This short presentation will give you a flavour of the creative new book A Suitcase Full of Stories by Avril McMonagle on pedagogical documentation for early education.   'A Suitcase Full of Stories' is an essential resource for Educators, Pedagogical Leaders and students to maximise the impact of meaningful child-led documentation for learning using a story approach. Packed with examples of learning stories, child voice and emergent planning, this book is about capturing children’s stories. It supports educators to develop the skills to tune-in to young children, to see and hear their voice and to use this information to build meaningful learning experiences through a child-led curriculum of play. Available from Amazon.uk/com Purchase here and from the MOSAIC Website A Suitcase Full of Stories - Paperback - MOSAIC (mosaicearlyed.com) This presentation is for information purposes only.  Downloadable flyer in 'Reference Document' section.   

Quality can be defined as an 'environment of relationships' where the consistency of interactions and attachments are the first, middle and end point of early childhood learning and care’. The quality and stability of a child’s relationships in early childhood lay the foundation for intellectual, social, emotional, physical and moral development. 'Interactions and Relationships for the under 3’s' is a practical programme that puts the spotlight on the importance of engagement and interaction strategies with very young children. The programme includes 4 components that will support educators to understand how interactions and relationships underpin quality early childhood practice. The main component of the programme explores a variety of practical everday interaction strategies and techniques for the professional educator.  The programme contains 2 self reflective excercises to enable the educator to reflect on their own practice.  The Resource Document section contains useful handouts and information blogs.   

Emergent curriculum is a method of providing early childhood experiences that respond to children’s interests and needs as they develop naturally in real time.  ‘Emergent Curriculum’ will enable the educator to understand what emergent curriculum is, the quality principles it is based upon and how to implement this pedagogical strategy when working with babies, toddlers and young children.  The programme contains a number of 'think about' activities to reflect on current practice in specific areas.  Components include:  1. What is Emergent Curriculum? 2. What does Emergent Curriculum look like in practice? 3. Providing child-led experiences 4. Meaningful, Responsive and Flexible Curriculum Planning 5. The role of the skilled educator.   The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion. *PLEASE READ YOUR 'NOTES FOR THE COURSE' BEFORE STARTING YOUR PROGRAMME*

An emergent approach is a method of providing curriculum that recognises and responds to children’s interests and needs as they develop. As a result of close adult observation of the child’s behaviour and play - the child’s ‘voice’ is included in the planned curriculum response. The ‘Child-led Emergent Planning’ programme is about creating a streamlined system. The aim is to outline a streamlined and effective system that will enable educators to plan for children’s emerging interests and needs and make their 'voice' visible. The programme contains 3 components as follows:  Component 1: Overview of the Child-led Emergent Approach  Component 2: Emergent Planning  Component 3: The Planning Cycle This programme is an extension of the Mosaic programme ‘Emergent Curriculum’,  ‘Creating Learning Stories’ and  'Seeing Voices' and puts a particular emphasis on including the voice of the child in the emergent planning process.   The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion.  

The Strength-based Approach is a meaningful and real style of writing about children in a way that starts with what they can do. It starts with where the child is now, not with what is absent, and highlights where the child can go with additional support. The ‘Strength Based Writing’ programme will support Educators to focus on professional writing techniques when compiling Transition Reports or Snapshot Reviews.  Practical examples of strength-based writing in different formats are included. The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion. *PLEASE READ YOUR 'NOTES FOR THE COURSE' BEFORE STARTING YOUR PROGRAMME*

Schematic play happens when babies, toddlers and young children are involved in repeated actions or certain behaviours as they explore the world around them and try to find out how things work. We call these specific actions or behaviours 'Schemas' 'Schematic Patterns in Play’, identifies and explains the main play schemas. Sample activities to support children to develop these further are highlighted alongside descriptive words to build corresponding language acquisition under each schema. You will also see examples of how to write a learning story with a schema focus and many images of play schemas in action. This programme will be particularly suitable for those working with children under 3 and in junior pre-school.  The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion. IMPORTANT* Before you start - please read 'NOTES FOR THE COURSE'. This contains important information to help you navigate the site if you are undertaking a programme for the first time.