With an attitude of growth, fun and connection, Inspired EC has evolved into an organisation that works closely with educators and services around Australia and internationally, providing training, resources, consultancy services and much more.
Perhaps you are on your lunch break, dreading returning to the room because your colleague doesn't seem to really give a damn about the work that they are doing. Or maybe you've just come home, frustrated that other educators in your service don't seem to want to be there or to pull their weight.
When I first became a nominated supervisor at twenty-one, I had absolutely no idea how to lead a team meeting. How could I? I’d been thrown in the deep end quite suddenly and could really only draw from the experience I’d had on the other side of the meeting.
I often think about what a privilege it is to be involved in the life of a child, particularly in the early years. We share milestones with them and see them grow and develop for a few years, if we are lucky.
While it might be tempting to seek out the short cut - especially at a time where staff shortages are a very real experience and we are all doing our best with the limited time we have - I feel like as a profession we need to hold strong, and remember that "we know stuff!"
This is turnover like we haven't seen before. This is a time where previously passionate, skilled, knowledgeable professionals are saying "I'm done" and leaving the education sector altogether.
Simple, and child led. It's what learning needs to be. Why do we have a tendency to overcomplicate the way in which children learn? When we head out into nature, when we slow down and let children explore and create and wonder, magical things happen. Learning happens.
We all want to start well, and often that means throwing everything we have at it. But what if that's not the start we really need? What if by going in strong, we run the risk of burning out fast?
When I was a director, I was very self critical. I constantly felt like I wasn't doing enough, or that our service wasn't good enough. I was always looking over our environment with a judgemental eye, or wondering how we could improve our program.
I remember reading a few years ago a funny post that said that the average four year old asks 437 questions in a day. Yes, it's an exaggeration. Or is it?
Why do children ask so many questions? And what about the biggest question of all?WHY?
Perhaps you are on your lunch break, dreading returning to the room because your colleague doesn't seem to really give a damn about the work that they are doing. Or maybe you've just come home, frustrated that other educators in your service don't seem to want to be there or to pull their weight.
When I first became a nominated supervisor at twenty-one, I had absolutely no idea how to lead a team meeting. How could I? I’d been thrown in the deep end quite suddenly and could really only draw from the experience I’d had on the other side of the meeting.
I often think about what a privilege it is to be involved in the life of a child, particularly in the early years. We share milestones with them and see them grow and develop for a few years, if we are lucky.
While it might be tempting to seek out the short cut - especially at a time where staff shortages are a very real experience and we are all doing our best with the limited time we have - I feel like as a profession we need to hold strong, and remember that "we know stuff!"
This is turnover like we haven't seen before. This is a time where previously passionate, skilled, knowledgeable professionals are saying "I'm done" and leaving the education sector altogether.
Recently, the French government announced its intention to protect children, in relation to the "over-sharing" of images online. This got me thin...
Simple, and child led. It's what learning needs to be. Why do we have a tendency to overcomplicate the way in which children learn? When we head out into nature, when we slow down and let children explore and create and wonder, magical things happen. Learning happens.
There does seem to be an assumption that being a parent or even just being older makes for a better educator.
We all want to start well, and often that means throwing everything we have at it. But what if that's not the start we really need? What if by going in strong, we run the risk of burning out fast?
When I was a director, I was very self critical. I constantly felt like I wasn't doing enough, or that our service wasn't good enough. I was always looking over our environment with a judgemental eye, or wondering how we could improve our program.
Children ask a lot of questions.I remember reading a few years ago a funny post that said that the average four year old asks 437 questions in a day. Yes, it's an exaggeration. Or is it?Why do children ask so many questions? And what about the biggest question of all? WHY?
We know, as educators, that it is important to reflect on our practice. But do we know why? Or more to the point - who it is for?
