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Graduating Teachers know what to teach
a) Have content knowledge appropriate to the learners and learning areas of their programme.

I believe I have met this graduate standard by understanding the importance of knowing what to teach and how I can deliver through my teaching approach. During my journey, I have established a good rapport with the children and supporting them in their learning.I believe I have empowered the children to lead and advocate for their own learning experience by planning and modeling different ideas for them to utilize.

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September 29th 2014, I had planned two play resources to facilitate one learning experience that supports the children's play and exploration.

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Illustrative Narrative Journal
Planning in the expressive arts and implementing the four arts experiences and the impact of my own teaching and the value of the arts experiences on children's learning is knowledgeably and clearly identified.

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Child Portfolio May 26th-June 7th 2016
I have provided two learning experiences for Maths and Science  and how the child I have chosen for my Child Portfolio was engaged in Science and Mathematical learning. I followed the child's interest and then extended on their interest with a second activity which both relates to Maths and Science. Other children were engaged as well so it was an activity for all.

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Professional Inquiry Four: Philosophy of teaching and learning and the outdoors. 

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Professional Inquiry Four: Philosophy of teaching and learning and the outdoors. 

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Practicum Four (Year 2, Semester 2) 2016 at Nga Tamarik Puawai. Comment from AT, Susanna Simpson.

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Year 2, Semester 2: Illustrative Journal: 25th November 2015. Comment from Sarah Probine.

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Graduating Teachers know about learners and how they learn
a) Have knowledge of a range of relevant theories and research about pedagogy, human development and learning.
During my journey, I believe Vygotsky's Theory plays a huge part in my teaching and learning. I draw upon this theory because it highlights the importance of building and maintaining meaningful relationships. I believe I have met this standard through my understanding in knowing which theory to apply to a child's human development and learning. I have also gained an interest in other theorists who have inspired me such as Carolina Rinaldi, Bronfenbrenner, Gardiner and of course, Vygotsky. Rinaldi once said: "listen with your heart". Not everyone has the same taste in the same theory as you but I believe that everyone can definitely listen with their heart, meeting the child - eye to eye. For me, that's how I know my learners.

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Educationalist Project: Carla Rinaldi
Year 3, Semester 1, 2016

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Year 1, Semester 2, 2015

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Wiki page - Creativity Overview
Year 3, Semester

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"The word create comes from the Latin word creare, which means "to make a thing which has not been made before; to bring into being" (Barnhart & Barnhart, p.133, 1983 as cited in Isenberg & Jalongo, 2006). Creativity is very complex to define as it is ever changing. Creativity is social and cultural, Csikszentmihalyi, (1999) places importance of creativity to be viewed more than a mental process but rather a cultural and social phenomenon (Rudowicz, 2003). Creativity is much more than than talents in areas such as art, music or dance it is a way of thinking and the ability to put imagination into practice. Isbell & Raines (2007), define creativity as "the ability to think in unique ways, produce unusual ideas, or combine things in different ways" (p. 3). Creativity is the ability to imagine and produce. It is about bringing our ideas, thoughts and imagination to life (Isbell & Raines, 2007). Creativity is the ability to think outside the box, not being afraid to make mistakes towards endless possibilities.Creativity is the ability to think innovatively to create something that has not yet been created and it is about making a change for the future.

A creative process is methods or procedures used during a creative act (Isbell & Raines, 2007). Importance is placed on the thinking and doing rather than the end product, a person can be fully engaged in the creative act without an end product (Schirrmacher, 2006 as cited in Isbell & Raines, 2007). Children are constantly immersed in a creative process as they explore materials and techniques, with no finished product (Isbell & Raines, 2007).

We used the five I's creative process which is Information, incubation, illumination, integration and illustration.

This stage is split into two sections, one to gather relevant information and two to pose the right questions (Green, 2007). First step is to cram the conscious mind with information and letting go of rational processes (Green, 2007). So basically gathering all information and exhausting all possibilities. Asking the right questions allows opportunity for reflective thinking and to challenge our assumptions made on problems (Green, 2007). The ability to reflect and ask questions helps to define the paradigms we face. The way we see the world affects our initial approach to problems which determines how we generate our first ideas (Green, 2007).

