CPD Training

Early Years Education Continuing Professional Development 2018/19

For further information regarding Early Years Education CPD please contact:
Denise Corfield, Enterprise, Partnership Training Lead EarlyYearsPartnership@edgehill.ac.uk
Please book your place in advance by emailing EarlyYearsPartnership@edgehill.ac.uk
Please note: all sessions will be held at the Edge Hill University Ormskirk Campus https://www.edgehill.ac.uk/location/

Confirmation of venue/room details will be emailed to participants prior to the session.

Click here to download a copy of the schedule below.

Using practitioner led inquiry with Early Years SENCOs to improve provision and practice for very young children with emerging needs

Wednesday 16th January 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Janice Darkes-Sutcliffee

Overview

This session explores the important role of the Early Years Senco and some of the challenges faced when putting the ‘SEND Code’ into practice when working with young children (2-5 years).
It draws on accounts from Sencos who have taken an action learning approach to their professional development, working together to critically reflect on their practice and implement changes in order to more fully meet the needs of the “Unique Child”.
Through their stories, the concept of ‘early identification’ will be examined and how by deepening their understanding of what ‘high quality’ inclusive practice means in the Early Years, the experience of children with SEND and their families was improved.

A thought-provoking session reflecting on some of the challenges social media present whilst exploring ways of harnessing the power of on-line activity to promote early years ‘business’ and create a positive and resourceful personal on-line presence.

Leadership for baby room leaders

Monday 21st January 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Liana Beattie

To review some of the key theories of leadership and management;
To reflect critically on the role of Room Leaders in an Early Years setting;
To develop new strategies of problem-solving related to the Room Leaders’ role.
You will engage in a critical discussion and participate in practical tasks of identifying a leadership issue from your practice and suggesting solutions to specific scenarios via using De Bono’s ‘Six Thinking Hats’ approach.

Using qualitative research in education

Thursday 7th February 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Dr Annabel Yale

This session is for those who are thinking of conducting research in early childhood. It considers some of the possible research methods and explores different issues around methods, ethics, giving children a voice and research design.Dr. Annabel Yale

Leading learning in the EYFS

 Wednesday 13th February 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Denise Corfield

To provide a framework for reflective thinking and learning for those leading practice in the Early Years;  To reflect  upon leaders and aspiring leaders understanding of leading pedagogy in an Early Years setting;  You will engage in a critical discussion and explore what strategies you could employ to secure time for pedagogical leadership tasks.

Music and Singing in EYFS: Confidence, knowledge and resources

 Wednesday 20th February 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Zoe Greenhalgh

This session will look at children’s musical development from birth to 5 years of age with reference to the new Musical Development Matters guidance from Early Education.  The session will include practical resources and information on incorporating music into your setting using singing games and rhymes to engage and support children in their learning.

Early Reading for Under 3’s- Learning from practice and research

 Thursday 28th February 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Dr Karen Boardman

This session is designed for school and setting staff, managers, leaders and practitioners
Aims:
Reflect on current practice and provision for ‘early reading’
Know and understand the principles and content of the Literacy Area of Learning and Development in the Early Years Foundation Stage (DfE, 2017)
Discuss and explore ‘early reading’ and what this actually IS for very young children
Understand early reading ‘in practice’…. attitudes, enjoyment, ‘reading behaviours’ …

Seeing documentation of children’s learning through unusual theories

 Wednesday 6th March 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Jo Albin Clark and Jennie Swift

Aims:
Documentation practices encompass the myriad of ways that teachers and practitioners observe, assess, record and share young children’s learning. Observation of children’s learning is associated with reporting and accountability policies that are influenced by the EYFS curriculum (DfE 2017).  How can looking at documentation through different theoretical ideas help teachers and practitioners to think differently about what their observations can do? In this session we will look at some unusual theories, such as new materialism (Coole and Frost, 2010) where matter is positioned as having influence and being ‘lively’. We share recent research to talk about the possibilities of thinking with theory.

