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We are excited to be a recognised provider for the Queensland Kindy Uplift Program. All programs are delivered by Niki Buchan. Niki is flexible in her presentations and able to adapt a session as a bespoke event.
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Download our QLD Kindy Uplift Program with Options and Pricings
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STEM Detectives – Identifying the STEM in children’s play
Educators will gain knowledge and the ability to identify the Scientific Thinking (STEM) in children’s play. They will become aware of developmentally appropriate opportunities that can be provided to support and promote Scientific Thinking. Educators are empowered to use their professional knowledge and skills to observe deeply, to analyse and reflect on children’s innate curiosity, awe and wonder and desire to explore the world around them. Options STEM Detectives
Physicality, Thinking and responding. Social and emotional capability. Access and inclusion. Oral language and communication |
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Adventurous Play – Supporting Risky Play
Educators will gain knowledge and confidence through professional learning and practical experience in supporting children who seek challenge and risk. Educators will develop an understanding of the 6 risky play behaviours children seek and appropriate opportunities to provide for these. Educators are empowered to use their professional knowledge and skills to observe deeply, to analyse and reflect on children’s need and desire to challenge themselves and to accept challenges. Options - Adventurous Play
Social and emotional capability. Physicality. Thinking and responding. Access and inclusion |
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Natural Learning – Learning Naturally with and in Nature
Educators will gain knowledge and confidence through professional learning and practical experience in working with children in and with nature. Educators have identified an increase of children who display behaviours that challenge educators. Through this program educators become more aware of the increasing mental health concern of our young children and the understanding of the benefits being in nature brings. Educators are empowered to use their professional knowledge and skills to observe deeply, to analyse and reflect on children’s behaviour, learning and development. Options - Nature based Practice
Social and emotional capability, physicality, thinking and responding, oral language and communication, and access and inclusion |
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Meaningful Documentation
Australian Learning Tracks Documentation Framework Documentation and programming are identified as the single biggest challenge for most educators as they battle to comply with perceived requirements. Through this program and support educators and services become aware of a time efficient, simple, meaningful way to record, evidence and document children’s learning and development. Educators are empowered to use their professional knowledge and skills to observe deeply, to analyse and reflect on children’s learning and development. Educators will also become aware of the complex dance involved in interaction, engagement, and observation. Options - Documentation
Social and emotional capability, thinking and responding, oral language and communication, access, and inclusion |
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Supporting Children and Educators with Behaviours Adults find Challenging
The professional learning would be around children’s behaviours that educators find challenging and the educators thereby building capacity to understand how to best to support all children and families. Through increasing educator knowledge and engagement we aim to build their capacity, understanding and ability to observe, reflect, identify the child’s needs and respond appropriately thereby increasing the child’s well-being and engagement and leading to better outcomes for all the children as well as the educators. Options - Challenging Behaviours
Priority Areas. Increase children’s health, wellbeing, ability and desire to learn and develop emotionally, socially physically and academically |
Feedback:
Centres asked to rate programs out of 5 (5 being the highest rating)
Centres asked to rate programs out of 5 (5 being the highest rating)
PRIORITY AREAS
Social and emotional capability
Children feel safe, secure and confident in themselves and the learning environment, enabling them to take risks and make decisions. Children have the skills to sustain engagement in learning, manage emotions and connect positively with peers and significant adults.
Physicality
Children demonstrate coordination, strength, gross and fine motor skills in a range of learning situations. Children are confident to make use of the learning environment to support their physical wellbeing.
Thinking and responding
Children take in verbal and non-verbal stimuli and process this information to make meaning linked to their current knowledge and experience. Children demonstrate their understanding and respond in a variety of culturally appropriate ways.
Oral language and communication
Children express their thoughts, feelings and emotions for a range of purposes and can make themselves understood through verbal, non-verbal or augmentative technologies. Children seek to understand and listen to others and make meaning by exploring texts.
Access and inclusion
The service and educators are ready to support all children and families so they feel welcome, engaged and culturally safe. Inclusive practices are embedded in the service and support all children’s active participation in the kindergarten program. The service and other partners provide supportive and responsive transition pathways for children and families across early years settings and work collaboratively to support all children’s learning, wellbeing and development.
Social and emotional capability
Children feel safe, secure and confident in themselves and the learning environment, enabling them to take risks and make decisions. Children have the skills to sustain engagement in learning, manage emotions and connect positively with peers and significant adults.
Physicality
Children demonstrate coordination, strength, gross and fine motor skills in a range of learning situations. Children are confident to make use of the learning environment to support their physical wellbeing.
Thinking and responding
Children take in verbal and non-verbal stimuli and process this information to make meaning linked to their current knowledge and experience. Children demonstrate their understanding and respond in a variety of culturally appropriate ways.
Oral language and communication
Children express their thoughts, feelings and emotions for a range of purposes and can make themselves understood through verbal, non-verbal or augmentative technologies. Children seek to understand and listen to others and make meaning by exploring texts.
Access and inclusion
The service and educators are ready to support all children and families so they feel welcome, engaged and culturally safe. Inclusive practices are embedded in the service and support all children’s active participation in the kindergarten program. The service and other partners provide supportive and responsive transition pathways for children and families across early years settings and work collaboratively to support all children’s learning, wellbeing and development.