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Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
Every Moment Counts
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Every Moment Counts

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  • 1. Every Moment Counts Possibilities not limits.
  • 2. Presenters Marilyn, Sue and Kerry
  • 3. The vulnerabledilemmaSo who calls the shots?
  • 4. The vulnerable dilemmaThose responsible for high care environments are well intentioned and want to minimize anypotential difficulties or struggle. There is a need toexplore whether this is really in our best interests or are we capable of defining our own personalfutures and direction through active participation and decision making.
  • 5. The Early Years Learning Framework for Australia
  • 6. Belonging Involves: Knowing where and with whom you belong Building independence and relationships with others Identifying with groups of people
  • 7. Being Involves Living and learning in the ‘here and now’ Learning that is more then preparation for the future Enjoying the moment In your own space and reality Finding and maintaining your sense of self
  • 8. Becoming involves: Acquiring and transforming new learning Turning existing knowledge into a new perspective Promoting capabilities and potential Being shaped by different, events, relationships and circumstances
  • 9. Unlocking the Doors the Doors  The tools Changing the Locks The Keyseach To see  Changing the locks person with wisdom, humor  The Master Key and heart  Opening the doors  Exploring the spacesRestitution not institution : Believing in Possibilities
  • 10. The Tools• Cross-Pollination • Curling• Level of Perspective • Positioning• Growth Mindset • Zone of Potential Ability
  • 11. Cross-pollinationInfluence or inspiration between or among diverse groups or individualsEducational professionals and partners from the wider community need support to work in the spaces between their different areas of expertise – to talk and listen to each other - across professional, sector, industry, cultural boundaries
  • 12. The difference between leadership & management (Daniel Kim) Vision L E Mental Models V Leadership E Systems & Structures R A Management Patterns of Behaviour G E Events
  • 13. Fixed verses Growth mindsets -Carol Dweck Fixed Growth Avoid challenges  Embrace challenges Give up easily  Persist in the face of setbacks I can do some things but can’t  If I make an effort I will learn do others new things I give up and retreat to  I am not afraid of failing and comfort try new strategies I hide mistakes and conceal  I capitalize on mistakes and deficiencies confront deficiencies
  • 14. The gem cannot be polished withoutfriction nor a person perfected withoutchallenges - Chinese Proverb
  • 15. Curling Wanting to make everything smooth Preventing struggles, failure, risks Loss of voice Learned dependence
  • 16. Parent, Adult, Child – modes of communication
  • 17. Transactional Analysis Ineffective Modes Effective Modes Criticizing mode – others cannot do  Structuring mode – caring while firm things, not capable Interfering mode – doing things for others they could do for themselves  Supporting mode – affirming and considerate Inconsistent mode – unpredictably and random way Over adapted mode – over adapt -  Co-creating – finding solutions together depression and unrealistic anxiety. ‘I’m not ok, your not ok.” Oppositional mode – resisting what others put forward  Playful mode – confront people playfully as a way of dealing with difficult situations Reckless mode – not take responsibility and run wild without focus or boundaries
  • 18. Positioning Primordial we Below Position Equal position Above position Independent position
  • 19. Progress is made by getting in the learning zone – James NottinghamToo Hard PA Potential Ability Current Ability CA SA Subconscious AbilityToo Easy
  • 20. The Teaching Target Model (TTM) PAPerformance CA SA Time
  • 21. Changing the locksNot everything is bad but everything is dangerous –Michael Foucalt
  • 22.  Myths and realities The mismatch between policy and practice Examining and changing assumptions beliefs and values
  • 23. Care verses creativityThe emphasis on basic needs overshadows an innate drive for growth and fulfillment - Maslow A learned dependence Staff perceptions
  • 24. Needs Are Met Needs Needs Not MetSense of identity, growth and Self actualisation Feelings of restlessness, lack of fulfilmentdevelopment The motivation to realise one’s and boredom potentialFeelings of self-respect, confidence, Esteem Fearful of criticism and of failure, feelingsgenerosity and cooperation Self-esteem: inner strength, self of inferiority, frustration and envy confidence, independence and freedom Respect: desire for recognition, fame, prestige and attentionFeelings of love, trust and Love/Belonging Feeling lonely, rejected and a hostilityconnectedness The need to give and receive love and towards ‘outsiders’ affection; to have roots and connectionsFeeling of security and safety, relaxed Safety Needs Anxiety, dread, fight or flight, aggressionabout these needs Personal, financial, health and resource securityA feeling of generally good physical Physiological Needs Cravings or obsession for basic needshealth Breathing, food, drink, sex, clothing, shelter Challenging Learning – James Nottingham
  • 25. The Crab Bucket Front of house and back of house behaviors Venting frustration and anger Marginalizing others by demanding compliance Constraining aspirations of leadership and initiative
  • 26. The Master Key Learning is not the product of schooling but a lifelong attempt to acquire it Albert EinsteinLifelong learning
  • 27. Life – Long Learning. Positive dispositions towards learning Personal interests and priorities Ownership & engagement in the learning Re-visiting former learning – existing knowledge into a new perspective Rich and stimulating environment Inclusive praxis – flexible, creative, innovative, least restrictive environment adaptations, incidental learning
  • 28. Opening the doors Working towards goals of individuality, personal autonomy and institutional flexibility and creativity
  • 29. Exploring the spaces Our identity our voice Connecting to others Keeping well Active in learning Communication that counts
  • 30. Our identity our voice Ownership A sense of self Decision making Individuality Aspiration
  • 31. Connecting to others Relationships Celebrations Diversity  Natural environment
  • 32. Keeping wellPhysical, emotional, spiritual,intellectualSpaces – physical environmentRisk and challengeBasic needs
  • 33. Active in learningAuthentic experiencesRepresentation and signifiersInquiryProblem solvingCognitive conflict
  • 34. Communication that countsCritical conversations Learning stories and narrativesPerforming arts Literacy
  • 35. What will the face of high careenvironments look like in the future?  Shift away from institutionalization to So who calls the shots?
  • 36. Next Generation of Consumers Current consumers The last of the ‘yes’ generation. A generation of people who ‘don’t want to be a bother’. Often indicate they are okay Next generation of consumers Baby boomers - between the years 1946 and 1964 (post war baby boom) boomers are widely associated with privilege and don’t suffer fools lightly Hot on their footsteps Gen X - 1963 to the early 1980s Offay with social media, technology, expect a quick solution and don’t accept having to wait

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