INCUBATION:

The incubation stage is knowing when to leave a problem alone for a period of time to allow ideas to form in it's own pace (Green, 2007). Poincare defines the incubation stage as " simply the facilitation of problem-solving by the passage of time" (Green, 2007). The subconscious is given time to digest information during the incubation period (Green, 2007). So have a break, day dream or holiday and let your ideas be refreshed.

ILLUMINATION:

ILLUSTRATION:

Creative tools are tools or strategies used to generate a whole range of ideas. Creative tools and techniques generate ideas that are out of the norm however encourage you to come up with more original ideas (Clegg, 2008).

Random pic where you pick something to search on google for example flowers, then select a random picture. Once you have your picture, generate words that has to do with the image selected. With the brainstormed words you then combine your original idea or place (in our case the library) and generate another range of ideas.
BEING SOMEONE:

Being someone is where you pick a list of people, they can be celebrities, people you know. You then generate ideas that you think the chosen people would come up with.

THEORIST PERSPECTIVE ON CREATIVITY:

Vygotsky (1963) asserted that all children are creative and their creativity is the heart of art (Lindqvist, 2003). According to Vygotsky's theory of creativity, children grasp onto their creativity by using their imagination and play which is an important element in their life. This helps to bring their creativity to life (Linqvist, 2003) and to support their creation of knowledge (Sawyer, Steiner, Moran, Sternberg, Feldman, Nakamura & Csikszentmihalyi, 2003). Vygotsky emphasizes that the emotion of the child can be understood through their imagination which also links to their everyday life experiences. It releases the child's creativity through their inner speech and how they represent real life experiences through dramatic play (Lindqvist, 2003). Through children's play (no matter what form of play), a creative process is developed when meaningful experiences takes place (Lindqvist, 2003).

Howard Gardner (1983) defines intelligence's as the ability to fashion products that are relevant in a particular cultural setting or community (Isenberg & Jalongo, 2003). Howard Gardner's theory of multiple intelligence's proposes 9 (and possibly more) types of intelligence's including verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical/rhythmic, interpersonal, intrapersonal, environmental/naturalist and philosophical moral. This theory believes that people develop in many ways and that neither children nor adults posses intelligence's that are fixed in one area. In addition, children can learn and excel from participating in a combination of these different areas (Isbell & Raines, 2007). In saying that, all children are unique which is important to consider each child's unique abilities, take an interest and nurture their creativity no matter what level of learning they are at (Isbell & Raines, 2007).

Jean Piaget's (1960), constructivist theory mainly points at cognitive development (Isbell & Raines, 2007). The cognitive abilities the child can develop on that relates to creativity is "divergent thinking, ability to transform thinking, persistent, and sensitivity to problems" (Sharp, p. 7, 2001).

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2) Creativity overview (Flo and Crystal)

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"The word create comes from the Latin word creare, which means "to make a thing which has not been made before; to bring into being" (Barnhart & Barnhart, p.133, 1983 as cited in Isenberg & Jalongo, 2006). Creativity is very complex to define as it is ever changing.

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Professional Inquiry Two: Responsive Reflective Teaching.

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Professional Inquiry Two: Responsive Reflective Teaching.

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Practicum Two (Year 1, Semester 2) 2015 at Manukau Central Kindergarten. Comment from AT Jill Barry.

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Total Marks = 57/60 Grade: A+
Comments

Kia ora Florence

Thank you for the robust discussion around the child you have selected for your child study.  Your description of his development is thorough and meaningful links have been made to developmental theories.  A good range of lit. has been used to support your discussion.  You have demonstrated a good grasp of theory and have made meaningful and some thought-provoking connections between the child’s development and theory.  Strategies identified to support his further growth and development have been clearly discussed with good illustrative examples from concrete practice.  Well done!

Lecturer’s Signature: Susie

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Graduating Teachers understand how contextual factors influence  teaching and learning.
b) Have knowledge of Tikanga and Te Reo Maori to work effectively within the bicultural contexts of Aotearoa, New Zealand.
I strongly believe I have met this standard. Tikanga Maori is interweaved in my teaching practice and I've grown to love learning Te Reo over the past three years. I have used Te Reo on a daily basis and have practiced Tikanga Maori not just on my practicum but also in my work as well. I can say my pepeha with confidence, lead the karakia kai, and sing a few hemene.

