Welcome to the training programme ‘Seeing Every Child’ child-led documentation for early learning! The Learning Objective of the full programme (4 modules) is to introduce child-centred documentation as an instrument to recognise, support and enhance children’s wellbeing, learning and development. This is Module 1.  Module 1- Authentic Assessment through Emergent Practice This training module explores five key components of child-centred practice and documentation in early education. It begins by examining emergent practice and the importance of placing the child at the centre of learning and decision-making. The module then explores how agentic educators foster agency in children, followed by an introduction to assessment practices that support learning and development in early education. It also considers how documentation can be used to recognise and celebrate each child's unique strengths, interests and experiences. Finally, the module introduces the MOSAIC framework as a child-centred approach to documenting children's learning, participation and development. Components are as follows: Component 1: Emergent Practice: Placing the Child at the Centre  Component 2: Agency: Agentic Educators enable Agentic Children   Component 3: Assessment for Early Education  Component 4: Seeing the Unique Child through Documentation  Component 5: MOSAIC as a Child-centred Documentation System.   *PLEASE READ 'NOTES FOR THE COURSE' BEFORE BEGINNING.    

Welcome to the training programme ‘Seeing Every Child’ child-led documentation for early learning! The Learning Objective of the full programme (4 modules) is to introduce child-centred documentation as an instrument to recognise, support and enhance children’s wellbeing, learning and development. This is Module 2. MODULE 2: Telling the Story of Learning: The story-based approach.  This training module explores six key areas that support a story-based approach to documentation in early learning settings. It begins by examining emotional wellbeing as the foundation for all learning, before considering what holistic learning looks like in practice. The module then introduces ways to make children’s learning visible through stories, including the use of inquiry wall stories and transition stories to capture and share meaningful learning experiences. Finally, it explores the MOSAIC framework as a practical approach for documenting children’s voices, experiences and development through storytelling. Components are as follows: Component 1: Emotional wellbeing: The cornerstone of all learning. Component 2: What does holistic learning look like? Component 3: Making learning visible through stories. Component 4: Inquiry wall stories. Component 5: Transition stories. Component 6: MOSAIC as a framework for documentation through stories. *PLEASE READ 'NOTES FOR THE COURSE' BEFORE BEGINNING.

Welcome to the training programme ‘Seeing Every Child’ child-led documentation for early learning! The Learning Objective of the full programme (4 modules) is to introduce child-centred documentation as an instrument to recognise, support and enhance children’s wellbeing, learning and development. This is Module 4.   This is Module 4 - Planning a Child-centred Curriculum - The Long Term, Medium Term and Short Term Planning Framework. This training module introduces a practical, reflective approach to planning and documenting an emergent curriculum. Participants will explore a continuous cycle of planning and assessment, learn how to authentically capture and respond to children's voices, and apply a structured Long-Term, Medium-Term, and Emergent (Short-Term) planning framework. The module also examines the use of topic scaffolds to support meaningful learning experiences, the development and implementation of emergent plans, and the importance of maintaining an "invisible thread" of linked documentation to demonstrate continuity in children's learning journeys. Finally, participants will learn how to effectively use MOSAIC Educator to record, connect, and manage planning and documentation, ensuring a cohesive, child-centred approach to curriculum planning and practice. Components are as follows: Component 1: A Reflective Cycle of Planning and Assessing Component 2: Capturing and responding to child voice (ASH) Component 3: The LT, MT and Emergent (ST) Planning Framework Component 4: Topic Scaffolds Component 5: The Emergent Plan Component 6: The Invisible Thread of linked Documentation Component 7: Emergent Planning on MOSAIC Educator   *PLEASE READ 'NOTES FOR THE COURSE' BEFORE BEGINNING.  

Implementing Aistear 2024 Aistear: the Early Childhood Curriculum Framework was first published by the National Council for Curriculum and Assessment (NCCA) in 2009 and was updated in December 2024.  Aistear celebrates early childhood as a time of being, a time for enjoying and learning from experiences as they unfold, and laying important foundations for later learning and for life.  This programme 'Implementing Aistear 2024 in everyday practice with babies, toddlers and young children'  consists of 6 components which can be undertaken in phases or all at once: Component 1: The Aistear curriculum framework structure and components Component 2: Guidance for good practice Component 3: The Agentic Educator Component 4: Aistear based emergent learning for babies and toddlers Component 5: Aistear based emergent learning for young children  Component 6: MOSAIC supports and resources for Aistear implementation IMPORTANT: A follow up Aistear Reflective Practice service audit is a vital component of this programme (Included in Reference Documents section). This is designed as a whole team process and will support the service to identify gaps in Aistear influenced practice.   

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.   

Loose Parts are any open-ended materials that you can give to children that have no directions or instructions. With no prescribed method of play or end product, items can be used entirely at the discretion of the child. Loose parts play is a valuable contributor to an emergent curriculum approach. The 'Loose Parts Play' programme contains lots of practical and visual inspiration to make loose parts play a significant component of an emergent curriculum for the under 3’s, preschool and school age children.  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.