ECC Annual Conference

Early Childhood Council Annual Conference 2010
"Valuing Care"
7 - 9 May
Christchurch Convention Centre
Christchurch
New Zealand

This year we have an exceptionally wide range of breakout sessions. As well as our always-popular practical, hands-on workshops we also have breakout sessions focused on management, staffing, policy, research and social issues. With breakout sessions on Friday as well this year, we have more to choose from than ever before!

Below are the descriptions of the selections that are available at this year’s conference. To register and make your selections go to: ECC Annual Conference Registration

Session One: Friday 7 May, 11.45am – 12.45pm

Dr Estelle Irving
Centre for Community Child Health, Royal Children’s Hospital, Melbourne
Is television compatible with the care of young children?
The Australian federal government recently released new guidelines advising that children up to the age of 2 should not be exposed to television. The guidelines, intended specifically for Early Childhood Care and Education settings, but with clear implications for families, are consistent with recommendations from the American Academy of Pediatrics and reflect the advice provided in a recent Policy Brief issued by the Centre for Community Child Health (CCCH) at the Royal Children’s Hospital.
Does television harm babies and toddlers? Are there any benefits? What are the issues? What does the research tell us?

The presentation aims to present the research findings that led the CCCH to argue that television should be regarded as a serious health and developmental issue in early childhood and to its policy advice that children aged 2 and under should not be exposed to television.

The policy and practice implications for the early childhood field will be addressed in the presentation.

Deborah Wansbrough
New Zealand Teachers Council
Why does the New Zealand Teachers Council care about leadership in early childhood education?
Many teachers think the Teachers Council is only about teacher registration and gaining a practising certificate every three years. For many teachers in ECE we may not figure in their thinking at all. However, another of the Council’s mandates is to provide professional leadership to teachers and our current work to further a national leadership development strategy for the ECE sector is evidence of this. The Council’s Early Childhood Education Advisory Group identified a need for leadership development programmes, which, though signalled in the strategic plan for ECE: Pathways to the Future: Nga Huarahi Arataki (Ministry of Education, 2002), by the end of 2007 there had been little indication that they were planned. The Council’s first response was the publication of a discussion paper Conceptualising leadership in early childhood education in Aotearoa New Zealand (Thornton, Wansbrough, Clarkin-Phillips, Aitken, & Tamati, 2009), which describes the current situation, the challenges and possibilities. Recent work is around drafting a strategy to influence the establishment and availability of leadership programmes for all ECE teachers who may wish to further their skills and knowledge. The Council sees itself facilitating rather than directing this work for the sector. Participants will have an opportunity to provide feedback on the work to date.

Phyllis Briggs
Becoming a great team
Without the foundations of a great team, everything else is hard work!
Areas that will be covered include: positive work relationships, how to contribute to effective teams (including above the line and below the line behaviour).
In this section we cover how your own attitude and behaviour influences how others interact with you within the team and how once we take responsibility for our own work happiness and satisfaction, others lift their attitude to match our.

Keys to team building success.
This section covers how to have team building activities that keep a balance between being friends and work colleagues. Lots of practical, fun ideas that your team can take away and use immediately. When the tools and techniques are applied you will be amazed at the level of commitment you and your team will have to each other and the centre. Empower yourself and employees. Practical, empowering ideas the use of staff meetings, brain storming and much more.
Promote your personal growth (Work/life integration).
People who have a balanced life perform better in all areas.

Dr Vijaya Krishnan, Dr Sue Lynch, Dr Adrienne Matheson
University of Alberta, Canada
Early child development: A conceptual model
Objectives: The early childhood literature is growing exponentially as the result of recognition that early experiences shape long-term human development. The Education For All (EFA) Development Index (EDI) provides some indication that things are improving globally, in terms of Universal Primary Education (UPE), adult literacy, gender and quality of education. A growing number of countries are employing comprehensive planning efforts to improve early childhood experiences and education. However, serious barriers remain that undermine access to and delivery of high quality services to young children. As UNESCO (2005) had reported, low adult literacy rates are pulling the EDI down in some countries. Although the efforts vary considerably by country, region, and community, there are indications that a holistic approach is needed to improve the situation.

Methods: Recognising the complexity of the many relationships involved in EDI, there is a need for a general framework in guiding explanatory research. The purpose of this paper is to develop such a framework that identifies key determinants of EDI so that culturally relevant outcomes can be achieved. The conceptual model takes a closer look at the bio-ecological model of Bronfenbrenner (1993, 1995) in order to better understand the multi-dimensional and multi-sectoral nature of EDI in the context of a Canadian province.

