https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp en-us 2022-05-12 09:55:37 UTC 2022-05-15 07:44:28 UTC hello@padlet.com https://padlet.net/icons/png/1f425.png amberclark0037 https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2181003892 ^{Dear Amber,} 

^{It is 2022 and you've started your Bachelor of Early Childhood Education.} 

^{You have always enjoyed working with children and teaching children but have always struggled with questioning your practices and how you feel about certain practices. During the first 6 months of Uni, you have learnt so much, especially regarding Pedagogical Practice. You've never really thought about it or questioned it up until you started Uni. You wish to continue to explore and embed the Holistic approach in your teaching and promote physical, personal, social, emotional and spiritual well-being as well as cognitive aspects. It is important that you continue to foster using Belonging, Being and Becoming as you have always felt a connection to ensuring children will feel comfortable about their identity, where they come from and make meaning of the world around their past, present and future. I want you to continue to use Howard Gardener's Theory of multiple intelligence and that no child learns the same way. Providing children multiple different ways of learning about one topic to ensure each child has the chance to learn.  You wish to learn more additional about and promote Maslow's hierarchy of needs within your Pedagogy. You want to assure that all children within your care and classes have the best start in their learning life and enjoy learning. You want children to appreciate coming to school, feel safe and not be afraid of who they're becoming. You will ensure that these practices will become your teaching practice by resuming to reflect on the weeks and ensure you stay true to your beliefs and your working style. As easy as it is to pick up on another Teacher’s working style, you need to persist to explore your own way as your way is showing the children love care and education.} 

^{All the best, Amber.} 

_{Educators belonging, being & becoming. Canberra: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.}

_nts.

]]> 2022-05-12 10:17:27 UTC https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2181003892 amberclark0037 https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2184280923 _{‘Pedagogical Narration’ is used by educators for the process of observing documenting and interpreting a sequence of ‘normal’ events/ play/ moments in the play. It also gives the children a voice and makes their learning visible to help educators reflect on their practices, link to the framework and implement them into the planning process. Photos, videos, audio and collections of children’s creations can be utilised for Pedagogical narrations. This opened new paths for considering how early childhood educators can make meaningful contributions to understanding Early childhood education by expanding and reacting to inquiries}

_{about their practice while creating new, with complex meanings for themselves and}

_others

_{The difference between traditional observation methods’ is that Pedagogical narrations are used to produce an objective interpretation of children’s learning and development. As Early Childhood educators, we are trained to ask open-ended questions. Listening to children’s conversations with each other is completely different compared to when they talk with an adult and you gain more knowledge about the children without an educator intervening.} 

_{Narrations must consistently be open to perspectives, to explore different interpretations and ways of seeing and being reflected with colleagues, children and parents. Exploring different perspectives can also disrupt what we know as it opens up the potential possibilities and questing your pedagogical practice. But it's not a bad thing to think of, working collaboratively with people encourages us to ask different questions and enrich our image and understanding of ‘The child.}

_{Educators question and reflect on their Pedagogical Narration by referring to theories and constructing their theories to explain their observations. Theories are important when documenting, every observable action can be comprehended from theoretical points and is useful when understanding the complexities of learning environments. ’}  

_{Berger, I., 2016. Pedagogical Narrations and Leadership in Early Childhood Education as Thinking in Moments of Not Knowing. Journal of Childhood Studies, 40(1).}

_{Lenz, TH, & Taguchi, HL 2009, Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy, Taylor & Francis Group, London. Available from: ProQuest Ebook Central. [15 May 2022].}

]]> 2022-05-15 06:51:30 UTC https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2184280923 amberclark0037 https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2184296888 <sub>I enjoyed the whole concept of play-work, The idea of allowing children to have full control of their play without any intent of a ‘finish’ piece. Allowing children to all types of materials, loose parts big and small to explore, use trial and error, test their boundaries and develop a sense of resilience and adaptability. And educators are there to ensure that the children are safe from any potential harm and risks. But never thought that educators have an impact on how children play when they intervene in the space, but learning more about play-work than going to work and notice children’s reactions when I take photos of their play, or listen in, join in play and be around change and disrupt their play.
Further reflection on play-work implementing loose parts into my future teaching practice will be on my list to incorporate as it open’s up so many opportunities for children to explore, ask questions, and use risky play. When I completed my play-work experience at work I generally provided children with recyclable materials to use as I know that the children would want more of an end product and could take their creations home if they wish. Observing the children, I found it disrupted their dominant discourse as there was no goal that they had to meet, and that they could create, play and make their meaning. There was no specific way of understanding what they had to do. And I could see it challenged their minds and think “what now” and would often ask me for help, but I encouraged the children to communicate to their peers more so for help to continue to promote collaboration with each other than getting assistance from an adult. 

Hughes, B 2011, Evolutionary Playwork, Taylor & Francis Group, Florence. Available from: ProQuest Ebook Central. [15 May 2022].

Play Scotland. 2022. Guidance on Playwork - Play Scotland.</sub>]]> 2022-05-15 07:43:53 UTC https://padlet.com/amberclark0037/dw8bs11mjmsk6vsp/wish/2184296888