Course Details

ACTIVE LEARNING

 

A complex physical and mental process which is authentic and natural

This Key Unit enables the practitioner to delve deeply into the notion that active learning is fundamental to the development of a child’s full potential. It will reinforce the importance of nurturing imagination to build inquisitive and lifelong learners. Practitioners will consider their role as supporters of learning and in turn the ratio of guided play to teacher instruction as a result reviews the impact on planning and resourcing classrooms. With takeaways and talk cards to support pedagogical change and encourage natural and authentic learning opportunities.

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NOW OR NEVER

 

Developing brains

This Key Unit enables the practitioner to explore new directions and understanding in the important field of brain development. It will challenge or reaffirm long held understandings of birth to 5 as a critical period in a child’s life. It will reinforce the need to provide an enriched physical and social environment during early childhood in order to improve learning and memory, encourage exploration, and help reduce the impact of genetic or environmental risk factors. Providing Talk Cards to support a post workshop focus on putting the key understandings into practice.

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TEAMING IS A MUSCLE

 

Building a professional learning community

This Key Unit encourages the practitioner to value and contribute towards the daily practice of sharing their knowledge, developing new learning and acquiring reflective insight to ensure professional growth and greater team cohesion. Practitioners will cultivate learning relationships between colleagues that assume responsibility for the learning of all children. The session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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ENABLING ENVIRONMENTS

 

Creating settings that provide safe, inclusive and empowering spaces

The Key Unit encourages the practitioner to redefine the elements which are encompassed in the term an enabling environment, challenging and supporting them to rethink their provision. Practitioners will consider how environments influence the development of a child and create a community of actively engaged learners through the utilisation of indoor, outdoor, classroom and shared areas. The session provides Talk Cards and takeaways to support a post workshop focus on putting the key understandings into practice.

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PHILOSOPHY OF CARE

 

Commitment to fostering healthy development and nurturing independence

The unit highlights the challenge of developing appropriate care practices, which offer children a sense of consistency and security, yet remain flexible and responsive to individual needs. It will reinforce the need for practitioners and families to work together and share information about the child’s routine for toileting, eating and resting. Practitioners will consider the unique environment of the UAE, in terms of its climate and diverse communities and how this impacts care routines. The Key Unit provides Talk Cards and care practice support documentation to support post workshop implementation and foster healthy development and nurturing care patterns.

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CHAOS TO CALM

 

Transitions

This Key Unit enables the practitioner to recognize the role of carefully planned transitions to ensure children feel secure and have a positive experience when moving from one place to another. The Unit will reinforce the importance of consistent routines and the need to communicate these routines with children. Practitioners will consider their role and that of other adults in ensuring transitions meet the needs of individual children. This session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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TWO WAY COMMUNICATION WITH CHILDREN

 

Building cognitive, intellectual and social skills for the youngest learners

This Key Unit encourages the practitioner to reflect on the concept of knowing the child rather than knowing about a child, challenging and supporting them to rethink their communication strategies. Practitioners will explore the beginnings of communication and consider how they can help to secure the social foundations for the development of language. The session provides Talk Cards and a personal development tool to support post workshop implementation of pedagogical change to build cognitive, intellectual and social skills for the youngest learners though effective communication.

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CHILDREN’S RIGHTS

 

The foundation of early years care and education

This Key Unit enables the practitioner to develop perspectives on children and childhood which respond to recent research and legislation on the impact on learning and care when Children’s Rights are met. It will challenge participants to reflect on their practice and their assumptions about how children should be treated and why. The session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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CHOICE

 

Children’s right to be heard, children’s journey to independence

This Key Unit encourages the practitioner to reflect on the concept of knowing a child rather than knowing about a child, challenging and supporting them to rethink their communication strategies. Practitioners will explore the beginnings of communication and consider how they can help to secure the social foundations for the development of language. The session provides Talk Cards and a personal development tool to support post workshop implementation of pedagogical change to build cognitive, intellectual and social skills for the youngest learners though effective communication.

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YOU AND ME

 

Small group time

This Key Unit begins with an understanding of the role Small Group Time plays in the teaching learning program. It encourages the practitioner to reconsider their role during small group time and challenging them to consider not only their expectations of what can be achieved during small group time but also how; redefining roles and responsibilities. Practitioners will consider how classroom management influences quality contact time and the development of a child, creating a community of actively engaged learners through the organised utilisation of resources. The session provides Talk Cards and takeaways to support putting key understandings into practice.