Conclusions: Both the bi-directional and synergistic nature of the interactions between the four systems is of particular interest to us and the model represents a starting point for thinking about integrated service models and developmental health.

Sue Breen
Gifted Education Centre
Practical ideas for extending and enriching bright preschoolers in your Centre
Practical, hands-on activities to help with teaching gifted preschoolers effectively in your own preschool environment.

What do gifted preschoolers look like? There will be a segment on terminology, identification and characteristics of gifted preschoolers. Working with parents and caregivers of gifted children. How to answer those frequently asked questions. “Where to from here?” How can preschool teachers cater for gifted preschoolers? Presenting a holistic approach to developing skills for life with gifted preschool children and helping them move towards becoming independent learners plus activities and approaches that can be used to assist children to predict, estimate and take risks. This includes ways to assist children to predict, estimate and take risks, with references to the skills and approaches used when fostering reading and writing links, an understanding of maths concepts and the joy of science.

Session Two: Friday 7 May, 2.15pm – 3.15pm

Erin Devlin
The Kiwi Puppet Company
Puppet skills and storytelling : A practical ‘hands-on/hands-up’ puppets, props and picture book experience
Children’s author and puppet creator/performer Erin Devlin has amassed an enormous amount of experience in the 30 years she’s been involved in puppets and performance. This practical, fun, hands-on workshop is for you if you’re a teacher looking for inspiration and ideas on:

‘Environmental Nature Corner’ Props: Erin will inspire and share some simple ideas for creating environmental/bush props for you to take back and share with the children in your centres. Learn how to establish or enhance your own special nature corner. The children love to see these special nature areas evolve as they learn more about conservation and our precious New Zealand wildlife and unique environment. In recent years Erin and her troupe of amazing puppet friends have had a rewarding and exciting time performing HUNDREDS of puppet shows to THOUSANDS of Kiwi Kids throughout Aotearoa. These fun, environmental performances have been inspired by Erin’s love of nature and caring about our unique native wildlife.

Jean Elmer
KiNZ Advisory Services
Preparing for relicensing under the Education (Early Childhood Regulations (2008))
The Education (EC Services) Regulations 2008, Part 2 40(3) states: “The purpose of the minimum standards is to ensure the education, care, health, comfort, and safety of children attending licensed early childhood services.”

Over the next five years the Ministry of Education is working progressively to relicense early childhood services to ensure they meet the Education Regulations (2008) and criteria. This interactive workshop gives practical advice to managers and educators in order to meet these obligations.

This workshop will incude:

An overview of the regulations and criteria
Where and how to download required documentation
How to reference centre policies and procedures
Opportunities to discuss how centres may evidence each of the curriculum criterion.

Gavin Hazelden and Peter Coleman
ECE Astute Ltd
Ready, set, grow: build, buy or partner for growth
With ongoing growth in the early childhood education sector, the centre owner is faced with both considerable opportunities and challenges. Defining a clear strategy and plan that meets the owner’s personal and business goals is essential for success.

During this interactive workshop for childcare owners and future owners, participants will gain an insight into the various options for growth such as – centre expansion, purchasing another centre, developing a brand new site as well as using equity partners rather than debt. The key components of this workshop will focus on the quality of the decision-making process and the care owners must take in the selection and assessment of new opportunities. ECE Astute is an ECC Member Benefit Scheme provider.

Toni Christie
Childspace Early Childhood Institute
Camaraderie, communication and conflict
Toni will share her knowledge and experience of leadership in early childhood education. This session is all about valuing care within your team. Camaraderie is all about highly functional personal relationships. How are these developed in your setting? Communication is something that’s talked about all the time. But is anybody listening? Conflict isn’t something to be scared of – it is important if you want to get things done. Join Toni for session that will have you laughing, learning and loving your leadership role.

Rachel Goodchild
Facilitator for University of Auckland and Author
Developing nurturing relationships with infants and toddlers
This workshop will provide teachers with user-friendly activities and ideas to build connections and positive relationships with babies and toddlers in the 0-2 year age group. It will address developmental needs and how to create a programme that provides the individual needs of each child. Examples of incidental learning opportunities, modeling mat times, and structured learning ideas will be included. It will specifically provide two different and effective tools to help settle infants and toddlers effectively in an ECE environment while building a nurturing relationship.

