Abstracts: Saturday

Session One (10.30am - 12noon) 

Presenters: Natasha Kibble & Sarah Sears
Organisation: Daisies Early Education and Care Centre
Contact: info@daisies.co.nz
Length: 45 minutes

SA1 - Key teachers’ in a mixed age setting - exploring the concept of continuity of care
At Daisies the teaching team have spent the past 2.5 years developing their key teacher system. This relationship-based approach supports ongoing continuity of care by allowing small groups of children to be "followed" by their teacher as they grow beyond infancy. This will be an interactive session which explores how continuity of care within Daisies promotes lasting key relationships and maintains familiar and deeply connected friendships with children and their families/whanau.  What are the challenges and rewards?

Presenter: Toni Christie
Organisation: Childspace
Contact: toni@childspace.co.nz
Length: 45 minutes

SA2 - R.E.S.P.E.C.T. – FIND OUT WHAT IT MEANS TO THE BABIES
Join Toni Christie for this workshop based on her Master’s thesis and focusing on Respect. In 2010 Toni undertook a qualitative case study examining the teaching practices, inspired by the Pikler approach and Resources for Infant Educarers (RIE) philosophy. The specific practices observed involved primary caregiving, freedom of movement and respect for infants’ confidence and competence. The overall aim of the study was to explore these practices and find out how they have been adapted from the original theories to fit in a New Zealand early childhood context. This will be an ideal workshop for practitioners wanting to create or enhance a respectful environment for infants and teachers.

Presenters: Amanda Higgins, Neta Samani, Rowan Howell, Annika Fry, Katy de Lima, Sonja Harrison and Rachel Foster
Organisation:
Contact: supervisor@citykids.org.nz 04 473 1947
Length: 45 minutes

SA3 - Blogging Bliss
City Kids Childcare Centre is a community based parent co-operative situated in Wellington City. We are a full day centre catering for children aged 2 – 5 years old.
We have been using blogs (internet diaries) in creative ways to communicate children’s learning and group happenings with whanau, sharing children’s assessments with outside agencies, and supporting reflection in the teacher registration process. Hear about our journey from technophobes to early adopters and how we have ignited a digital way of sharing.
We will also share barriers that we have worked through, software that has supported us, and systems we have needed to implement to make it become ‘part of what happens here’.

Presenter: Sharon Carlson
Organisation: CORE Education
Contact: sharon.carlson@core-ed.org
Length: 45 minutes

SA4 - Digital safety: Yes, it’s everyone’s business
An increasing amount of children, families and educators are accessing information online through facebook, youtube or the web in general.  The web has evolved into a rich resource that is becoming the favoured option for retrieving information, creativity and communicating with others. This workshop will help you understand the challenges and how we can minimize risks with an emphasis on privacy and security, and how to help children to become more confident and responsible cyber-citizens.

Presenter: Lesley Rameka
Organisation:
Email: lesley.rameka@nzca.ac.nz
Length: 45 minutes

SA5 - KI TE WHATU I TE POKEKA MO A TATOU MOKOPUNA
This paper presentation is an invitation to explore how early childhood educators as a collective force can weave a wrap for mokopuna which is embedded in ways of knowing that uphold the principles of; “Ko wai koe, na wai  koe, i ahu mai koe i hea?
Who are you, from whom are you, where have you come from?” The authors will present and discuss  world views, Te Ao Maori concepts and values within Te Whatu Pokeka (MOE, p2009),  to create threads with which to weave – whatu i a ratou pokeka

Presenters: Roimata Kirikiri & Drina Paratene
Organisation: Te Tari Puna Ora o Aotearoa
Contact: Roimata.kirikiri@nzca.ac.nz, (04) 473 4672; drina.paratene@nzca.ac.nz
Length: 45 minutes

SA6 - Maori students’ completion rates in NZCA’s Diploma programme
An appreciative inquiry was initiated in 2010 to better understand the factors that produce high completion rates for Maori students in its Diploma of Teaching (ECE) programme. The research question for the inquiry was:
What are the features of NZCA’s Diploma programme and its delivery that enable Maori students to achieve a high completion rate?
Findings from the data contributed by Tauira, Pouako and non-Maori lecturers show that Te Tari Puna Ora and whanau supportive relationships are the factors that directly affect the students. The bicultural context provides optimum conditions for these relationships to be strong and consistent.