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Professional Inquiry 5: Practice Based Research

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Professional Inquiry 5: Practice Based Research

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Practicum 5 (Year 3, Semester 1) 2016 at Blossoms Educare Limited (Home Based). Comment from AT, Irene Poumale.

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Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment.
c) Demonstrate high expectations of all learners, focus on learning and recognise and value diversity.
As a teacher, I believe it's important to explore the values and practices  in working with children and families from diverse backgrounds. I believe I have met this standard by implementing these values by drawing in the knowledge from the families through relationships built on respect. Children have needs and they belong to diverse groups which has enabled me to interact with them at different levels.

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Question One: What is Social Justice?

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Care-giving as curriculum: For Infants and Toddlers.

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Professional Inquiry 5: Practice Based Research

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Professional Inquiry 5: Practice Based Research

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Practicum Five (Year 3, Semester 1) 2016 at Blossoms Educare Limited from Anamua Lole.

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Graduating Teachers use evidence to promote learning.
b) Gather, analyse, and use assessment information to improve learning and inform planning.
I believe I have met this standard by gaining more confidence in gathering information, analyzing it and using the information to improve learning and plan further.
My research project was about Incorporating Maori and Pasifika Visual Arts in our everyday practice to encourage and support children's cultural identity. Conducting this research in my previous home centre has deepened my knowledge on how to provide an articulate overview to my research project using the body of the research: Methodology, research methods and ethics, analyzing the data, findings and discussion.
In Professional Inquiry Four, Excursion Project, I have planned an outdoor learning experience with four children including one boy with Autism. I also documented their learning experience as well as a 'booklet' for the parents/whanau to see what learning took place in this excursion.
I had also planned a Creative Project with the children which involves using the NRRRR cycle four times.

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Professional Inquiry 5: Practice Based Research

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Professional Inquiry 5: Practice Based Research

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Research report
(Year 3, Semester 1, 2016).

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Project Log
(Year 3, Semester 1) 2016

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Practicum Four (Year 2, Semester 2) 2016 at Nga Tamariki Puawai. Comment from AT, Susanna Simpson.

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Graduating Teachers develop positive relationships with learners and members of the learning community.
b) Have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whanau and communities.
I truly believe I have met this standard 100%. I have built great relationships with the colleagues, parents/caregivers, families/whanau and communities during my teaching practice.

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Professional Inquiry Six: Management and Leadership

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Professional Inquiry Six: Management and Leadership

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Practicum Six (Year 3, Semester 3) 2017 at Homai Nga Taonga. VL, Sarah Probine.

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Professional Inquiry Six: Management and Leadership.

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Professional Inquiry Six: Management and Leadership.

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Practicum Six (Year 3, Semester 3) 2017 at Homai Nga Taonga. Comment from AT, Valerie Peterson.

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People, Places, Things and Events - Blog - Entry One

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People, Places, Things and Events - Blog - Entry One

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Tainui Iwi blessing my home centre, Treasure Cover ELC, Mahia.

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Baby 'A' then leaned the iPad on a cushion that was on the chair and maneuvered the iPad around to get its balance. Baby 'B' stood next to her to try and lift the iPad as well. Once they managed to balance the iPad, they started to selfies by pressing the main button. I was actually quite surprised that they even knew which button to press. Baby 'A' had her turn first while Baby 'B' watched. I then asked baby 'A' if baby 'B' could have a turn. Baby 'A' stood back a little and allowed baby 'B' to have a go. Baby 'B' doesn't have much exposure to the iPad or any other device (according to mum) but in this activity, baby 'B' has learned to take selfies by watching baby 'A'. Both babies spent about 15 minutes just taking selfies. We then flicked back to the photos for them to see and I spoke to them briefly about what they have accomplished here.
I was very impressed with what had happened here. Allowing them to take charge of the iPad gave them more confidence which empowered them to try something without being controlled (MacNaughton & Williams, 2009). Ministry of Education (1996) states that children are more capable of taking ownership of their own learning.
This observation shows that the babies demonstrated skills such as balancing the weight of the iPad, aligning the lens to their face, switching the camera to selfie mode and pressing the button through their use of digital technology.
These skills can also be seen that the babies (14 & 15months old) had some knowledge in operating the iPad either from previous experiences of using their parent's device and also by watching others. As they took the photo, they were aware that their picture would show and then continue to press the button again to take new pictures. Their knowledge to use the selfie mode show's their operational skills to work the camera (Stephen & Plowman, 2013).

