He pānui mo ngā kaiako o Tāmaki-MaungakiekieTāmaki-Maungakiekie Early Childhood Newsletter March 2011 Tēnā koutou kātoa! Warm gree1ngs to you all! Welcome to the ﬁrst edi1on of your Tāmaki-‐Maungakiekie teachers newsle>er. This will be another portal of informa1on for your centre as we progress through the Ministry of Educa1on funded Professional Learning programme -‐ Targeted In-‐Depth Communi1es. You will ﬁnd a range of resources and news items that I have collected over the past month. Ill report on my trip to Norway a>ending the Interna1onal Digital Storytelling Conference and provide some reﬂec1ons from our recent Literacy Tours. I will provide details of upcoming workshops, there are limited spaces for these so please register early. Have a fantas1c week! Naketa Ikihele -‐ Early Years Faciliator Rubrics and Memorandum of Understandings I will have organised centre visits with you over the next few weeks to collect these documents. The Memorandum of Understanding is important for me to conﬁrm that all teachers are fully aware of the programme and focus areas. The rubrics can be a very reﬂec1ve process. They can help you consider where you are at before we begin this professional learnign programme and it helps me understand this too. So, make the most of these as a tool for your team to reﬂect on your current prac1ces. Those of you who have completed this form tell me that it is a worthwile process.
Professional Learning Clusters -‐ 2011 as at March 2011 Tāmaki Transi7ons Literacy Cluster "Healthy and Ready to Learn" Toku reo toku oho oho Glen Innes Kindergarten Tinytown Childcare -‐ Mt Wellington Pt England Kindergarten Tinytown Childcare -‐ Otahuhu Panmure Bridge Childcare Centre Waipuna Preschool Centre Akoteu LouOlive Pre-‐school Otahuhu Kindergarten Te Ao Hou Childcare Centre Seugagogo Aoga Amata Edukids Apirana -‐ Preschool St Marys Family Pre-‐school Just Kidz Early Childhood Centre Kidstown Childcare Ltd Ngā Purapura Puawai Ngā Tamariki Puawai Li>le Moas EducareWhat is Literacy? What is an eﬀec7ve Transi7on to School? Iden7ty, Language and Culture -‐ how important is this? While I dont promise that this year will answer all of these ques1ons, in fact i can promise that you will unravel more ques1ons than answers. Each centre is about to embark on a learning journey looking at 2-‐3 of the following focus areas:* Iden1ty, Language and Culture* Transi1on to School* LiteracyThe Ministry of Educa1on rubrics will be useful in help[ing inform your thinking about a possible self-‐review focus area. I will work with each team to develop a ques1on/focus to start a self-‐review process taht looks deeper into components of the above focus areas.What are your curisoi1es about Transi1on to School? Iden1ty. Langauge and Culture for Māori children? Literacy?Collec1ng evidence: Espoused theory vs. Ac1on Theory, What is the diﬀerence between what we say we do and what we actually do? When you ar1cualte that you ahve strong literacy prac1ces in your centre, what does this look like in prac1ce? Well be collec1ng examples of what you say you do as a way of provoking reﬂec1ve prac1ce. "Without con1nual growth and progress, such words as improvement, achievement, and success have no meaning" Benjamin Franklin Im looking forward to engaging in some robust conversa1ons over the year, if you have any queries, please feel free to email me at naketa@core-‐ed.org .
A huge thank you to those teachers that participated in the recentLiteracy Tours. I realise that it is difficult to find appropriatestaffing for release in your busy centres. While I would like to workon providing more of these in the future, it was particularly difficultto organise with so many last minute changes.We visited a school, a centre and a kindergarten to look at vaiousliteracy practices. Each teacher that participated in the Literacytours has the luxury of taking away their own learning, for those of youthat missed out, here are a few reflections from my pages of notes:Oral language - when briefly talking to teachers in the school sector Iasked them what they thought was the number one priority forchildren coming into school (of course each teacher/school has adifferent priority) but for many of the teachers I talked to theybelieved that oral language was vital for children to communicate theirideas, their learning and participate fully in the school context.- This was evidenced by seeing teachers reading in an inviting way.teachers using lots of vocabulary in their conversations, poems andsongs on the wall.
Environments: In many of the environments that we entered there was awealth of literacyvisible, such as childrens artwork with their scribedstories, childrens pictures, poems, songs, books, tools for writing etc. As anoutsider coming in my first instinct waswhether you wanted to be immersed inliteracy or not, you cant really escape it insome of these environments. While inmany of our centres there are a range ofother curriculum areas that we attend to,literacy can be infused into any area. I really enjoyed the images with words(above) that I saw in a school and a centre, prompting us to use a variety ofwords with children. You can download these phrases from here.Making it fun: We visited my old primary school, with a teacher who taughtme over 25+ years ago. Those that met her will know who I am referring to.This teacher clearly loves learning and loves working with new entrants. Shemade reading fun, by making up funny actions, played games and enjoyed thecompany of the children. I was mesmerised with her and her interactionswith the new entrant children. When was the last time you read a story to agroup of children? Was it playful and were they engaged? I think we allagreed that the Literacy Tours were inspiring, the real challenge will beseeing we consider what we gained from this experience and how we intend toimplement change in our own contexts - Watch this space!
