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. These 9 presentations are included in 'team share' for the service leader to use as a tool for ongoing learning within your team and at team meetings.
17 videos to inspire
We've filmed insightful professional conversations with Stephen Gallen and authentic learning in action with the children at Cawongla Playhouse. You'll also see inside Bribie Island Community Kindergarten, and why it has been rated Excellent by ACECQA. 'Team share' provides your service leader with access to share these videos at your team meetings.
Printable resources and 3 workbooks
People with full online course access also gain loads of printable resources to use and to deepen their professional knowledge. Full online course participants complete 4 learning checks and receive a certificate on course completion.
TEAM SHARE provides access to the course's 17 videos and 9 presentations for 2 years! Team share is for one centre team, for up to 26 people.
PLUS FULL ONLINE COURSE: access for 2 years for 7 selected team members to receive all course resources, learning checks, and a course certificate on completion.
OR - TEAM SHARE + FULL ONLINE COURSE: with access for the selected number of people in your CENTRE TEAM to complete and revisit the full online course for 2 years, at heavily discounted rates.
- TEAM SHARE INTRO: How the Team eLearning package works FREE PREVIEW
- Video: Our purpose - to see each child flourish FREE PREVIEW
- Team Share Package AGREEMENT OF USE
- Leaders guide - Team learning toolkit
- Team eLearning Package PLANNER and course outline (Printable) FREE PREVIEW
- Before you begin - SHORT SURVEY
- Intro for PART 1: Ingredients for authentic learning
- Chapter 1 Presentation - CAPABLE LEARNERS: Supporting developmental learning
- 1.1: Natural unfolding of development (Dr. Emmi Pikler) FREE PREVIEW
- 1.2: Children's brain and nervous system development: the impact of experiences
- 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 every day FREE PREVIEW
- 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
- 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
- Intro for PART 2: Pedgogy to nurture competent and active learners
- Chapter 4 Presentation - Growing the apple: cultivating the seed for life competencies
- 4.1: Preparing children for school: a Principal's perspective
- Chapter 5 Presentation - Being intentional starts with slowing down
- 5.1: Social learning and being a Role model
- 5.2: Problem solving the hose - Partner role to share ideas, knowledge and learning
- 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
- Intro to PART 3: 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 (Paiget and Athey)
- Chapter 9 Presentation: Using critical reflection to inspire practice
- It's a wrap from Andrea and Stephen
- Here's where next...
- Two questions for you!
"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
"A very worthwhile course to rethink your current practices, refresh your knowledge and understanding of theorists, and how you approach critical reflection. | Narelle Covington
"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
Amazing insight into high quality learning in everyday practice and how theoretical perspectives relate to this. | Jackie Hindle
"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
As an educational leader it is sometimes difficult to inspire and have the tools to enable you to build on the practices that you wish to enhance in your team. Andrea and Stephen use real experiences and knowledge to guide educators to reflect and assess their own practices in an authentic way without judgement or preaching. | Kim Kirkpatrick
Who registers and signs up for team share access?
To register you will need to nominate the centre educational leader, manager, or director who will receive the team share access. This person will lead the professional learning within your team of up to 26 people, using the relevant topics from the 26 presentations and videos in this course.
Who receives a certificate to acknowledge the professional learning on course completion?
The selected people who are registered in the full online course receive a certificate, on completion of the course and its 4 learning checks.
How many people can register for the full online course access in one centre team?
The Team eLearning package has a minimum of 7 people required to register for single user access to the full online course, Different pricing structures are listed below for various team sizes. If your team is larger than 26 people, please contact us for a quote.
Is the online course access transferable if the registered person leaves the team?
The online course access is provided to a single user only using their personal email address, and is strictly non-transferable to any other person/s.
How does this course promote quality improvement in the NQF?
Educators are encouraged to reflect on their pedagogy, and consider ways to improve practices throughout this course. They will deepen understanding of practices aligned with Belonging, Being & Becoming (EYLF) & National Quality Standard (NQS), in: NQS QA1 Educational program and practice: 1.1 - 1.1.3, 1.2 - 1.2.3 & 1.3.2 NQS QA2 Children's health and safety: 2.1.1 NQS QA3 Physical environment: 3.2.2 NQS QA5 Relationships with children: 5.1.1, 5.1.2 & 5.2.1 NQS QA6 Collaborative partnerships with families and communities: 6.1.2
What are the learning outcomes for educators?
This course has 9 chapters, and each chapter has a learning outcome for educators. Gain fresh PURPOSE 1. Understand three main types of learning, and support children's developmental learning to build strong foundations for each child. 2. Value and promote each child's sense of belonging and 'being', supporting children's agency and self-directed play. 3. Focus on providing authentic learning experiences in active learning environments, with real-life connections and purpose. Rethink pedagogy and PRIORITIES 4. Use the EYLF learning outcomes as life-competencies and long-term goals for educators to support children to work towards. 5. Value slowing down to observe and to be intentional, using different roles and strategies to support learning. 6. Shift the focus to 'sparking the flame' with child-centred learning for confident and involved learners. Use critical reflection and theoretical perspectives for INSPIRED PRACTICE 7. Reflect on practice using social learning theorists' perspectives, e.g. Loris Malaguzzi, Reggio Emilia approach. 8. Relate practice to developmental theory. 9. Understand and use critical reflection, with tools to reflect on and inspire practice.
Are there options for First Door consultation in combination with this Team eLearning Package?
Yes, we're happy to discuss options for consultation with your team. Please contact us to discuss this further.
Am I able to arrange payment from an invoice instead of by credit card or PayPal?
Yes, please contact us or email: firstname.lastname@example.org to arrange an invoice. You will need to advise the number of people selected to complete the full online course, and the service leader's name and email for team share access.
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.