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Early Childhood Alert No. 4, 2019

In last week's newsletter we mentioned that new information on ECE services with licence breaches would be available. However, the release was postponed to this weekend as supporting people and services following the tragedy in Christchurch has taken priority. So this weekend check the Early Childhood News page on our website and like our ChildForum Facebook page for notification of this.

 

1. Christchurch Shooting: How best to support children's learning and coping in the aftermath of the shooting

Some of the advice on supporting children following the shooting hasn't been the best and not based on the latest research.

When you get a moment to spare do check and make use of the guide written by Dr Kathleen Liberty at the University of Canterbury.  There are tips for discussing what children hear/see in the media so that learning can occur. There is also advice on responding to questions and fears, and whether you should talk about 'the bad man' and what things you might say that can unintentionally make things worse for a child. 

Go to supporting children's learning following the shooting 

 

2. The correct format for teachers to use to maintain registration

There are still some mentors who are not familiar with the differences between the old and the new code.  To fix any confusion or make sure you or your teachers are getting support by a person or persons who has caught up on the changes, give them the link to the following news article.

> Practising teacher criteria

 

3.  Easter learning activities 

Early childhood professionals share their best ideas for Easter activities and games. Included in the article also are recipes for Easter eggs, hot cross buns and Easter biscuits.

> Ways to include Easter in the early childhood curriculum

 

4.  New Research - factors influencing the use of digital technology in ECE

Although digital technology in early childhood classrooms can support the delivery of quality and relevant programme to young children in today’s digital world, a few studies have shown that some early childhood teachers are concerned about integrating such technology into their teaching.

> Go to the NZ-International Research in ECE Journal article to learn more

 

5.  Techniques to use with children to help keep healthy and emotionally well

As a teacher or parent why would you be interested in mindfulness?

In the past we developed the idea that brushing our teeth was important for the health and hygiene of our mouth and teeth.

Today there is a new message regarding the health of our minds and emotions and this is that regular practices of mindfulness will keep us mentally healthy and emotionally strong.

As our country is dealing with the stress and trauma it is timely that we as early childhood educators have some new skills to support our children.

> This article looks at mindful techniques that are good to use with young children and examples from teaching practice

 

6.  Child behaviour disorders, medication and issues

Back in the day, disruptive children who acted out or caused problems around the house were usually deemed to be badly behaved and would have been given a clip round the ear or told to get on with things. In today’s society, however, things have changed.

Now when a child is badly behaved, often one of the first assumptions made is that they have some kind of behaviour disorder.

From ADHD (Attention Deficit Hyperactivity Disorder) to ODD (Oppositional Defiant Disorder), it seems as if there is an explanation or in some people’s view an excuse for every type of bad behaviour.

> This article reviews the issues and looks at how parents, teachers and our early childhood services may respond

 

7.  Ko Tau Rourou Ko Taku Rourou ā Kua Mārama Shared Understandings and Reflection on Wairua

Te Whāriki speaks of wairua and the need for holistic development but what does this mean and what does it look like?

The hardest words to understand in one’s mind may well be the intangible concepts that have different meanings based on culture and experiences which are culturally bound. The words we use in one language and translate into another can limit how we understand their meaning. This makes it challenging and difficult to articulate, but not impossible to explain a concept or word. Misunderstanding or miscommunication can happen by not seeking clarification and therefore assuming a word means what you think or understand it to be, but how do you make meaning of what you do not understand?

> Learn more

 

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