The needs of under 2s are often restricted to feeding, sleeping and almost “babysitting” This workshop values the essential job ECE teachers have in providing a positive base of care for under twos.

Tania Coutts and Beverly Kaye
CORE Education and Northland Kindergarten Association
Integrating 21st century thinking into teaching and learning
Having completed the Ministry of Education's ECE ICT Professional Learning three-year research project, Manaia Kindergarten has integrated ICT into teaching and learning within the emergent curriculum. Tools we use support collaborative learning strategies, increase communication skills for children and adults, and build communities of learners. We have gone on to present at a number of ECE and ULearn conferences. Our recent article in the ECC’s Swings & Roundabouts magazine (issue 4, Dec 2009) touched on teaching and learning strategies for the 21century, and looked at the tools that support these strategies. In this presentation we will expand on the ideas in that article and share our experiences of outcomes for children and their families. We will introduce and demonstrate to you a range of current technology tools while challenging your thinking of 21st century learning. Tania Coutts has recently moved from Manaia Kindergarten to work for CORE Education, facilitating in early childhood centres in Northland, and Beverly Kaye continues the work we began as head teacher at Manaia Kindergarten.

Matt Sanders
University of Queensland
Parenting interventions for the prevention and management of behaviour problems in children.
This workshop presents the Triple P-Positive Parenting Programs as a multi-level model for the prevention and management of behavioural and emotional problems in children. Examples and clinical illustrations will be used to illustrate the approach to working with parents using brief targeted intervention focusing on common everyday behaviour problems and developmental issues. Strategies for managing process issues in working with parents will be discussed, including engagement of parents and the management of parental resistance. The session will use video demonstrations of selected techniques and strategies.
Matt is one of this year’s keynote speakers.

Jill Mitchell and Belinda Simpson
Wild Daisies Publications Ltd and You and Media Ltd
Early literacy using television as a medium - the Zip and Mac story
This is the story of the creation of Zip and Mac, the TV series that was nominated for Best Children's Series at The Qantas Film and TV Awards 2008 and is one of TVNZ's top-rating preschool series.

Many young children spend hours daily watching television, doing little for their interest in reading or books. Although there were educational shows on television, none focused on literacy, had local accents or reflected our culture.

Our aim was to take the essence of guided readers onto nationwide television and to bring the joy of books to television, with a local flavour.

For 14 years the Frog Book Guided Readers have been used with great success in schools and pre-schools. ‘Zip and Mac’ the 26 x 8-minute animated TV series was created using two characters from the Frog Books - Zip the Frog and Mac the Dog. Each episode gives preschool children an appreciation of books, the alphabet, keywords and an introduction to writing and recognising letters and sounds.

‘Zip and Mac’ aims at getting the best and most useful result for children from something they are already doing.

Our objective is to explore the powerful medium of television as a teaching tool where participants can share process of taking basic educational concepts off the page and onto the screen, and we would like to share what we have learnt in this regard with you.

Robin Christie and Toni Christie
Childspace Early Childhood Institute
Environments from around the world
Join Robin and Toni as they take you on a whirlwind adventure tour of early childhood environments from around the world. Delegates will be inspired to further develop their own environments once they have viewed hundreds of slides from all over the world. There will be at least ten new ideas here for everyone!

Kerry Purdue, Diane Gordon-Burns, Benita Rarere-Briggs, Robyn Stark, Karen Turnock
University of Canterbury, College of Education
Quality early childhood education for children with disabilities and their families: Implications of a sociocultural curriculum
This paper is concerned with children with disabilities and families’ rights to access and participate in high quality early childhood education. High quality care and education has become increasingly valued in Aotearoa New Zealand because of its role in laying strong foundations for young children’s life-long learning, wellbeing and development. In our education system today, children with disabilities have the same legislated right to enrol and participate in mainstream early childhood education as any other child, and to receive an equitable and high quality education. Developing and maintaining welcoming and high-quality inclusive early childhood services however, can present considerable challenges to teachers and management. Meeting these challenges is important if we are to ensure children with disabilities and their families “right to belong” (Ministry of Education, 1996, p.58) is protected and upheld.

