The Inspired EC Blog
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Playdough vs Clay: A proprioceptive play showdown
When we think about the resources that we use with children, it's important to consider the "why". Why do we choose some materials or resources over others? What benefits do they have from a play or sensory perspective?
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Becoming a Zebra: An experimentation in body art
Have you ever wanted to become a Zebra?
Yesterday, I met someone who did. While visiting our Timbernook Newcastle program, I spotted a small child carefully and methodically drawing lines on their arms and legs with a texta.
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3 Things Children Need for Exploring "Play with Impact"
Jumping, Crashing, Rolling, Pushing. Many children actively seek out this type of play because their bodies need it from a sensory input perspective. In addition to the sensory input though, there is an element of thrill seeking and risk taking in this type of play, which makes it enticing for many children.
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Play: The ultimate in "non-linear" learning
Recently I had the pleasure of joining one of the 8ways sessions that we have been running with Worimi/Biripi man Uncle Wayne Anderson, and WOW. The discussions we had we rich and thought provoking, and it was when we were exploring the concept of learning being non-linear, that I had a lightbulb moment. Play is the ultimate in non-linear learning! -
4 Steps to Embracing Risky Play
Embracing risky play can be challenging for many of us. We might logically understand the importance of children having opportunities to engage in risky play, and yet we might still be apprehensive - concerned about safety, worried about incidents. -
How can we involve children in our QIP Process?
Our QIPs should be living, breathing, meaningful documents. This means that they aren't always pretty - but they are a collection of voices and insights and ideas and reflections that document our goals and direction and achievements and growth. Of course children should be a part of that! -
It's raining, it's pouring... but we're going outside anyway!
"I hate rainy days when we get stuck inside and the children go wild."
I have lost count of the number of times over my two decades in early childhood, that I have heard some version of this sentiment. For the first couple of years, I said it myself - many times.
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4 Ways to stay true to your philosophy during the festive season
What bothers me though is that in our attempts to fully embrace the festive spirit, some services and educators appear to lose sight of their philosophies and subsequently, children’s rights -
Who is the performance for?
Every year, in around October, the requests for suggestions start: "what songs can we perform at our end of year graduation/concert?" or something along those lines. And every year I wonder - who is the performance for? -
10 Essential Elements for Infant Environments - Indoor Edition
We are often asked for our resource recommendations for various ages. So, we've decided to produce a series of blog posts doing exactly that. And we are kicking it off with infants. -
5 Things to Say Instead of "They had a Great Day!"
"They had a great day!" When they arrive in the afternoon to collect their child from their early education and care service, unfortunately this a phrase that families hear all too often. And do you know what? I have been guilty of saying it. -
Is it ethical or sustainable to use food in play, and where do we draw the line?
If, like me, you are a child of the 80's, there's a very strong chance that you engaged in the fine art of potato printing and pasta necklace creation during your preschool years. Upon asking the question, though, of whether it is ethical or sustainable to use food in play, it seems that the answer isn't exactly black or white.
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