Even though they're babies, they were able to utilize the iPad camera to express themselves through visuals. There were smiles and frowns as well as laughter. For them to be able to see that through the selfie mode has encouraged them to capture those moments through the touch of their little fingers. It is through these moments that children are developing their use of ICT to develop and capture their work (Stephen & Plowman, 2013).
Because the iPad doesn't have a good grip for the babies small hands, the challenge at first was to try lift and balance the iPad so both babies can see themselves. The reason why I didn't step in to help was because Baby 'A' had it under control. She wasn't frustrated however she was more determined to fix this little problem and she did so by leaning the iPad on a cushion. Children learn to align certain objects if it doesn't meet their eye (Good, 2009). In this case, the iPad lens was not straight and accurate for Baby 'A' who had to maneuver the iPad to it's resting spot before she could proceed with taking selfies. The use of digital devices can help children to develop their skills in problem-solving (Wang, Kinzie, McGuire, & Pan, 2010). In addition, children are able to problem solve using their hands to do the thinking (Fleer & Jane, 2011).

This is my darling Zemira at her centre's Moana Day

As part of the Moana fiesta, we played the movie soundtrack. One of the babies has a high engagement in music. One of the slow songs in Moana is his favourite and so for the first part of this provocation, I set up a music corner for him, facing the mirror. We did not have a lot of musical instruments so I brought some in. His interest in music is astounding and no matter how many times he's heard the Moana soundtrack, he will still play and sway along with another baby (unfortunately I did not get ethical permission for that child). By providing some of the instruments and creating a music corner, I am facilitating this child's interest by making his learning more easier and effective (MacNaughton & Williams, 2009).

The second part of the provocation, which is more like a treat for the whole centre, we as a team organised a Pyjamas day and we played the Moana movie at ' Puawai Cinemas' (Toddlers room). We collaborated with the whanau and tamariki to make this possible by sending out text messages and the community notice on Storypark. Involving the babies in this event involves a sense of unity and inclusion where children are encouraged to learn together with their peers and teachers (Ministry of education, 1996).

We were on a hunt to find a projector which was a success and made an effort to turn the toddlers' room into a cinema. We offered each child a ticket to see the movie which made the experience more real and closer to home experiences (Arthur, Beecher, Death, Dockett & Farmer, 2011). By doing this, we are supporting the babies' interest, their literacy as they sing along and mimic a few words, as well as fostering their culture (Ministry of Education, 2004).

Good (2009), asserts that children are autonomous learners and when engaged with an activity or even that grasps their interest, children especially babies are tuned in even more which supports their self-confidence and investigating more in all areas. In this case, this includes ICT too. Developing their learning in using digital technology also concretes their curiosity, creativity, and problem-solving in the outer world (Forcheri & Molfino, 2000).

There is no ending to the Moana fever, well not yet. Playing the Moana soundtrack is now a ritual and it sets a positive vibe for our young babies. As a teacher in the nursery, it has made me think more about how I can extend from this experience. As our centre is heavenly rich in culture, we shall continue to plan on the next best thing for our babies and their whanau.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and

planning in early childhood settings (6th ed.). Melbourne, Australia: CENGAGE learning.

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia:

Forcheri, P., & Molfino, M.T. (2000). ICT as a tool for learning. In Communications and networking in education. New York, USA: Springer Science+Business Media.

