Swings + Roundabouts Winter 2021

Good Governance in ECE Strategic Planning in ECE Business/Annual Planning Financial Management Marketing in a Competitive Environment Te Wh ā riki for non-teachers Quality Improvement Managing People Compliance Health & Safety Appraisals for all staff Surviving ERO Go to www.ecc.org.nz/events for more information and booking. If you cannot see in our Calendar of Events when your desired workshop is available in your area, contact events@ecc.org.nz , or check out our e-Learning options. Some topics are available as in-house workshops. PD for Managers, Owners and Governance Committee Members References Alcock, S., & Ritchie, J. (2018). Early childhood education in the outdoors of Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 77–88, https://doi. org/10.1007/s42322-017-0009-y. Honig, A. S. (2017). Outdoors in nature: special spaces for young tamariki’s learning. Early Child Development and Care, 189 (4), 659-669, DOI: 10.1080/03004430.2017.1337609 Jørgensen, K. (2016). Bringing the jellyfish home: environmental consciousness and ‘sense of wonder’ in young tamariki’s encounters with natural landscapes and places. Environmental Education Research, 22 (8), 1139– 1157, http://dx.doi.org/10.1080/1 3504622.2015.1068277. Ministry of Education. (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early childhood curriculum. Wellington, New Zealand: Ministry of Education. and tamariki to explore the significant people, places, and events that have shaped local communities, and those of significance to all New Zealanders, including asking the questions: What are the place names in your area? How did they get those names? Learning this knowledge can be through your own research, alongside talking to your centre’s whānau and connecting with your local Mana Whenua. Exploring and understanding the names and stories of a place can foster a deeper sense of belonging and connection. Other suggestions on the website include: take a walk to a nearby site of significance, taking someone who knows the history of that place if possible; encourage tamariki to gather rauemi (natural resources) in a sustainable way; do art outdoors with natural resources, such as large leaves; if there is a waiata associated with your area, learn the words and actions with tamariki (for example my kindergarten is in Porirua, which gives extra meaning to the learning and the story behind Ka mate, which was composed by the famous Ngāti Toa Rangatira chief Te Rauparaha. Consider utilising maramataka Māori (the Māori calendar year) to connect with the natural world and changing seasons when you garden and when planning special events. Find more information at https://tewhariki. tki.org.nz/en/teaching-strategies-and- resources/belonging/tuia-matauranga-and- local-histories/. So if it’s a rainy day, remember it’s not necessarily the weather causing cold, but germs. And although it takes time, ensure tamariki are comfortable and well- insulated through the wearing of beanies and appropriated layers including jackets and even water-proof pants if required. Encourage whānau to pack spare clothes in winter as well as in summer and get outside and have fun exploring the bugs that bask in the rain, have fun with puddles - splash, make damns, float boats and twigs - and enjoy the benefits of fresh air and making deeper connections to your place! June 2021 { 32 }