This paper looks at a range of issues that had an impact on early childhood teachers’ ability to effectively provide a quality early childhood education for children with disabilities and their families. It also offers ideas on what we could do to improve the quality of early childhood education services for children with disabilities and their families. In particular, this paper highlights that if we want legislation and policy (in particular, Te Whaariki) to make the difference for children with disabilities and their families that was intended then, early childhood settings must critically explore their socio-cultural and physical environments and make appropriate changes. If this can be achieved, more early childhood settings might then become what they should be: places of learning and development for all children and all families.

Rachel Goodchild
Facilitator for University of Auckland and Author
Building better relationships
This workshop is suited to anyone dealing with adult relationships in the context of an early childhood situation. Whether you want to improve already positive skills, or troubleshoot an ongoing issue, this course will benefit both you and your centre. This course will identify key skills and strategies you as a teacher can adopt to better relate to both colleagues and caregivers. Teachers will come away with a better understanding of how and why they relate the way they do and how to feel more confident with others.
Teachers cannot be effective carers and nuturers if their relationships with other staff or with caregivers are strained or uncomfortable. This is an interactive course.

Tessa Grigg and Brian Ringrose
Tessarose
Boogie to the beat
This interactive workshop offers a range of ideas and concepts relating to the use of music and movement as a tool to encourage physical, language and cognitive skills with children aged 18 months to 5 years.

Tessa Grigg’s experience in the education sector spans 30 years and Brian has spent over 40 years making music. Together they have been making music for children for 20 years. They use their music with children regularly so that they stay in touch with the needs of the ever-changing community of children in their early years.

Research shows that children who move effectively find it easier to master other skills, and the early years are the best time to develop physical skills. Music is an excellent medium to use, because fun and enjoyment make the learning even easier.

A variety of dances, action songs, rhythm games and the theory behind the development of these activities will be presented. It is then easy to look at what is already being used in the EC setting and introduce new material, adjust existing material to give an extended experience or continue to use the existing material with a greater understanding of the skills that are being established through the mastery of the song or activity.

Karin Shaw, Ginny Pace, Lynley Westerbeke, Joanna Painter
Learning Links and iConsult ECE
Aligning curricula– easing transition
Currently the compulsory education sector is experiencing a time of change implementing key competency based learning in the New Zealand Curriculum. This presentation details several early childhood communities exploring how the key competencies in the New Zealand Curriculum for the compulsory sector can be aligned with the strands and learning dispositions in Te Whaariki. Valuing care is highlighted throughout this presentation and evidenced by the commitment to best practice from both sectors. The collaboration between the early childhood setting and the primary school setting not only opens opportunities for a more seamless education system but also highlights that by valuing care the transition to school process provides children and their families with the opportunity to experience a caring, nurturing transition process.

Cross-sector teaching and planning crosses borders that previously had been impassable. Teachers from both the primary and early childhood sectors make valuing care visible by seeking innovative ways to align the two curriculums. While this is a project in progress, the evolving dialogue has already increased teachers’ and parents’ understanding of meaningful learning in both the early childhood and primary school setting. Valuing care is reflected by providing quality outcomes for children that support a smooth and seamless transition to school.

Caroline Reid
CPS
Protecting your centre and at-risk kids
This presentation will introduce a set of best practice guidelines to minimise the risks to childcare centres in the event of something happening to a child enrolled with that centre, either while the child is there or with whanau/caregivers. All childcare centres need to be confident that they can stand up to public scrutiny if something goes wrong.

The presentation will concentrate on the importance to a centre of having a comprehensive Child Protection Policy and will address how a centre can ensure that resources are in place to adhere to the policy in the time of trauma at any level.

General managers and CEOs are required to be fairly pragmatic, business-focused and to concentrate on compliance and the management of a centre. Senior teachers tend to be those who cater to the pastoral care aspects of the teaching staff and, of course, teachers are there for the children. As such, each of these groups will have different requirements from a Child Protection Policy. This presentation will tackle the needs of each identified group and resource the participants with the information to ensure their centre is equipped to deal with at-risk children.

Lila Mauigoa-Tekene
Manukau Institute of Technology
Enhancing student teachers’ self-efficacy and resilience in mentoring context
Why are some student teachers eager to learn and willing to tackle challenges while some seem unenthusiastic? Why do some student teachers demonstrate high level of confidence in their abilities while others seem unsure of themselves? How can we support these unmotivated student teachers and ensure their retention in the field of teaching?

