Event Date Mon, 30 Oct 2017 6:00 pm
Event End Date Mon, 30 Oct 2017 7:30 pm
Registration Start Date Wed, 07 Jun 2017 12:00 am
Cut off date 30/10/2017
Individual Price $77.00
Presenter Jessica Horne-Kennedy
Number Hours 1.5
Cost Code 04.106.R4002.43100
Location Online
We are no longer accepting registrations for this event

Event description

Schema development is an area of early childhood practice that is becoming a topic of pedagogical interest and investigation.  By exploring the foundations of this theory, some of the current dialogue in the early childhood sector can be used as a starting point for reflection and documentation of children’s play. 

This 1.5 hour webinar includes:

·         Investigating the background of ‘Schema Theory’ in early childhood education and unpacking what this means for practices of working with infant and toddlers.

·         Exploring in a creative way the concept of ‘Flow’ and using it as a point of reference for reflection.

About the presenter

Jessica Horne-Kennedy is a qualified early childhood educator holding twelve years teaching experience across a range of age groups including experience in management as a Teaching Director, and Supervisor.  She has worked in a range of settings such as community adult education, parent run playgroups, Reggio Emilia inspired settings and Rudolf Steiner Schools in New Zealand and Australia.  Jessica currently works in in a Rudolf Steiner preschool in Sydney and also as a Quality Management and Compliance Coordinator for another early childhood organisation.

Jessica has a special interest in holistic based learning philosophy drawn from her experiences working in Rudolf Steiner early childhood environments Jessica has a particular interest in the theories and philosophy of relationships in early childhood environments. This interest formed the basis of her Masters in Education thesis.   The thesis presented a series of stories exploring how the beliefs held by Rudolf Steiner early childhood educators influenced their practices of forming relationships with children in their first year of attending preschool.

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