Retrieved from: http://download.springer.com/static/pdf/830/chp%253A10.1007%252F978-0-387-35499-6_16.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Fchapter%2F10.1007%2F978-0-387-35499-6_16&token2=exp=1493566993~acl=%2Fstatic%2Fpdf%2F830%2Fchp%25253A10.1007%25252F978-0-387-35499-6_16.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Fchapter%252F10.1007%252F978-0-387-35499-6_16*~hmac=2251e6e4c1c31c2b129544006dd5bce91c489baf79b6ac3e47466b3dcbd4bffd

Good, L. (2009). Teaching and learning with digital photography: tips and tools for early childhood classrooms. California, USA: Corwin Press.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: choices

in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2004). The role and potential of ICT in early childhood education:

A review of New Zealand and international literature. Wellingtong, New Zealand: Learning

Stephen, C., & Plowman, L. (2013). Digital technology, play and learning. In Early Childhood Folio, 17(2), 3-8.

Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5), 381- 389.

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Baby 'A' then leaned the iPad on a cushion that was on the chair and maneuvered the iPad around to get its balance. Baby 'B' stood next to her to try and lift the iPad as well. Once they managed to balance the iPad, they started to selfies by pressing the main button.

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Home Centre Blessing by Tainui

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Software for early childhood teachers to easily create children's e-portfolios & learning stories online for free and share privately with family.

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Professional Inquiry 3: Inclusive Practices

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Professional Inquiry 3: Inclusive Practices

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Collaborative partnerships with parents/whanau and community Essay

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Kowhaiwhai Panel
Year 2, Semester 2

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Professional Inquiry Six: Management and Leadership

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Professional Inquiry Six: Management and Leadership

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Practicum Six (Year 3, Semester 3) 2017 at Homai Nga Taonga. Comment by AT, Valerie Peterson.

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Graduating Teachers are committed members of the profession.
c) Work co-cooperatively with those who share responsibility for the learning and well-being of others.
I believe I have met this standard by having the confidence in building relationships with other staff members and working alongside them which has grown so much over the years. I've always been quite shy and nervous to speak up but now, I can honestly say that I've learnt to believe in myself in terms of leading, speak in front of a group about the child's learning or contributing an idea as well as standing my ground.

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Professionalism Essay

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Leadership and Management Essay

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(Year 2, Semester 2) 2017 at Nga Tamariki Puawai. VL, Anamua Lole.

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Practicum Diary

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Professional Inquiry Five: Practiced Field Research

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Professional Inquiry Five: Practiced Field Research

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Practicum Five
(Year 3, Semester 1) 2016 at Blossoms Educare Limited. Comment by AT, Irene Poumale.

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Professional Knowledge and Practice Professionally Meet the educational needs of diverse learners, including those who have special needs and those for whom English is an additional language.

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Professional Knowledge and Practice Professionally Meet the educational needs of diverse learners, including those who have special needs and those for whom English is an additional language.

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I believe I have met this MIT Bed(ECT) graduate profile by gaining knowledge and deepening my understanding as a teacher to develop my inclusive practice making sure that I'm catering to all the children's needs. I have planned for a gifted child for one of our Professional Inquiry 3 assessments. I also planned an excursion in Professional Inquiry 4 and one of the boys in my care has autism. I used suitable strategies to support him as well as allow him to explore in the environment. I also introduced sign language in Te Reo to my previous home centre. Sign language has never been used before so it was a great opportunity for me to share this with the children and also to start implementing it more to help support the boy with autism.

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Inclusive Practice

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Professional Inquiry Four: Excursion Project

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Professional Inquiry Four: Excursion Project

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Feedback from one of the teachers that came to the excursion.

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Sign Language - Comment from Jo Perry

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Inclusive Reading Task

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Professional Relationships: Contribute to the achievement of social justice.

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Professional Relationships: Contribute to the achievement of social justice.

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I believe I have met this MIT Bed(ECT) graduate profile by valuing diversity and including all children in learning experiences. In my practice, I have promoted inclusion amongst the children. I have also fostered a strong sense of social justice through promoting fairness amongst the children. I have practiced diversity through interactions with the children.

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Excursion Project
(Year 2, Semester 2) 2016

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Practice Based Research
Practicum Five (Year 3, Semester 1) 2016 at Blossoms Educare Limited. Comment from VL, Anamua Lole.

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Professional Inquiry Six: Management and Leadership

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Professional Inquiry Six: Management and Leadership

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Practicum Six (Year 3, Semester 3) 2017 at Homai Nga Taonga. Comment from VL, Valerie Peterson.

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Question 2 & 3

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@ Blossoms Educare Limited.