Taking NZ Stories to NorwayExtracts from my personal blog journeythroughteaching.blogspot.comand our CORE Educa1on Blog 42 hours, 5 airports, 1 train, 1 taxi, and thousands of miles. I have reached my des1na1on.Welcome to the 4th Interna1onal Digital Storytelling Conference held in the beau1ful city of Lillehammer, Norway. With over 200 par1cipants from all over the world, I am not phased at all by the fact that I am the only New Zealander present, and have probably travelled the furthermost to be here. The small number of par1cipants provides an in1mate context to establish and maintain some great conversa1ons with others—a li>le diﬀerent from the thousands I am used to at ULearn. We’re all here to engage in three days of professional learning conversa1ons with one common focus —“Digital Storytelling”.Day one: inspira7onal conversa7ons and digital storytelling gurusWithout a doubt, Day One was amazing!I was inspired during workshops as well as by conversa1ons held throughout lunch and morning tea sessions. The mix of par1cipants is so diverse, and somewhat humbling for an early childhood teacher from South Auckland. I’ve enjoyed conversa1ons with university professors, journalists, health professionals, anthropologists, museum staﬀ, psychotherapists, teacher service educators, organisa1ons who work with youth—from all around the world.Day two: workshops and my presenta7onDay Two oﬀered a wide range of workshops, including my own “Engaging Community through Digital Storytelling” presenta1on.My presenta1on shared stories created by three to ﬁve year old children in the ECE ICT PL Pro-‐gramme, and ways that teachers and families in this programme used digital storytelling to engage families, extended families and community in the early childhood curriculum. The Ministry of Educa1on funded programme certainly provided children, teachers and families with world-‐leading opportuni1es.I had lots of comments about the age of the children crea1ng their stories as well as their competency.I was a very proud Kiwi at this point.
My Takeaways from the digital storytelling conferenceThe workshops I a>ended were aimed at Iden1ty and Engaging Community—something I am very keen to see inﬂuence my own prac1ce with teachers. In my current work I am assigned to a Targeted In-‐Depth Community – Tāmaki-‐Maungakiekie. The work we are doing looks at engaging geographical communi1es in Ministry funded in-‐depth professional learning.Prac1cal strategies I have adopted from the workshops: 1 Who we are and what we do has an impact on how we interact – capturing this through digital stories is useful for team building. 2 Digital Storytelling as a reﬂec1on tool for early childhood teachers. 3 Place-‐Based Storytelling — children and families crea1ng stories about their local community — maunga, iwi, marae. 4 Inves1gate more into the CDS model 5 Mul1-‐modal literacies (advocate for this more in my work).Overall, the conference was moving both personally and professionally. I’ve learned that it’s healthy to step outside of our educa1on bubble and our own country to be inspired. It has been refreshing to look outside of educa1on as a discipline and hear the stories of social jus1ce advocates, museum curators, health professionals (the range is extensive) and adopt prac1ces into my own work and my own thinking.Visit to London CentresOn my way back from Norway I stopped in London for a few days and visited several early childhood centres in Haringey . Haringey is considered to be a low-‐socio economic area. They are experienceing signiﬁcant cuts to educa1on and health, which meant that I visited at a 1me when many were experiencing job loss. Regardless, they were vey invi1ng. A few thoughts from my visit:* Diversity -‐ in a room of 20 toddlers there were approx 15 diﬀerent ethnici1es. Teachers in this par1cular centre were very commi>ed to learning languages and phrases of all children. I was there for a carpet-‐1me where children read stories and sang songs, much like our mat-‐1mes. They sang the Māori Waiata "Tohora Nui". When the teacher asked the children what language they were using -‐ a li>le boy replied -‐ New Zealand, she prompted him by asking which language from New Zealand -‐ he thought about it and then responded -‐ is it Māori (pronounced by him as marry). I was so humbled by this, they do not have Māori children in their centre but are making an authen1c eﬀort to celebrate diversity. G
* Environments -‐ the outdoor areas were somewhat diﬀerent to those that we are used to in New Zealand, very small and lots of concrete. However, they had made spaces with natural resources such as the willow tree hut and li>le grass areas. I was par1cularly intrigued with their wooden hut they called The Snug" a place just for 1me out -‐ they had cushions and cuddlies and there were rules that enforced children use this space as a slow down areas. Children were not allowed toys, games or books in this area. They could talk but it had to be quiet. How many quiet spaces do you have in your centre for children to take 1me out? * Family Centres -‐ In Haringey they provide mul1-‐agency support for families, the dialogue I had with many of the teachers in these centres conﬁrmed that each early childhood centre had -‐ community outreach person (someone who goes into communi1es to ﬁnd families and link them with the centre or other services, play groups, community workshops (when I was there they were having a morning for dads), housing, health etc. This is not a new concept in England, and not so common in Auckland. It would be great to see some thinking around this in Auckland.Resource Making Workshop -‐ LiteracyCome along and spend some 1me making resources to support literacy -‐ poem cards, magne1c stories and books. Please bring one idea to share with other teachers. When: 24th March 2011 When: 31st March 2011Time: 3.30pm -‐ 5.30pm Time: 5.30pm -‐ 7.30pmVenue: Akoteu LouOlive Preschool Venue: Li>le Moas Educare 127 Taniwha St, Glen Innes 4 Thompson Park Rd, Mt WellingtonCost: FREE Cost: FREE Iden7ty, Language and Culture What does this mean? We will unpack what this means in your early childhood context and explore and iden1fy prac1cal strategies that support children, families and teachers with authen1c interac1ons with children. Registrations are ESSENTIAL!!! When: 13th April 2011 Please register by emailing/texting or calling Time: 4.00pm -‐ 6.00pm Naketa at the details below. Venue: To be conﬁrmed Cost: FREE Contact me 021 594 825 naketa@core-‐ed.org iChat: email@example.com Skype: naketaferguson