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Continuities

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Re-engaging relationships

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Coherence, alignment, connectionn among all those involved in the EY space: pedagogy, image of the child, philosophy, continuum of learning.

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Relationships and partnerships need to be part of our story and narrative. Inclusive of array of stakeholders who are involved in this work.

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We are  concerned with 'blooming' and 'flourishing' and belinging across a continuum. Continuum of learning, support,  practice and wellbeing. Also thinking about environments - safety and security.

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Not just about settling into school or transition to school, what is happening beyond transition?

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Continuity of learning, space, relationships diversity & stakeholders 

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Continuity of learning, space, relationships diversity & stakeholders 

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Smoothing out the differences and valuing what has come before (early childhood, primary, secondary spaces) Embracing the stages and ages of a child & their diversity (families, cultures, experiences, dispositions)
Having a definite meaning of a child. The image of a child.

diversity, inclusion

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Healthy relationships enable strong culture

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Group consensus on shared vision of early  years learning framework and potential changes  

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Group consensus on shared vision of early  years learning framework and potential changes  

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Connection, continuity, collective impact

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Stop re-inventing thee wheel - how do we bring all the work together?

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Core belief statements

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How do we support families and teachers - what is the image of an educator?

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How do we support families and teachers - what is the image of an educator?

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Not only seeing the image of the educator as being the teacher. Seeing the many images of the educator. Make these visable to all (librarian, canteen cook, parents, teachers, priest

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How we collect our shared thinking on changes to the early years learning framework to inform national changes

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Connection to community and learning
Life-long learning
Eve the new church