Banduras (1997) suggests a self-efficacy theory that may provide the answers to these questions. Self-efficacy is “one of the most consistently defined motivational constructs” (Murphy & Alexander, 2001, p. 21), that refers to a person’s judgment about being able to perform a particular activity (Siegel & McCoach, 2007). There is abundance of pragmatic evidence in literature that some student teachers depart the profession in the early stages of training due to many reasons (Johnson, 2002). One of the consistent findings from research is that student teachers change profession because of low self-efficacy and less resilience when they encounter many challenges in training. In addition, previous research has documented the relationship between positive self-efficacy beliefs, persistence and academic performances (Martin & Marsh, 2006; Multon, Brown & Lent, 1991; Skaalvik & Skaalyik, 2004). For example, student teachers with high self-efficacy and resilience perform higher than those with low self-efficacy and less resilience (Nash, 2003). Therefore, nurturing student teachers’ self-efficacy beliefs and resilience in a mentoring context is critical, as this is where a student teacher can determine whether to pursue his/her goal or withdraw from fulfilling that goal. Hence the mentor’s role in this context is fundamental to supporting student teachers’ beliefs that they can withstand any challenge in a mentoring context.

Phyllis Briggs
Who cares for the carer?
Healthy, happy and passionate people make great teachers.
Are you happy, healthy and passionate?
Life is meant to be lived on purpose – get the most out of it by giving the most.

Early childhood personnel perform miracles and magic each day with their students.
Learn strategies to ensure that the spark and passion stays ignited by working magic in your own life. By being the author of your own story in the areas of health, finances and relationships you can control what makes up the chapters and pages of your book. People often put more planning into their four weeks’ holiday than they do for the rest of their year. This workshop will give you practical tools and the power of focus to improve and harmonise all three areas.

This is an interactive workshop and will focus on one area at a time, wit each area intertwining and linking to the next, much like a story does. Please be aware that this workshop is about YOU and not the children, because after all without the teachers, centres would not exist! Past attendees have felt challenged on a personal level as many of us are so busy “doing” that we don’t take time for ourselves, so please come with an open mind.

Gill Connell
Moving Smart
Planning outdoor play areas
Gill’s workshop is a practical session looking at simple ideas and methods for planning outdoor play areas in early childhood settings. She will show simple ways to make use of basic equipment, but also provide insight into how to develop an outdoor setting that is full of challenges that are fun and innovative, and which also develops necessary fundamental movement skills. Gill is one of this year’s keynote speakers.

Rachel Goodchild
Facilitator for University of Auckland and Author
Making mat times magic
Tired of the same old, same old?
This course will rejuvenate your thinking space, make you excited about what you can do in your mat times and create several quick and easy ideas you can try in your centre as soon as you return. The ideas focus on developing literacy, numeracy and self-management skills – all with a creative edge. They are not about purchasing expensive equipment or using the same old finger plays, stories and ideas. Freshen up your focused learning times and get the ideas going. Mat times are a perfect opportunity to focus on key skills you have identified your children need to develop. This is “valuing care” in action!

Edna Reinhardt
Over the Moon Dance Studio, Australia
Yoga for Kids
This workshop will involve participants in the process of designing a yoga and creative movement session for preschool children. It is a practical session. Participants will need to wear loose comfortable clothing. Delegates will be provided with a handout of suggested yoga and creative movement activities.

The fun of music and movement is infectious. Edna aims to inspire participants so that they feel confident to learn more about sharing yoga with children. The two main aims of yoga for children sessions are for children to develop a healthy and confident relationship with their body and for children to become familiar with a feeling of calm focus within themselves.

Most children are highly responsive to music. Workshop participants will be given guidance about the effective use of music to enhance a child’s response to movement. Music and simple props within the context of a yoga session can also introduce students to active meditation.

Edna Reinhardt is the principal of Over the Moon Yoga and Dance Studios in Victoria, Australia. She has been teaching yoga and creative dance to children who range in age from 2 years old to 19 years old. Edna has been teaching for over 30 years. She is the author of Creative Yoga Games for Kids, a yoga education resource for young children. Her new book Yoga for Teens will be released in 2010. Edna is a regular yoga workshop presenter for early childhood teachers in Australia. She was a popular presenter at the Early Childhood Conference in Rotorua in 2009

Julie Wylie and Louise Shand
The Champion Centre
Bop it in the rocket
This workshop will provide participants with a wide range of sensory motor ideas and activities that nurture musicality, spatial awareness, cognitive development, movement and creativity in young children. Music strategies are designed to help the young child develop an understanding and appreciation of the elements of music in relation to their own play.