Presenter: Kath Cooper
Organisation:
Contact:
Length: 45 minutes 

SA7 -  “Where’s my family?” Accepting difference and expanding our notion of family.  
 In a world of complex family structures, heteronormativity is still a dominant discourse. Social relationships are important for children to develop their ‘sense of self’. Teachers are expected to foster children’s inner dialogue but how is this possible if teachers forget to include gay and lesbian family structures.
We will explore the importance of inclusion, and how to put this concept into practice.
This presentation will discuss a Master’s research project in progress: literature review findings, ideas, methodology and tentative preliminary findings. Participants will be encouraged to share their stories and ideas in a workshop format.
Reflection is fundamental to early childhood teacher education and professional practice, so consideration of the link with identity and sense of belonging will be of interest to all early childhood professionals.

Presenter: Alison Warren, Lecturer
Organisation: Nelson Base TTPOOA
Contact:  alison.warren@nzca.ac.nz, 03 5480511
Length: 45 minutes

SA8 - Negotiations of personal professional identities by newly qualified early childhood teachers through facilitated self-study
This presentation will discuss a Masters research project in progress investigating negotiation of ‘personal professional identity’ by newly qualified early childhood teachers as they try to integrate prescribed teacher identity with life history, social and cultural experiences to answer the question “Who am I as a teacher?”.
Who or what is a ‘good early childhood teacher’ is a question that is asked and answered in different ways at different times and places. The New Zealand Teacher Council answers with their Registered Teacher Criteria; early childhood services shape expectations in their philosophy statements and initial teacher education institutions design their courses of study around their conception of a ‘good teacher’.
Taking a postmodern perspective on identity construction, this presentation will discuss concepts such as dynamic identity negotiation and how discourses influence subjectivities. Some tentative preliminary findings will be discussed.
The research study involves a group of newly qualified early childhood teachers exploring their personal professional identities. Teacher educators will be interested in the ways assigned reflective writing tasks may provide a place for students to have a dialogue between their ‘inner self’ and their perception of the outer ‘voices’ in their professional settings. Reference list
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New Jersey: Lawrence Erlbaum Associates.
Duncan, J. (2008). Restructuring lives: Kindergarten teachers and education reforms, 1984-1996. Koln, Germany: Lambert Academic Publishing.
Holland, D., Lachiotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, Massachusetts: Harvard University Press.
Holstein, J. A., & Gubrium, J.F. (2000). The self we live by: Narrative identity in a postmodern world. New York: Oxford University Press.

Presenters:  Maddy Peters-Algie & Sue Smorti
Organisation: Base Coordinator, Masterton & Lecturer, Palmerston North
Contact: Madeleine.p@nzca.ac.nz, Sue.smorti@nzca.ac.nz 06 355 0108
Length: 90 minutes

SA9 - Environmental Education meets intersecting dispositions: spaces in student knowledge
Pumanawa/Heart, Wairua/Spirit and Taonga tukuiho/Wisdom are at the core of being an environmental advocate. What do we know and understand about these concepts in relation to sustainability?  This workshop explores the “what is taken-for-granted”.  Can we assume that student teachers have ecological awareness on their radar?  How is this relevant to you? Come and enter the environmental debate and be prepared to engage in some transformative hands-on experiences that can be shared with your centre,

Presenter: Erin Devlin
Organisation: Kiwi Puppet Company, NZ Children’s Author, Puppet Creator/Performer, Songwriter and Workshop presenter
Contact: erin.devlin@kiwipuppet.co.nz, 09 360 4930
Length: 90 minutes

SA10 - Puppets, props, stories and song: A practical skills workshop
During this fun and interactive puppetry workshop, Erin, who has a huge following within the early childhood sector, will enthuse, delight and inspire her audience with her creative spirit and the endless ideas she’s gathered over the 30 years she’s been involved in puppet creation, performance, storytelling and writing NZ children’s books.
Topics include:
-         storytelling with puppets (NZ wildlife, traditional nursery rhymes/stories etc)
-         interaction/confidence building exercises with puppets in group situations
-         Experimenting ‘one on one’ praticising skills demonstrated by Erin
-         Sharing ideas on ‘engaging’ with babies, toddlers and preschoolers through puppetry, song, stories and rhymes.
-         Discussion around ‘Do’s and don’t’s’ with puppet play (for teachers and children)
-         Simple ideas on creating/extending ‘Nature Zones’ to share with children.

