Recommended Reading

Child-Initiated Early Writing - different ways to make the process fun and productive

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Action Stations - Investigations that build a community of young learners

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The Bridge to Transition - designing a robust programme that transitions students to primary school

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EYLF and NQS without Tears 3rd edition - A step-by-step guide

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Helping Young Children Cope with Difficult Times - Supporting wellbeing and identity

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School Readiness Versus Life Readiness?
What really matters in preparing children for the big transition to school

In this motivational session we will explore this fear/concern that children will not be able to cope with the transition to more formal education and the belief that they need to be prepared in advance.

In this session we will explore this statement from Learning Potential Resources published by Australian Government: "School readiness’ is a measure of the knowledge, skills and behaviours that enable children to participate and succeed in school. Parents sometimes think that school readiness means being able to read, write and do basic maths before starting school. But this isn’t the case! School readiness is about the development of the whole child – their social and emotional skills, physical skills, communication skills and cognitive skills. Children cannot thrive at school if they haven’t developed the skills to manage things like getting along with other children, following instructions, and communicating their needs. Research shows that children who start school when developmentally ready to learn tend to do better in school – and it sets them up for further success later in life."

​We will explore what REALLY matters for our children, how we can support children and families in a meaningful way to be ready for life and therefore also for more formal education. 

​This presentation can also be delivered during a parent evening
Recommended Reading

Inspiring Play Spaces

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Maths is All Around -Developing maths concepts in early years

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Children in Wild Nature, A practical guide to nature-based practice by Niki Buchan

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Creating Wonder Using Natural and Recycled Materials to

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National Quality Standard 2nd edition - assistance in meeting requirements of NQS

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Adventurous Play - developmentally appropriate play, challenging and stimulating play

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EYLF and NQS without Tears 3rd edition - A step-by-step guide

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Playing and Exploring in the Early Years - Focuses on teaching and learning and its practical implications for early years practice

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The Adult Role in a High Quality Environment
Exploring the difference between Interference and Interaction

The role of an educator is so important and carries with it a large amount of responsibility and plain hard work! There is a fine line between interference and interaction, that feeling when children's play stops or changes as soon as the adult comes along. Sadly many well intentioned adults tend to interfere with children's play and development instead of facilitating high quality opportunities.

​We will look at the role of the adult as the supervisor as well as the one who does the observing, reflecting and analysing when children are playing. What active supervision means and what a child led program looks like. 

In this professional development session we will explore the role of the adult, knowing when to step in and teach and when to step back to allow learning to happen naturally with the belief that children are capable and competent. 

We will also look at examples of inexpensive, simple and practical high quality physical environment, what they look like or more importantly, what they should ‘feel’ like? We will also explore how learning can be documented in a child friendly and meaningful way.
Suggested Resources 
Creative Loose Parts, Children's Tools, Science Laboratories
Recommended Reading
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Boys will be Boys
Really understanding and supporting our Kinaesthetic Learners; boys and girls.

Why do so many educators find boys challenging? "Boys are too noisy, they can't sit still and they make weapons!!!" Sound familiar? Those poor boys just can't get it right!

In this inspirational session we will explore why boys and other kinaesthetic learners behave the way they do and why we often find their behaviour challenging. We will look at research on weapon play and explore strategies on how this valuable form of play can effectively be managed in a way that does not compromise the boys' development or that of the other children in the setting.

We will discuss and share strategies on how educators can involve and engage kinaesthetic learners both inside the classroom and the outdoors. 

Join Niki Buchan for an inspiring session exploring:
  • the unique way in which these children develop and learn
  • how boys are unintentionally disadvantaged
  • the child behind the behaviour often seen as challenging
  • strategies for ‘behaviour support’ in the classroom 
  • creating a suitable curriculum
  • why so many boys may have this ‘urge’ to make guns out of sticks
  • your own personal thoughts and views on weapon play and how this may impact on children’s play
  • alternative strategies for educators in supporting children’s urge to explore weapon play​ ​
Suggested Resources 
Creative Loose Parts, Children's Tools, Science Laboratories
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Boys and Girls come out to Play
Exploring the differences and similarities between boys and girls

Are boys and girls really so different? They do have different chromosomes and hormones play a large role in the behaviours of different children. 

​Working in early childcare settings and supporting educators with children who are considered 'challenging' usually brings up far more issues with boys than with girls. Does this mean that girls have fewer issues or are girls better able to hide these?. 

In this workshop we will explore the differences as well as the similarities between some boys and girls and explore ways of working where we focus on the individual child, what the needs and requirements for that child are, and how we can provide it. 

We will look at what motivates different children and how we can support them in a setting through really understanding them and following their interests.

Please note, I will generalise when I refer to boys and girls while recognising and respecting that our community are far more diverse and complex.
Suggested Resources 
Creative Loose Parts, Children's Tools, Science Laboratories