Music and movement provides neurological stimulation and engages the whole person in simultaneous moving, thinking and feeling. It enhances the child's physical, mental and emotional development. It introduces children to speech patterns, sensory motor skills, and key movement strategies. It provides the means to weave the whole early childhood Te Whaariki curriculum.

This workshop will help participants gain confidence in exploring and using the elements of music in musical play with children in ways that promote tuneful singing and good listening skills. It will demonstrate simple strategies to incorporate musical play throughout the day and to help children transition smoothly from one activity to another.

Colleen Lockie
Senior Lecturer, Early Childhood Programmes, University of Canterbury
“But the rain doesn’t have ears” – making connections between education for sustainability, narrative assessment documentation and a dispositional approach in the Aotearoa/New Zealand context.
Aotearoa/New Zealand early childhood teachers have incorporated a dispositional approach in assessment for learning documentation for a number of years. (MoE 2004, 2006, 2009. Kei Tua o te Pae; Assessment for Learning, early childhood exemplars.Learning Media:Wellington NZ))

Assessment for learning makes visible what is valued in this place at this time; and in Aotearoa/New Zealand the issues around sustainability are becoming increasingly valued at local and national levels.

A dispositional approach in the Aotearoa/New Zealand context often takes the form of narrative (a learning story) foregrounding:

Taking an interest
Being involved
Taking responsibility
Persisting in difficult times
Communication. (Carr, M. 2007).

This same dispositional approach is relevant when supporting children to become active participants in the issues around sustainability – taking an interest, being involved, taking responsibility, persisting when times are difficult and communicating their learning and progress.

This presentation will explore the connections between assessment for learning documentation, a dispositional approach and education for sustainability in the Aotearoa/New Zealand context. Emphasis will be given to the value of care:

Taking care that assessment documentation is meaningful, relevant and speaks to the widest audiences
Prioritising the underlying values of education for sustainability
Foregrounding the dispositional framework to support children to learn to care.

Adam Buckingham
Turning Waste into Toddler Treasures and Ideas for Valuing Fathers
In this combined workshop Adam will cover two distinct areas:
1)This workshop is a pictorial tour of creative ideas that have been added to the outdoor environment of early childhood centres, and includes innovative equipment Adam has designed and made. These things are predominantly made from waste materials. This shows that we value the environment. This presentation is about transforming someone else’s rubbish into learning experiences for children, from a male practitioner’s perspective. Transforming solid waste into learning experiences for children has linked people from the wider community to the preschool environment. Appreciate how it is meaningful to both children and their communities. These activities provide an opportunity for children to see how things are used in the real world. Items are incorporated from the home environment and the wider world into the curriculum; ideas to inspire and enrich children’s learning.
2)This workshop will also give you essential information, tips and practical strategies to involve fathers (or the father figure) in early childhood education. Valuing fathers and father figures benefits the young child, and therefore the child’s whole family. You will gain ideas to be effective in communicating with dads. Alongside improving programme effectiveness for boys and girls, it can make a world of difference to children.

Maureen Woodhams
Supporting parents in the their child's transition from early childhood centre to school
Starting school is a much-anticipated event in the life of almost every New Zealand child. A smooth transition to school is widely regarded as setting a pattern for the child's future schooling experience. The transition to school also involves a transition for parents. Parents need to become aware of the school's way of operating, form new relationships within the community, and adjust their home and family routines to accommodate school requirements.

Early childhood teachers and managers have a key role in supporting parents during the transition period. Staff use both formal and informal methods to support parents in gaining information about school and their child's transition, and parents have usually developed a high degree of trust with their child's early teachers.

This paper aims to inform transition to school practices for early childhood services and schools. It draws on a study that used interviews and journals to understand parents' experience of the transition to school of their oldest child, and teacher strategies to support this. The study highlighted the importance and interconnection of quality information, reciprocal respectful relationships and parent initiative in co-constructing the transition for their children. It recommends relationship building between centres and schools, drawing on one case study centre and their care for parents' information needs.

Martin Corkery and Christine Sciffer
Children First Learning Centres, Australia
Make technology your friend!
This presentation will use mostly visual media to cover marketing a centre, communication with all stakeholders, and key performance indicators.