Presenters: Stella Johnson & Pania Himiona-Hyland
Organisation: – Ngati Raukawa, Ngati Kauwhata, Nga Puhi & Ngati Kauwhata, Ngati Kahungunu, Rangitane
Contact: pania.himiona-hyland@nzca.ac.nz   stella.johnson@nzca.ac.nz  (06) 3550108
Length: 90 minutes 

SA11 - Celebrating Matariki in your early childhood centre
E nga mana, e nga reo, ki a koutou e kaingakautia  ana ki te kawe i a Matariki hei whai hua mo a tatou tamariki kohungahunga, otira ki te whanau whanui. Kei tena rohe, kei tena rohe o te motu, Tena tatou katoa.
How did your centre celebrate Matariki 2011?
Have you thought about how you will celebrate Matariki 2012?
The celebration of Matariki is about children experiencing “an environment where they develop working theories for making sense of the natural, social, physical, and material worlds” (Ministry of Education, 1996, p.90). This workshop will focus on legends and working theories of planet earth and beyond. We will unpack and demystify the origins and meaning of Matariki both here in Aotearoa and across the globe.
We offer an inspirational workshop where we will combine theory and practical activities that you can take back to your centre and put into practice for Matariki 2012. Both facilitators work with teachers in training from a wide range of philosophical perspectives. We look forward to you bringing your enthusiasm and wisdom to actively share your understandings and create collective meaning.

Session Two (4.00 - 5.30pm)

Presenter: Cheryl McConnell
Organisation: Principal Academic Lecturer, Dip Tching, Faculty of Humanities, Arts and Trades
Contact:
Length: 45 mins

SP1 - Not just in our heads: Interweaving practice and theory.
A study of a continuous practicum in field based teacher education.
Field Based Teacher Education (FBTE) is one approach to initial teacher education (ITE) in Aotearoa New Zealand. This pilot research project analyses the extent to which a continuous practicum contributed to early childhood student teachers’ professional development in one FBTE Diploma Programme. A qualitative methodology within an interpretive paradigm was used. Data was generated using individual interviews with four graduate teachers, reflective journals from five teacher educators and questionnaires from twenty-six peer support teachers. The results suggest a continuous practicum provides highly contextualized learning in specific social and cultural early childhood contexts. These contexts, along with campus classes, provide student teachers with weekly opportunities to interweave theory and practice. It is the continuous practicum that creates a ‘dynamic knowing’ as students ‘see’ and learn through practice. This research provides a basis for further investigation into how teachers’ learning can be better embedded in the socio-cultural practices of teaching communities.

Presenters: Sheree Teau & Angela Hogan
Organisation:
Contact:  JulianneE@adhb.govt.nz, ShereeT@adhb.govt.nz, AHogan@adhb.govt.nz 
Length: 45 minutes

SP2 - E-Portfolios in the Early Years: Documenting for life-long learning
Kids Domain
Kids Domain Early Learning Centre is nestled in Auckland City on the grounds of the Auckland Hospital. A rich, vibrant, diverse, multi-cultural centre that places strong emphasis on identity – identify of children, families and teachers.  Consequently, their interest in identity has led them to explore how they can deepen their relationships with the families of their children.
The notion of portfolios to document children’s learning has been a feature of early childhood education for some time. More recently, the implementation of digital technologies have transformed the way in which the teachers at Kids Domain continue to capture the stories of young children in their settings.  
Over the past year, they have explored e-portfolios as way of engaging families in the curriculum. For the purpose of this workshop an e-portfolio can be defined as “a space online where children’s learning is documented in a central space, using digital technologies which may include audio, video, images and text.
The impact of this innovative way of documenting has been inspiring for children, teachers and families around the world.  E-Portfolios in the Early Years: Documenting for life-long learning will highlight the benefits of using e-portfolios in early childhood education for children, families and teachers.   Participants will learn the process in which the Kids Domain community adopted e-portfolios, these will be highlighted with real life stories from children, families and teachers. 