Leadership for Room Leaders

Thursday 14th March 2019
1-3pm
Faculty of Education Lecture Theatre
Delivered by Liana Beattie

Aims:
To review some of the key theories of leadership and management;
To reflect critically on the role of Room Leaders in an Early Years setting;
To develop new strategies of problem-solving related to the Room Leaders’ role.
You will engage in a critical discussion and participate in practical tasks of identifying a leadership issue from your practice and suggesting solutions to specific scenarios via using De Bono’s ‘Six Thinking Hats’ approach.

From Good to Outstanding… developing an enabling environment as the third teacher

Friday 22nd March 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Shamim Ashraf

Working with two-year olds – ‘potentials, possibilities and challenges’

Wednesday 27th March 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Janice Darkes-Sutcliffe

Aims:
To deepen understanding of the world of two-year old’s by examining key theories relating to their development, play and learning and exploring what this means for practice and provision.
Examine how we can help to ‘diminish the difference’ in attainment through our work with the children and their families.
Explore how each of us can plan learning which will enable two-year old’s to thrive, moving learning forward in ways that are meaningful and developmentally appropriate.

Understanding socio-emotional needs

Thursday 2nd May 2019
4-6pm
Faculty of Education Lecture Theatre
Delivered by Alicia Blanco-Bayo

Aims:

  • To explore the use of observations to highlight emotional responses.
  • To analyse emotional responses in order to develop channels of interaction that will support children.
  • To discuss ways to set up an environment that promotes emotional security.

This session provides opportunities for you to reflect on your own practice and use Saarni’s skills of emotional competence to identify socio-emotional stages of development.

Forest School Taster Session EYFS

Tuesday 7th May 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Jackie Sumner

Aims:
An introduction to the Forest School approach, philosophy and practice. The session will consist of a brief classroom-based rationale with some discussion, before undertaking a small number of practical activities designed to promote reflection on the outdoors as a rich and engaging learning environment.

Developing mathematical problem-solving skills

Wednesday 15th May 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Hefin Williams

Aims:
The initial part of the session will look at the theoretical underpinning for problem solving and consider specifically the ability to apply this to mathematics as a subject.
It will focus on the work of George Polya, John Dewey and John Mason.
The second part of the session will explore practical ways of promoting mathematical problem solving in both EYFS and Key Stage 1 age phases. It will consider enhancing the continuous provision environment for mathematical problem solving, adult led tasks that scaffold problem solving and the use of problem solving challenges in Key Stage 1.

Introduction to working with Early Years children on the Autism Spectrum

This is a repeat session of a session delivered in 2017/18 programme.

Wednesday 22nd May 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Rachael Sackville-Jones

An overview of an Autism diagnosis and the shared characteristics of this condition.
A consideration of potential barriers to learning and accessing education for this group of learners
Practical suggestions for support strategies for EYFS and Key Stage 1

Reflections from Sweden – quality provision and practice

This is a repeat session of a session delivered in 2017/18 programme.

Wednesday 29th May 2019
2-4pm
Faculty of Education Lecture Theatre
Delivered by Dr Karen Boardman

This session presents an opportunity for practitioners, leaders, managers and school teachers to explore, discuss and review quality learning experiences; indoors and outdoors from a visit to Sweden.

Assessment without scores

This is a repeat session of a session delivered in 2017/18 programme.

Thursday 6th June
2-4pm
Faculty of Education Lecture Theatre
Delivered by Alicia Blanco-Bayo

Aims:
To look at the use of observations to assess children’s development without using scores.
To identify developmental steps within the Early Learning Goals.
To use observations to discuss how learning occurs and fits under the Early Learning Goals umbrella.
A series of case scenarios will be discussed and “A spider web of learning” will be used to assess development using alternative assessment strategies.

Reflections of Reggio Emilia Approach

This is a repeat session of a session delivered in 2017/18 programme.

Friday 7th June 2019
10-12pm
Faculty of Education Lecture Theatre
Delivered by Julie Goodman and Louise Masterson

Perspectives of Reggio Emilia – how this has impacted upon the early years ethos and curriculum in England by comparing and contrasting some Reggio principles adopted by outstanding Merseyside settings.