9 chapters with 9 presentations
Each chapter has a 20 - 30 minute presentation that weaves key understandings together, and builds knowledge from the previous chapter.
17 videos to inspire
We've filmed authentic learning in action with Stephen Gallen and the children at Cawongla Playhouse. Join Andrea Isitt for fresh insights in professional conversations with: Stephen Gallen, Narelle Dawson and Andrew Oberthur
Printable resources and 3 workbooks
Gain access to loads of printable resources to use and to deepen your professsional knowledge. Your three workbooks will become treasures of information. Use these to reflect on and jot down your new ideas as you work through each chapter.
FRESH PURPOSE - Learn how to build strong foundations for each child's success in life. Support children's developmental learning, child-led play and agency, in active learning environments.
SHIFT PRIORITIES - Slow down to observe and understand each child. Explore your pedagogy, and use intentional teaching to nurture authentic interactions in relationships and environments. Focus on child-centred learning towards long-term outcomes.
INSPIRED PRACTICE - See the big picture, by understanding important theories and research that can change your thinking and practice. Use critical reflection as an ongoing tool to consider other perspectives and to inspire your practice.
- COURSE INTRO: & how this online course works with course facilitator Andrea Isitt
- Course outline: Your action steps (Printable)
- Video: Our purpose - to see each child flourish
- Online course AGREEMENT OF USE
- Before you begin - SHORT SURVEY
- Belonging, Being & Becoming: The Early Years Learning Framework
- Educators guide to the EYLF
- The CREATE Framework: Learning environments to develop creativity, by Center for Childhood Creativity
- Loose Parts Play: A toolkit, by Theresa Casey & Juliet Robertson
- Intro for PART 1: Ingredients for authentic learning
- PART 1: PURPOSE WORKBOOK (Printable)
- Chapter 1 Presentation - CAPABLE LEARNERS: Supporting developmental learning
- 1.1: Natural unfolding of development (Dr. Emmi Pikler)
- 1.2: Children's brain and nervous system development: the impact of experiences
- 1.3: Three types of learning (Printable)
- 1.4: Early Years Learning Framework Practice Based Resources - Developmental Milestones
- Chapter 2 Presentation - FUEL FOR LEARNING: Nurturing belonging, 'being', agency and play
- 2.1: The swing set up - supporting agency and authentic learning in the everyday
- 2.2: The borrow book - a child's idea, listening and agency
- 2.3: Child-directed learning and unrushed play, at Bribie Island Community Kindergarten
- 2.4: The power of PLAY poster (Printable)
- Chapter 3 Presentation - AUTHENTIC LEARNING EXPERIENCES: Providing active learning environments
- 3.1: Learning with heart, head and hands (Story telling)
- 3.2: 'The Story of Snake' by Leanne Logan
- 3.3: Active learning environment at Bribie Island Community Kindergarten
- 3.4: Phases of the learning journey (Printable)
- 3.5: Growth map for active and competent learners (Printable)
- Check your learning for PART 1. Ingredients for authentic learning
- Intro for PART 2: Pedgogy to nurture competent and active learners
- PART 2: PRIORITIES WORKBOOK (Printable)
- Chapter 4 Presentation - Growing the apple: cultivating the seed for life competencies
- 4.1: Preparing children for school: a Principal's perspective
- 4.2: The apple & Learning Outcomes for children from EYLF - focus to nurture (printable)
- Chapter 5 Presentation - Being intentional starts with slowing down
- 5.1: Video: Social learning and being a Role model
- 5.2: Problem solving the hose - Partner role to share ideas, knowledge and learning
- 5.3: 4 roles of an educator to support learning (Printable)
- 5.4: Are you supporting active or passive learners? (Printable)
- Chapter 6 Presentation - 'Sparking the flame' with child-centred learning
- 6.1: Inquiry-based learning - nurturing children's interests, knowledge and ideas
- 6.2: The Rainbow cabinet - Project-based, collaborative learning and sustaining interest
- 6.3: About Me form - for child-centred practice (Printable)
- Check your learning for PART 2: Pedagogy to nurture active, competent learners
- Intro to PART 3: Using theoretical perspectives to inspire practice
- PART 3: INSPIRED PRACTICE WORKBOOK (Printable)
- PRINTABLE: Overview of theoretical perspectives - a tool for reflective practice
- Reflective journal template: using theoretical perspectives to inspire practice
- Chapter 7 Presentation: Reflecting on practice using social theorists' perspectives
- 7.1: 100 Languages by Loris Malaguzzi (2 minutes)
- 7.2: Inspired by Reggio Emilia approach (Malaguzzi)
- 7.3: "They're not being my friends" - ZPD & supported learning (Vygotsky and Bruner)
- Chapter 8 Presentation: Relating pedagogy to developmental theorists
- 8.1: Developmental theory and Schema (Piaget and Athey)
- 8.2: Schematic play poster (Printable)
- 8.3: Schema: play urges for learning (Printable)
- 8.4: The Pikler collection: The Development of Movement - Stages
- Chapter 9 Presentation: Using critical reflection to inspire practice
- Quiz: Using theories of learning - to inform and inspire my practice
- Critical reflection worksheet (Printable)
- Phases of critical reflection and learning: poster with key notes (Printable)
- My professional development plan (Printable)
- Check your learning for PART 3: Using critical reflection and theoretical perspectives to inspire practice
- It's a wrap from Andrea and Stephen
- Congrats! Here's where next...