SP3 - withdrawn abstract

Presenters: Rebekah Farmer, Saraswathi Griffiths-Chandran & Dr Lyn Fasoli
Organisation:
Contact: Rebekah.farmer@batchelor.edu.au; Saraswathi.Griffiths-Chandran@cdu.edu.au; lyn.fasoli@batchelor.edu.au 
Length: 45 minutes

SP4 - Does Availability Equate to Access
Current Australian government initiatives (COAG, 2009).such as the Closing the Gap: National Partnership Agreement on Indigenous Child Development, are currently focusing to ensure that all Indigenous children have access to early childhood education. This research project was undertaken in a remote Indigenous community in the Northern Territory of Australia in partnership with two local community co researchers , both male and female, to canvas the views of Indigenous families. The primary objective of the project was to investigate levels of community awareness of two early childhood services operating in community. One of the outcomes being the development of resources to disseminate through community to increase awareness of the Early Childhood services to support improved access. This research area is one recognised as in need of investigation in the early childhood literature (Fasoli and Johns 2007), with Fasoli et. al (2004) highlighting awareness of children’s services as one of the significant reasons why families disengage and do not access early childhood facilities.
This research has been carried out by Batchelor Institute in collaboration with Charles Darwin University.
References:
Council of Australian Governments [COAG] (2009) National Partnership Agreement on Indigenous Child Development. Canberra, Australian Government. Online at www.federalfinancialrelations.gov.au/content/national_partnership_agreements/indigenous.aspx Accessed on 10/9/2010
Fasoli, L.  Benbow, R., Deveraux, K., Falk, I., Harris, R., James, R., Johns, V., Preece, C., Railton, K. (2004) The Both Ways Children’s Service Report, Darwin, NT Batchelor Press

Presenter: Tara Fagan
Organisation: CORE Education
Contact: tara.fagan@core-ed.org (021)594830
Length: 45 minutes 

SP5 - Learning Together: Social interactions in a mixed-age setting
This paper outlines research conducted as part of a MEd thesis that used grounded theory methodology to investigate the nature of children’s social interactions that occurred in one New Zealand play centre. Contributing to the research in this area, this study noted that the nature of children’s interactions in this mixed-age setting were empowering for each individual as they provided opportunities for the younger to learn from the older, while the older and more experiences peers led the group.  It surmises that mixed-age settings have their own uniqueness and provide opportunities for the development of a sense of social responsibility and a sense of togetherness. During this presentation, key findings of this research will be outlined and the implications for early childhood education in New Zealand will be discussed.

Presenters: Gaylyn Campbell, Sheree Adams & Anne Nation 
Organisation:  Professional Service Manager, Ruahine Kindergarten Association
Contact: Gaylyn@ruakind.org.nz 
Length: 45 minutes

SP6 - Improving Learning Outcomes for Children and Building Teacher Capacity
This research (in progress) is a small scale qualitative exploration of how one community of learners, the Ruahine Kindergarten Association, is building teacher capacity and improving learning outcomes for children. The methodology utilised is participatory action research where teachers are fully immersed participants actively engaged in the co-construction of curriculum and building practice knowledge. This session explores the spaces between professional learning, teachers practice and the impact on children’s learning. The development of a scholarship scheme enabled the association to create a potentiating environment that supported teachers to research aspects of their practice. This seminar will outline the scholarship scheme with two case studies used to illuminate the process these teachers went through and show examples of their learning.

Presenter: Phyllis Briggs    
Organisation:
Contact: phyllis.nzpp@xtra.co.nz,  03 384 7456
Length: 90 Minutes

SP7 - “We all in this together”, Bridging the gap - leaders leading engaged team members
Positive Work Relationships Contribute to Effective and Connected Teams (Above the line and below the line behaviour)
You can’t teach attitude but people can catch it - 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 yours.
Keys to Team Building Success - This section of the workshop will cover 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 ideas to take back to empower yourself and your team, through 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.

