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How to use a superdiversity approach to work with migrant families in early childhood care and education settings
Understanding superdiversity and what it means in early childhood settings.
Embodied literacies in early childhood environments
An introduction to the various embodied and nonverbal modes that young children use to communicate.
What role should teachers take in children’s visual arts experiences?
How teachers can actively support children’s sustained engagement with complex creative arts.
Questions to use during mentoring conversations
A set of questions to help structure and guide productive mentoring conversations.
Connecting non-symbolic to symbolic representations
Understanding object counting, subitising and numeral knowledge.
What to try when building partnership with families is challenging
A taxonomy to help you reflect on partnership practice at your ECE setting.
Supporting children’s emotional learning in early childhood
The importance of emotional knowledge and wellbeing, and how teachers can support it in early childhood education.
What role should I take in children’s play to best support learning?
Principles for aligning a teacher’s role in play activities with valued learning outcomes.
Why you must talk to infants and toddlers
Why it is so important to talk to very young children, and specific strategies to use when communicating with infants and toddlers.