The Infant Series: Making it the Best we can for our Youngest Citizens (Three Part Series) Session One

The Infant Series: Making it the Best we can for our Youngest Citizens (Three Part Series) Session One

Session 1: On becoming a member of an infant program - transitions and routines will be explored and re-imagined

Description

Session 1: On becoming a member of an infant program - transitions and routines will be explored and re-imagined

Transitions and routines can be a real hassle not only for children but also for adults. Adults report feeling like all they do all day is move from one routine to another, and for children some transitions and routines can be impersonal. So how might we find a solution to this dilemma?

Routines and transitions can be an integral part of the curriculum and days functioning and must provide a sense of stability, order and tranquility for children if we are to maximize their potential. Understandably, the group size and ratios will play a large factor in how transitions and routines play out throughout the day. But there is much to be learnt and in this session, we will explore the following:

  • What it takes to make a child’s transition from home into the centre for the first time a peaceful and successful one
  • How routines can form a centre piece of the educational program rather than be a disruption to the day
  • What opportunities there are to rethink some of the transitions and routines we do so they are more joyful, more exciting, more relaxing for everyone including staff

 After completing this course, participants will be able to:

  • Implement strategies to ensure children experience a positive transition from home to the centre
  • Explain the benefits of using routines as opportunities to support children’s learning and development
  • Appraise current practice to identify where improvements can be made to ensure transitions and routines are a positive experience for everyone
  • Negotiate with colleagues, cooperative work practices that forefront the needs of infants within the daily program

 

We will also share some very practical ideas that will leave you excited to reimagine what and how you work with routines and transitions.

  

The Australian Professional Teaching Standards

NSW: Completing this course – On Becoming a Member of an Infant Programwill contribute 6 hours of NESA Registered PD addressing: APTS 6.3.2 & 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Other States: Completing this course – On Becoming a Member of an Infant Program(6 hours) may be used as Teacher Identified Professional Development/Learning addressing: APTS 6.3.2 & 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.

  • APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice
  • APTS 6.4.2: Undertake professional learning programs designed to address identified student learning needs

The National Quality Standard

This course aligns with:

  • QA 2.1.1: Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation
  • QA 3.2: The service environment is inclusive, promotes competence and supports exploration and play-based learning
  • QA 4.1: Staffing arrangements enhance children’s learning and development
  • QA 6.1: Respectful relationships with families are developed and maintained and families are supported in their parenting role