“Partnerships in early years education and care”

By Andre Kurowski from the University of Chichester

Tuesday 05/06 09.00 -11.00

Interagency working, multi-agency working, integrated working, inter- professional workingall very confusing….! This session will lift the lid off collaborative working in the United Kingdom. It will take a short historical view of partnership working and examine some tragic cases that led to
changes in legislation and practice in Britain. You will have a chance to find out what it is like to be involved in the case of a family with complex problems, where different professionals intervene to support children. You will see the advantages and disadvantages of different agencies working together and the issues around communication and effective teamworking, which can determine success or failure for children. This will be an interactive session enabling you to experience the benefits but also the problems of partnership working.

“Developing workshops to help parents teach their children, an Ecuadorian case”

By María Rossana Ramírez Avila from Casa Grande University, Ecuador

Tuesday 05/06 09.00 - 11.00

Schools in Ecuador assume that parents know how to help their children. Their communication focusses on making payments on time, schedule of exams, lost and found things but not on teaching techniques to reinforce learning from home. Meetings cover what teachers have done in class, the report of extracurricular activities, and to know the policies of the school. Thus, there is no connection between parents and teachers/school in order to reinforce the learnings of the classroom at home, or to match real experiences with the content presented in class. Most parents are professionals on a variety of areas, very few on education. This makes it difficult for most to help from home. They might be applying a variety of techniques, some would work others won't. Consequences of the lack of teaching practices at home could refrain children from a satisfactory educational experience. The innovation is to call parents to participate in workshops to share with them some effective strategies to help children at home. This was developed with parents of fist graders.

“The power to start: supporting newly qualified teachers through collaboration with colleagues and support staff”

By Giselinde Bracke and Sofie Michels from Artevelde University of Applied Sciences in Ghent

Tuesday 05/06 09.00 - 11.00

The power to start: a research project at Artevelde University of Applied Sciences that focus on the needs of newly qualified teachers entering the job. We develop an instrument that supports them in their learning process on the job and stimulates them to seek interaction, reflection and coaching by collaboration with colleagues and support staff. The results of this study and the stories of the teachers are content we really want to share in this session.

“How to collaborate in teams”

By Jette Østergaard Andersen and Lisbeth Nørregaard Hansen from University College South Denmark

Tuesday 05/06 13.30 - 15.30

The purpose for the workshop is to present methods and exercises that support students cooperation and learning in teams. The methods and exercises will be relevant to other types of professional collaborations. We will explain the importance to support students skills to cooperate in teams in a Danish educational context and present different kinds of challenges in the process from forming a team to be an effective learning team.

“The interaction and benefits of doing music together with babies and toddlers”

by Elisabeth Barstad from the University of Stavanger, Norway.

Tuesday 05/06 13.30 - 15.30

Music with all its variations of expressions effects not only the child itself but also the conclusive important communication between children and care givers. Through singing, dancing and playing we can together reach new goals from the earliest age, even before birth. The combination of the attunement and timing in music and verbal communication is exceptional. In this workshop Elisabeth Barstad will introduce you to some of the focus on this matter and hopefully give you good examples to take further on.

“The Ripple Effect: Students’ Real-World Response to Research”

by Grainne McKenna from Dublin City University in Ireland

Tuesday 05/06 13h30-15h30

In Ireland, families are the largest and fastest growing group experiencing homelessness. In 2017, children and their parents accounted for 62% of Ireland’s homeless population with 2114 parents and 3333 children living in emergency homeless accommodation (The Department of Housing, Planning and Local Government, 2017). Students of the Bachelor of Early Childhood Care and Education (BECE) in the Institute of Education, Dublin City University have been studying current research on the impact of family homelessness on children. The students did not just want to
observe and understand the issues; they wanted to respond to the needs of the children and families within their local community.
Since September 2017, BECE students have been working with their lecturers and staff from homeless charities to support children and families living in homeless accommodation in Dublin. At present, over thirty students volunteer each week, supporting more than 80 children aged six months to 12 years. The students have developed a number of projects, programmes and activities to support the families and children. This has included; the design and development of a communal play room, provision of play and learning clubs, parent and child play sessions, and family fun days. The students have brought enthusiasm, energy and empathy to their voluntary work, making meaningful connections with parents and children as well as professionals working with vulnerable children and families.