Simple Microsoft Excel templates e.g. revenue to weekly wages
Computer-generated photographic and documented activites of children
Facebook
Twitter
Websites
Local community networking
Second language programs
Plus many more!

Jacqueline Jones, Elizabeth Smith, Cushla Piesse
New Zealand Academy of Highland and National Dancing (Inc)
Starting on the right foot – happy ways, happy days, happy feet
The aim of this practical workshop is to introduce children to a rich sensory environment of dance, music and movement. The focus will be on exploring the first stages of dance, movement and music, which develops an awareness of self confidence, listening skills, imagination, group learning, creativity, rhythmic patterning and timing so essential to dance.

The learning will take place through simple movements using fundamental movement patterns/skills including balance, landing, springs etc. The possibilities of incorporating the programme into play, gym and musical sessions are endless. It is suitable for all abilities and for both girls and boys.

The programme is supported by a CD jointly put together by the New Zealand Academy of Highland and National Dancing and Julie Wylie. There is an excellent variety of music that will encourage children to understand rhythms and will stimulate the development of their motor skills, which fuels their logical and linguistic (left brain) and creative and musical (right brain) development.

The focus of the workshop/programme is on having fun in a supported environment. Children will explore their creative side and gain confidence in being able to demonstrate this to others. The programme uses movement patterns, following instructions, relaxation on the mat and being able to use own interpretations to the variety of music used. To use the programme requires a simple understanding of music and dance, some limited props including scarves, elastic bands, their favourite teddies, hats and dress ups – everyone will benefit from the rich sensory environment.

Anna Dixon
Art Specialist – Office Max/ School Supplies
The art of printmkaing
Engage in one of the oldest art forms in history. Enjoy a practical workshop with demonstrations of some simple printmaking processes and techniques that will encourage further exploration; such as monoprinting, monotypes and collograph prints. Students’ fine motor skills can be involved in easy processes where they can make marks and be impressed with the results! The experiences provide opportunities for children to build confidence in their creative abilities. Monoprinting is not just for juniors! Cezanne, Gaugin, Degas, Picasso and Matisse used this method of printing. You will have fun and the processes can be adapted to suit the level and ability of your students.

Ildiko Dittrich
Focus 2000
Conductive education as an aspect for integrated early childhood education
The aim of this presentation is to give some practical advice to my fellow early childhood teachers on how to create a more inclusive environment in their early childhood centre for children with special needs.

Firstly, I will introduce my conductive education centre with emphasis on specific programmes, our aims and individualised goals regarding certain age groups, such as the beginners and the early years classes.

Next, I will summarise the key milestones of a normally developing child in comparison with signs of delay and/or limitations that a child born with cerebral palsy (CP) might have. My intention with this comparison is to identify some characteristics of special needs children in order to stress the significant impact that the educator and the learning environment can have on their learning and development.

Finally, I will give age- and goal-specific suggestions on how to involve these children in the routine and the everyday activities of the centre in a more active manner.

Julie Wylie and Louise Shand
The Champion Centre
Musical babies: playing in sync
This paper and DVD footage will demonstrate how babies engage in musical play and how we can foster the innate musicality of infants and toddlers in baby music classes, helping the adult and infant players “swing together in a common rhythm”, thus strengthening each other's identity.

Babies are born musical, ready to communicate and enter into the melodic and rhythmic ebb and flow of conversation minutes after birth. Researchers agree that musical aptitude is never so great as on the day of birth and parental musical nurturing is essential for the development of full potential. When parents, caregivers and teachers play with and sing to their babies, throughout the daily rituals and routines, the baby learns to respond to the musical experiences. Through this kind of musical play, the music interactions become spontaneous and creative. The infant learns to be socially responsive, to listen, wait, turn take, to anticipate and respond musically. Thus receptive, cognitive, physical and expressive capabilities are developed.

Through dance and musical play the baby learns to be a proud performer. This paper and DVD footage will demonstrate how babies engage in musical play and how we can foster the communicative musicality of infants and toddlers, helping parent and child “swing together” in a common rhythm, thus strengthening each other's identity.

Katherine Bussey
The Learning Centre
Care as curriculum: The way forward for infant and toddler care and education in New Zealand?
This practical workshop will explore the importance of care in infant and toddler centres and introduce the concept of “care as curriculum”. If we take “care as curriculum” to mean that moments in care such as nappy changing, toileting, feeding, dressing etc are valuable learning and teaching opportunities for infants and toddlers, and that these experiences can shape the curriculum for infant and toddler care and education, then we can set a precedence in the formation of a curriculum specifically created for infant and toddler care and education.

