Effective communicator
Problem solver
Resilience
Collaboration

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Persistence/determination
Resilience/empathy
Enthusiasm for learning/curiosity
Connection to place and people

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Resilience
Compassionate
Curious/sense of wonder
Empathy

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Curiosity

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Resilience important for children to become successful confident involved learners

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Resilience important for children to become successful confident involved learners

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Resilient

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Relationships
Social skills
Sound Executive Function skills
Reflexivity/ meta ignition
Emotional Regulation/ Executive Function

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Connectedness

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Life long learner
Healthy

Safe
Happy
Critical thinker
Communicator
First Nation history
Problem solvers

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Emotional and social skills

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Cultural identity, resilience, sense of self identity, self regulation, relationships, connection, curiosity, communication

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By not having Area schools I don’t fit into your categories. Not inclusive of all schools.

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Learning how to learn

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Regulation

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Belonging
Connection
Communication
Regulation
Kindness
Creativity
Resilience

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Resilience

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Ability to solve problems individually and collaboratively/cooperatively 

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Ability to solve problems individually and collaboratively/cooperatively 

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Resilience
Critical and creative thinking
Connected to the natural world/community

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Regulation
Communication

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Self Regulation

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Resilience

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For children to know they have a voice

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Connection

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Self agency

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Resilience

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Empathy

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Open mind sets

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Belief they have an advocate

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Curiosity

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Our children need to learn how to learn.

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Our purpose is to allow children to be 3/4/5 year olds. By providing them with this opportunity and fully engaging their learning dispositions, we will naturally be preparing them for their futures, school included.

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As we redefine the vision we need to ensure alignment between preschool and school, primary and secondary. Continuity of Learning needs to be a core component of that work for a systemwide approach.

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Valuing the complexities of our role and allowing us the time and resources to complete our role successfully

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Be like themselves - and that’s ok.

I belong, I am, I am becoming

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Starts with well-being of teachers and leaders. Children will have better outcomes when they are surrounded by staff that have a good wellbeing and not overloaded with admin tasks.