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MIRROR, MIRROR

 

Observations

This Key Unit leads practitioners to develop comprehensive and practical portfolios and make informed summary judgements about children’s learning needs. This Key Unit provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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RISK TAKING

 

Healthy challenge that leads children to the edge of their capabilities

This Key Unit enables the practitioner to recognize the role of appropriate risk taking in developing life-long problem solving skills. The Unit will highlight the potential of an explicitly risk-rich approach. Practitioners will consider their role in providing opportunities for children to challenge themselves and build resilience through trial and error. The session provides Talk Cards to support post workshop implementation of pedagogical change to encourage opportunity for appropriate risk taking.

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BABIES NEED BOOKS

 

The earlier the better

This Key Unit leads the practitioner to focus on ways in which they can enhance the naturally developing language and early literacy abilities of young children. They will explore the literacy learning continuum to recognise how literacy skills begin and where they are going. The emphasis on supportive meaningful contextual strategies will guide practitioners to foster positive experiences with language and books. The session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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CONFLICT RESOLUTION

 

Guiding children to find peaceful solutions to disagreements

This Key Unit enables the practitioner to explore the concept that conflict situations are opportunities for children to develop skills in social problem solving. This Key Unit will reinforce the importance of developing children’s ability to anticipate and resolve conflicts independently by taking ownership of the behaviour. Practitioners will consider their role as mediators, focusing their energies on enabling children to resolve the issues at hand rather than on punishing the children. The session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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PROVOCATIONS

 

Seeing the extraordinary in the ordinary Invitations to children to explore, expand and express

This Key Unit enables the practitioner to explore the concept of provocations as a powerful vehicle for children’s learning. Participants will be challenged to ‘let go’ of curriculum content and develop wisdom as to the how to encourage child led learning. They will analyse the nature of the outcomes which arise when powerful provocations become a part of nursery life. The Key Unit will reinforce the role of the educator in enhancing children’s commitment to their own learning. This Key Unit provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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I HAVE NO NECK

 

The drawing continuum

This Key Unit enables the practitioner to engage with, and respond to, children’s drawing in an informed way. The impact of the adult’s responses to children’s drawing development will be highlighted. The significance of children’s drawing in relation to early writing will be explored and the role of drawing as a device for communication and analysis of the world will be clarified. The session provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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TWENTY TEEN

 

Early childhood numeracy

This Key Unit focuses on the importance of carefully sequenced introduction to number in developing early numeracy skills. The Unit will reinforce the importance of number in developing problem solving skills and critical thinking. Practitioners will consider the appropriateness of teaching and learning materials. The session provides Talk Cards and takeaways to support a post workshop focus on putting the key understandings into practice.

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WHAT’S THE PROBLEM

 

The foundations of problem solving

This Key Unit focuses on the importance of meaningful activities and social interactions in developing early numeracy skills. The Unit will reinforce the importance of numeracy in developing problem solving skills and critical thinking. Practitioners will differentiate between the nature and purpose of on-going numeracy provision and experiences planned as a result of observations. The session provides Talk Cards and takeaways to support putting the key understandings into practice.

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EARLY CHILDHOOD LITERACY Part 1

 

The foundations of communication

This Key Unit focuses on the importance of meaningful activities, social interaction and creative arts to develop early literacy skills. The Unit will develop knowledge and skills to help emergent speaking, listening, reading and writing skills in the young child. The focus will be on how best to provide experiences for children to express themselves through creativity and language. This Key Unit provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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EARLY CHILDHOOD LITERACY Part 2

 

The road to reading and writing

This Key Unit builds on the skills first developed in Early Childhood Literacy 1. It provides a more specific focus on how the influences of children’s speech and listening are pathways to early phonetic and alphabetical knowledge and skills. It integrates musical, artistic and movement experiences to encourage greater learner confidence in communicating with others and extend existing language skills into the areas of letter-like writing and complex vocabulary. This Key Unit provides Talk Cards to support a post workshop focus on putting the key understandings into practice.

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Child Protection

 

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First Aid

 

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