This concept of care shaping curriculum in infant and toddler centres is a relatively new one, but in the past ten years the philosophies and pedagogies of Dr Emmi Pikler and Magda Gerber have been gaining interest and influence in early childhood education in Aotearoa.

Katherine has trained both at the Pikler Institute and RIE (Resources for Infant Educarers) and along with this knowledge and Te Whaariki has helped to shape a change in infant and toddler education in New Zealand. Katherine is the supervisor of the under 2s at a centre in Auckland and works with infants. This workshop will demonstrate through video and dialogue the change in infant and toddler care and education.

Anu Mysore and Chitra Deshpande
My Desh Ltd
Reaching beyond Bollywood: weaving India into your centre’s whaariki
Rationale: Culture is the sum total of experiences, values, behaviour, skills, traditions that a child receives from the previous generation. It includes songs, stories, food, clothes, celebrations, festivals, ceremonies, arts and artifacts that are unique to a particular cultural group. To maintain and promote cultural identity, it is critical that children grow up in their own cultural milieu or have exposure to many of the cultural aspects associated with their culture.

An ever-growing young migrant Indian population in New Zealand is reflected in the increasing numbers of Indian children participating in early childhood settings. My Desh Limited endeavours to support and empower early childhood teachers to affirm, celebrate and promote Indian languages and culture in their own settings.

Session content: The workshop will provide a glimpse into Indian ways of being and doing. The ambience, the music, the discussions, and experiences will offer a taste of India. The workshop will include a PowerPoint presentation, hands-on audience involvement and participation in different cultural and language experiences like singing, performing, and rangoli art.

This workshop will enable teachers to invite children and families to bring their own culture into the centre and also see it echoed through songs, books, puppets, dance, and music.
This will be followed by an icebreaker leading into the main interactive session comprising:

I- Insight into tradition and cultures
N- Nation of diverse languages
D- Dance and music
I- Indian ways of being and doing
A- Aims and aspirations of parents

Nancy Groh and Liz Butterfield
Hector’s World Ltd
Building foundations for young learners to become safe and responsible “digital citizens”
More and more educators are using ICT to enhance the learning environment in their centres and to explore new ways of using ICT to connect to families and whanau. As access to technology increases at centres and in the home so does the need to provide young learners with opportunities to develop skills they will need to be responsible and safe users of technology.

Hector's World (HW) is an internationally recognised innovation in teaching young children about responsible behaviour online. The learning objectives of HW have united the important concepts of information literacy, media literacy, digital literacy as well as cyber safety under the holistic term "digital citizenship" education. The main themes that emerge in the Hector’s World animated episodes include valuing friendship and caring for one another as members of an online community.

In this session educators can explore the range of activities and resources available to deliver the HW learning objectives. Educators will have a chance to share their own ideas and experience on the creative opportunities the Hector’s World site offers. The Hector’s World website also has a specific portal for parents and caregivers to encourage and extend similar learning opportunities and safe practices at home. Hector’s World delivers serious subject matter in a fun and engaging way for both young learners and their families. The Hector’s World resources are free online to all NZ ECE centres: www.hectorsworld.com

Dr Louise Porter
Guiding children’s behaviour
Following on from her keynote address, in this seminar, Louise Porter will describe how children who want to please us do not need to be punished when they make mistakes, because they are remorseful already. In contrast, nonconformist children (who value being in command of themselves) are prepared to risk our displeasure to prove to us that we cannot make them do things. The more we try to reward and punish these spirited children in order to control them, the worse their behaviour gets. In other words, we need to avoid rewards and punishments (consequences) because they are unnecessary for the first group of children and counter-productive for the other. Alternatives include giving positive feedback without praising; and supporting children to regain command of their own emotions, rather than punishing them for becoming out of control.
Louise is one of this year’s keynote speakers.

Anna Dixon
Art Specialist – Office Max/ School Supplies
The art of mixed media
Mixed media is a term used to describe works composed of different media. The use of mixed media began around 1912 with the Cubist collages and constructions of Pablo Picasso and Georges Braque and became widespread as artists developed increasingly open attitudes to the media of art.

This hands-on workshop will provide an opportunity to look at works composed of different media and explore three common forms of mixed media art: collage, assemblage and installation art.