- Before you go...
"This beautiful course helps me to understand more about the children's learning and development and change my old way of nurturing and educating children to a much better one. The focus is shifting practice to respecting the children. Everyone is happier with the practice in this course and there is long-term benefits. I enjoyed taking my time to slowly take in and use all of the information in this course. The whole team and all early childhood teams should do this course!" | Silioti Fatiaki
"The information in this course is very valuable. I have gained inspired knowledge and ideas to improve practice." | Ute Hunter
"I have loved every moment of this learning. The course is so well organised and the layout/delivery is incredibly user friendly. The content is of the highest quality and provides relevant information, ideas, and tools with rich and practical examples in both video and text format that help to really cement learning and understanding. I cannot speak highly enough of the professional learning courses through First Door." | Katie Samuels
I found this course to be very helpful and gained more knowledge about theoretical perspectives. and why we do what we do." | Julie van Gennip
"Great course to be able to further understand children's needs within their learning and development." | Taiha Mcpherson
"I have gathered a lot of information that I will happily take into my everyday teaching as an educator." | Sharlie Setu
Andrea commenced studying early childhood development 29 years ago, and this started a career focused on achieving best outcomes for children in Early Childhood. After several years working as a qualified educator and leader, Andrea co-founded First Door in 2012. Her passion as Company Director is driven by her desire to promote exceptional education and care for children. Andrea promotes respectful practice that nurtures emotional security and a natural childhood. She is an avid researcher and shares views from Dr. Emmi Pikler and many leading Early Childhood theorists, play and learning ambassadors, and from current neuroscience research. Andrea has been influenced by her experience of Early Childhood Education in New Zealand, and by visiting Bush Kindys and Forest Kindergartens in Norway, California and Australia.
Stephen is a consultant and teacher who has over 30 years of roles and experience in Early Childhood Education and Care, with over 20 years as a contact educator/teacher. During this time, he has experienced all service types including long day care, in home care, school age care, primary school and kindergarten. Stephen has supported educators in their professional development since 1999, delivering a range of programs on behalf of providers including Gowrie, Workforce Council (PSC), TAFE and QUT. Stephen is currently the Director/ECT at Cawongla Play House, and has collaborated with Andrea to share practical examples of authentic learning, agency and social justice in action within the every day curriculum. Throughout this course, Stephen engages in professional conversations with Andrea sharing his inspiration from the Reggio Emilia approach, and his wealth of knowledge in relation to practical and theoretical perspectives.
Clare Caro is the founder of The Pikler Collection, Nature Play® (UK) and Authentic Learning Environment. As an ongoing learner, researcher and writer, her wealth of insightful knowledge is shared through her websites and in workshops. Clare embodies this knowledge and shares practical application through Nature Play groups, and in every day life and pedagogy with her own two daughters. Andrea and Clare have enjoyed professional collaboration since their first meeting in London in 2016. Clare's passion for authentic learning and knowledge of the natural unfolding of development has both inspired Andrea and contributed to the resources provided in Part 1 of this course.