39th ECTA Annual Conference 28th June 2014
Venue: Sheldon Event Centre
All registrations are via the Conference Website.
Once the site is live a link to the site will be available on the homepage of the ECTA website and on this page.
7 March: Trade Exhibitor registrations open
12 March: ECTA Members financial as at end of February (via personalized email only)
1 April: ECTA members financial on or after 1 March & Non-Members
- Presentation Outlines for Keynote, Masterclasses, Workshops
- Conference Registration Process
- 2014 ECTA Conference Remote & Rural Support Application
- Registration Fees 2014
We all want 'more play' in our setting - so what's putting us off?
The Keynote Presentation looks at the most common barriers that settings face when trying to provide 'more playing' as part of their day, and explores a number of possible solutions. Marc will explore what it is our children truly want in a play environment and how we can overcome the barriers we perceive as stopping us from doing just that. He will show participants how to overcome what they believe are the barriers … the things that are currently getting in their way. This is an inspiring presentation which empowers the participants to achieve with confidence what we know is the best environment in which our children can spend their time. It shows them how they can go away following the presentation and begin to achieve such an environment now!
The role of the adult in children's play: the play cycle
Aimed at all levels of staff working in ECE in both the school and non-school sector, this session explores the role of the adult in children's play and tackles the tricky question of when and how to intervene when children are playing. It also looks at the cycle of the playing child from an initial invitation, or 'play-cue', from the child to the 'play return' from the fellow playmate or the adult.
Marc Armitage is an independent play consultant specialising in the role of children's play in learning and their social worlds. Marc is currently based in the United Kingdom but regularly travels around the world lecturing, running professional development workshops, researching and consulting on children's play. Marc has been an independent specialist in this field for twenty-four years and altogether has been employed in this type of work for more than thirty years.
Marc Armitage specialises in exploring what children and young people do when they are not usually in the presence of adults. To understand children's play and how this knowledge can impact on our practice in playwork, early childhood education and schools, we need to know and understand what it is that children 'do' not what we think they do. As adults, we make a lot of assumptions about children - what they can do, what they can't do; where they spend their free time and what they do there. Very often those assumptions are wrong. It is common to hear adults say that children of today simply do not know how to play any more - it isn't true; people say the traditional games that they remember playing as a child just are not around any more - this isn't true; and people say children much prefer screen time to playing out - I'm here to tell you this isn't true either. If we want to understand children and their wider social lives, we need to know and understand what they 'do' - not what we think they do or what we would like them to do but what they actually do in those places and those times in which they have control over their own choices. This can only be done by actively exploring children's lives - especially exploring those times and those places in which there are usually no adults present - the journey to and from school, recess time, the time after school, time at home away from parents, etc. 'The thing that children and young people do more than any other thing when adults are not watching … is play!'
The big 3: the secret trio to management success
As a leader, a centre director, you are often faced with a spectrum of annoyances and frustrations. Although you can celebrate the successes and milestones, you know the frustrations and annoyances can seem (more often than not) impenetrable. When it comes to managing people, there are three big challenges you will need to deal with at some time.
• you struggle with your team getting their work done, the way you expected it to
• you are in first and out last and you take work home (you've almost forgotten what your family look like)
• you are dealing with negative or selfish attitudes, subtle aggressions or sabotage, or you can't seem to get staff performance to improve ...
… then you must attend The Big 3 Masterclass. Sally will show you how you can smoothly and easily rise above these frustrations and productively and effectively manage your people.
Sally Foley-Lewis fast-tracks manager productivity! She empowers managers to be conscious of their thinking and actions: to be strong, authentic and confident in their roles. Sally is the skill-builder and insight-igniter who prepares and helps managers to build their own management and leadership legacy from Day One. She's worked with managers at all levels, across a range of industries, such as aviation, shipbuilding, oil and gas, Telcos, finance, health and education. Sally brings diverse experiences to her training, speaking and coaching influenced by having been in management roles and lived in Germany, Outback Queensland, the United Arab Emirates and now living in Sydney, Australia.
Professor Karen Stagnitti:
Pretend play and children with autism
Children with autism have difficulty understanding social situations and understanding the play of others. This presentation focuses on children with autism at school, so higher functioning children with autism. These children often have many skills but can also show characteristics such as rigidity, literalness, and lack of understanding of social situations with peers. Children with autism also have delays in their pretend play. This presentation goes through the skills children need to pretend in play and how to engage children with autism in play in order to build their play ability. As a result of building play skills, children with autism also show increases in language, narrative language and social interaction.
Pretend play and literacy
This presentation goes over the evidence for the links between pretend play, language, narrative and literacy. This presentation also goes through the development of pretend play and links this development to narrative language and literacy. Practical activities are also suggested to give teachers ideas of how to combine play with literacy in the classroom.
Professor Karen Stagnitti currently works as Professor, Personal Chair in the Occupational Science and Therapy program in the School of Health and Social Development at Deakin University, Australia. She graduated with a Bachelor degree in Occupational Therapy from the University of Queensland. Over the past thirty-plus years she has mainly worked in early childhood intervention programs in community based settings as part of a specialist paediatric multidisciplinary team. Her area of research is children's play. Karen has over seventy national and international papers as well as fifteen book chapters, and a norm-referenced standardised play assessment, the Child-Initiated Pretend Play Assessment.
I remember it well
Our working memory is where conscious thought occurs and tasks are performed. This masterclass explores in a very practical sense how children learn new things and how they remember what they have learnt. How we can maximise the retention, and streamline the retrieval of concepts will be the focus of the session. Some implications for literacy and numeracy will be discussed during the session.
Iain Hodge has taught in Queensland for twenty-five years, much of that time across the early to middle years. He has taught across the state with experience in both small school and large school settings. Iain has worked as a Principal of small schools, Deputy Principal, Educational Advisor (literacy, numeracy), Behaviour management support teacher and Regional Literacy Manager. Most importantly, between roles he regularly returned to the classroom as a teacher. Iain's interests across his roles have included curriculum development and implementation as well as effective pedagogical practices. For the last fifteen years, he and his colleagues have explored the impact of 'how we learn' on day-to-day classroom practice. More recently, Iain has been exploring the implications of automaticity and working memory in numeracy, building upon his understanding of its role in literacy.
Presentation Outlines for Keynote, Masterclasses, Workshops
Conference Registration Process
Members financial as at the end of February 2014 will receive a personal email in early March inviting them to register for the conference three weeks before non-members.
If you pay your 2014 membership fee after February you will have to wait until registrations open to the public.
The only way to register before registrations open to the public is by clicking the YES button on the personal invitation emailed in March. Once the conference website is open for public registrations registration will then be available via a link on the ECTA website homepage.
2014 ECTA Conference Remote & Rural Support Application
All members will be emailed the link to the ECTA Conference Remote and Regional Support Application once it is finalised.
Individual members are strongly encouraged to apply if they live more than 300 KM from the venue.
Link to application form below
Registration Fees 2014
Individual ECTA Members: $195
Organisational ECTA Members first two staff: $196
Organisational ECTA Members remaining staff: $280
Concessional ECTA Members: $110
Student ECTA Members: $105