Presenters: Jill Burgess & Hana Sei (Waitakere Base – 09 8353719) Pauline Luafutu-Simpson (Academic Leader, lead presenter, Christchurch Base – 03 3413189), Maria Huni, Rosemilly Piasi-Teahenui, Susana Smith
Length: 45 minutes

SP8 - Challenges in navigating multi-Pasifika perspectives within a bicultural paradigm
Te Tari Puna Ora o Aotearoa’s team of lecturers in the National Diploma in Teaching (ECE, Pasifika) will explore challenge for its delivery within the strong bicultural paradigm of ECE in Aotearoa New Zealand.
The presentation will explore three strands:
- Multi-Pasifika identities in Aotearoa – cultural ways of understanding and looking after spaces
- A bicultural paradigm and relationships with others  - Te Tiriti o Waitangi; tangata whenua; Pasifika communities – within and among; Te Tari Puna Ora o Aotearoa ’s National Office; ourselves as lecturers in a bicultural organisation
- Fatumanava: nurturing the spaces in between – finding new ways to navigate and negotiate
E sui faiga, ae le suia fa’avae: Culture changes, the values stay the same

Presenters: Jan Taouma & Ene Tapusoa
Organisation: (A’oga Fa’a Samoa)
Contact: aoga@ihug.co.nz 
Length: 45 minutes

SP9 - E au i le tau ola, e au I le fagota
If you follow and learn from the navigator, then one day you will also become the navigator.
The importance of the teacher in role modelling language and culture in an immersion language setting. This workshop will show how staff, through, theory, cultural knowledge and aiga relationships work with children in an immersion centre. The importance for children coming from different language backgrounds to understand, be confident and enjoy using Samoan language.
The workshop will demonstrate the importance of confidence to children through building cultural identity in a Samoan immersion early childhood centre. I will show how children come to associate the use of the language with enjoyment – enjoyment of activities with their peers, and enjoyment of learning.

Presenters: Pania Himiona-Hyland - Te Tari Puna Ora o Aotearoa, Papaioea, Stella Johnson, Maddy Peters-Algie, Debbie Rickard, Kiri Smith, Sue Smorti and Isobel Wilson 
Contact: palmerston.north@nzca.ac.nz 06 355 0108
Length: 90 minute

SP10 - He Whainga Maramatanga – Journey towards Shared Understandings
Recent dialogue and reflection on our Community of enquiry highlights the importance of the research process as well as the production of an artefact or tool (Tillema & van der Westhuizen, 2006).   The initial focus of our Community of Enquiry was to reassure ourselves that there was consistency in our judgements in relation to assessing the teaching practice of students based on the New Zealand Graduating Teacher Standards (New Zealand Teachers Council, 2004). This seminar re-tells the complexities of our journey. 

Presenters: Jeanette Clarkin-Phillips & Margaret Carr
Organisation: University of Waikato Teachers from Tai Tamariki Kindergarten, Wellington
Contact: jgcp@waikato.ac.nz 07 8384875
Length: 45 minutes

SP11 - Museum as Teacher, early childhood centre as Learner: the space between
There is a sense in which museums and art galleries are teachers of national or local Stories, with a capital S, and that visitors bring with them and construct their own personalised stories in response. 
Research with young children as visitors to an exhibition at Te Papa Tongarewa, the national museum of Aotearoa New Zealand, has been exploring the space in between the museum as teacher and the early childhood teacher and young child as learner. This paper reflects on the work of early childhood teachers and university associates in a mixed age kindergarten, housed in Te Papa. We argue that a narrative approach to teaching and learning is relevant in this space.

Presenter: Iram Siraj-Blatchford
Length: 90 mins

SP13 - Sustained shared thinking (SST): the adult role
This workshop will explain where the concept of SST has come from and show episodes of good practice in SST between children and between adults and children. The role of the adult will be discussed and exemplified through DVD material of adult-child communication examples of work from babies to reception age children (0-5). The skill and understanding of the adult is crucial to extending children’s thinking and requires a pedagogy where the adult has good knowledge of child development, language and the area of learning be it social development or conceptual development.