Tuning ourselves into voices that don’t use words: Listening with our senses

Tuning ourselves into voices that don't use words: Listening with our senses

Presented by: David Gilkes

Is there a dominant discourse in our settings that says for us to have a voice – to express our thoughts, ideas, theories or opinions – that words are the only way in which we can do this? Those of us who work in early childhood know that words are just one of the myriads of ways, or 'languages', in which children' vocalise'—requiring us, as adults, to 'tune in' to these wordless voices, to be sensitive to them, to notice them, to truly listen. And just like having a voice isn't just about using words, being a listener isn't just about using our ears. We need to be able to listen with all our senses and seek out ways to recognise, listen to, and respond to these voices that are all around us. This webinar will explore some of the ideas raised here in further detail.

Completing Tuning ourselves into voices that don't use words: Listening with our senses will contribute one hour of PD addressing the following Australian Professional Standards for Teachers and aligns with the NESA criteria for Elective PD.

NESA Elective PD:

• Enhanced teaching practice to effect positive change and impact on student/child learning progress and achievements
• Involved opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practices of others
• Research based and evidence based 

Professional knowledge: 
APST 1: Know children and how they learn
Professional practice: 
APST 3: Plan for and implement effective teaching and learning

For information regarding teacher registration and accreditation, contact the teacher registration board/institute in your state.

This webinar also aligns with:

Early Years Learning Framework – Principles
High expectations and equity
Early Years Learning Framework – Practices
Responsiveness to children
Intentional teaching

EYLF Learning Outcomes
Outcome 1: Children have a strong sense of identity
Outcome 2: Children are connected and contribute to their world
Outcome 3: Children have a strong sense of wellbeing
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

QA 1: Educational program and practice
QA 5: Relationships with children
QA 6: Collaborative partnerships with families and communities