“Supporting the needs of all pupils in UK schools”

by Colin Harris, retired head teacher, UK

Wednesday 06/06 09.00 - 11.00

Schools in deprived areas in the UK have to create their own dedicated support teams in schools to meet the complex needs of their pupils. I will draw from a variety of school contexts which I have either been a head teacher in or an acting capacity, and relate to the 26 years of Headship. My most recent school had a 'wellbeing' team comprising of a dedicated Special Educational Needs teacher, a Speech and Language teacher, a school counsellor and 4 Learning Support assistants who supported the emotional needs of the pupils. This team of which I played a vital role with both parents and the external services, enabled the school to achieve 2 'Outstanding' inspections in succession.

“An interagency collaboration of Early childhood services , child psychiatric services and social services to promote socio-emotional development and provide access to early intervention in children at risk“

by Iraklis Grigoropoulos from Alexander Technological Educational Institute of Thessaloniki, Greece

Wednesday 06/06 09.00 - 11.00

The aim of the workshop is to increase awareness regarding the collaboration of health sector professionals and early childhood services . Good practices will be discussed using vignettes and/or scenarios showing how professionals from different backgrounds can work together to achieve childfocused interventions.

“Reading stimulation between parents and children”

by Jennifer Ordonez from Casa Grande University, Ecuador

Wednesday 06/06 9.00 - 11.00

How can we increase the level of education in Ecuador?
What is the role of the family in their children's education?
At which age can the parents start stimulating the communication between them and their children?
This workshop will be about our culture, our experiences and actions as we work with the parents in our new programme PREMI. This programme is carried out in a less developed region of Guayaquil-Ecuador.

“Draw me a map of your town”: Exploring children’s mapping skills“

by Patrick Meehan from Canterbury Christ Church University, UK

Wednesday 06/06 13.30 - 15.30

A post-data collection overview of the research literature and an outline of methodology used in an investigation of the construction of a free-recall hand-drawn map of a known physical environment by young children. The aim was to examine the children’s selection and depiction of objects, and their spatial orientation, distribution and scaling with respect to Lynch (1960) spatial typology. This research involved eight (8) year old children at three schools in east Kent in two tasks to investigate their understanding of maps and physical space. Two data collection tasks were undertaken with the children in this research.

  • Task 1 asked children questions about a map of a fictional town in order to investigate their ability to understand a map through interpretation of common cartographic symbols.
  • Task 2 required the children to draw a free-recall hand-drawn sketch map of their town to investigate which objects children choose to depict and in what order they draw them. The selected children were asked to construct a map of a known environment from memory but they were not
  • told the purpose of the map.

The children's sketch-maps were then compared to the findings of the four previous researchers, Ladd (1970), Moore (1973), Hart (1981) and Matthews (1984) for analysis of object depiction and spatial accuracy. This analysis enabled conclusions to be drawn about the continued validity of Lynch (1960) spatial typology with regard to children. The data from this study suggests much previous research has seriously underestimated children’s survey, sequential and environmental knowledge as it has relied upon post-factum adult interpretation of children’s maps. This study illustrates Hart’s (1981) assertion that interaction with children is essential to ensure accurate understanding of meaning, and it proposes a new method of classifying children’s artefact maps.

"From data to action to documenting – working towards high-quality services!"

by Vicky Cauwels from Artevelde University of Applied Sciences in Ghent

Wednesday 06/06 13h30-15h30

This presentation is a sample workshop that is based on in-service training within a community of learning (5 days) offered by the Flemish Federation for Cities, Municipalities and Public-centers (VVSG) for their affiliated childcare centers. This course is organized by Artevelde University of Applied Sciences (Bachelor of Early Childhood Education) and Cego (Research Centre for Experiential Education – KU Leuven). The purpose of this session is to work together towards high-quality services in early childhood education and care (ECEC) in a sustainable way. This course supports the use of a self-evaluation tool and offers a course of action, based on the 6D-model, to work towards quality in ECEC organizations in a sustainable way.
The session provides guidance to participants in two different ways: to experience process aspects of working towards quality within the training meetings itself; and to shape and develop the same process in their own organization.