REGISTER BY 16th OF MARCH 2019 -> REGISTER HERE NOW!

Frankfurt | 23rd - 24th of March 2019

JOIN JO FAHEY AS SHE SHARES...

PLAY, EXPLORATION & AGENCY
CHILDREN LEARNING TO SELF-REGULATE EMOTIONS & ACTIONS

TARGET AUDIENCE: EDUCATORS WORKING WITH AGES 3-6

REGISTRATION CLOSES IN:

EXPLORE THE POTENTIAL OF SOCIO-DRAMATIC PLAY, AND YOUR ROLE AS A FACILITATOR AND ENABLER

“Children behave beyond their age in dramatic and socio-dramatic play – and one can actually watch the child of tomorrow” (Bodrova, E 2008, p. 360)

In make-believe or socio-dramatic play children take on roles and stretch themselves to carry out the work of, for example, a bus-driver, pilot or fire-fighter or the imaginary role of a dragon-catcher. Likewise when children are exploring they often take on roles, usually alongside others who are also in role.

While the ownership of the play and exploration resides with the children, educators have a part to play. We can co-create a conducive environment, provide resources and facilitate the children making their own. We enable choices and time which encourages children to exercise their agency. By listening to the children’s lines of thought and interactions we can assist a child who wants to join in by helping them create a role.

In socio-dramatic play we may also take on the role of the playwright or encourage a ‘Master Player’ to do this if the dramatic tension is waning and the players are about to disperse. We all do this thoughtfully and sensitively, without interference in the children’s ideas and directions for their play.

Even though socio-dramatic play has been described as a ‘joyous, cooperative working atmosphere’ by Sarah Smilansky and Leah Shefatya, sometimes it is not! According to Elena Bodrova and Deborah Leong, ‘Early childhood educators are struggling with growing numbers of children who need specific support to develop self-regulation’.

Research* has shown that make-believe play has the capacity to develop the highest levels of self-regulation in children. This is because of the requirements inherent in a chosen role and the conflicts that naturally arise in their interactions, both in and out of role.

When children are ‘in-role’, educators can thoughtfully co-play and help to resolve conflicts through co-regulation. When children are ‘out-of-role’ there are a range of ways that educators can work together with them to guide their self-regulation, including restorative justice practices. These practices are about creating trusting relationships, using fair processes and involving children actively in repairing problems when conflict arises.

Because the development of self-regulation is the underlying foundation that makes all learning possible, there is an ever-increasing need for us as educators to co-construct socio-emotional understanding with children to assist them in learning to consistently regulate their own emotions and actions. Furthermore, children’s exploration - including physical experiences - helps them to regulate their bodies.

Smilansky, S & Shefatya, L (1990. p. 16) Facilitating Play: A Medium for Promoting Cognitive, Socio-Emotional and Academic Achievement in Young Children, Psychological and Educational Publications, Gaithersburg, Maryland

*Bodrova & Leong (2009 p. 218) Self-regulation as the key to school readiness: How Early childhood teachers can promote this critical competency in Fahey, J (2012, p. 97) Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding, International Baccalaureate, Cardiff, Wales

*Bodrova, E (2008, p. 360), Make-Believe Play Versus Academic Skills: A Vygotskian Approach to Today’s Dilemma of Early Childhood Education, European Early Childhood Education Research Journal, Vol. 13, number 3

WHAT TO BRING?

Laptop, tablet, smart phone – or good old-fashioned pen and paper. Internet access not required.

Dr Jo Fahey has over thirty years experience as a teacher, researcher, curriculum writer and workshop leader in Australia, Asia-Pacific, Europe and the Middle East. For many years Jo has alternated between teaching in schools and kindergartens, working in the university sector and leading professional learning for educators from Kindergarten to Grade 7.

While teaching in international schools in the 90’s, Jo became a curriculum developer for the International Baccalaureate Primary Years Program, with special emphasis on the early years. On returning to Australia she conducted extensive research in schools, leading to a doctoral dissertation. This, in turn, led to the publication of a book, Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding, published in 2012 by the International Baccalaureate.

With her passion for teaching and learning Jo has always maintained a strong presence in classrooms. By returning to teaching at frequent intervals, Jo understands the day-to-day joys and challenges that educators encounter. Jo is a strong advocate for children, especially when it comes to providing time and inviting spaces for play. She believes that children are capable and competent and have a great need for expression. Jo lives in Adelaide, Australia with her husband, Kelvin, and their two sons.

RECOMMENDED HOTELS

The workshop will be held at Strothoff International School GmbH & Co.

Frankfurter Str. 160-166

63303 Dreieich, Germany

IMPORTANT BOOKING INFORMATION

This is an open workshop, there are no qualification or entry requirements. We welcome all teachers, teaching assistants and school leaders.

This workshop is confirmed – you may book your travel and accommodation once you have completed registration.

We do not refund fees, however you may send a different participant from your school in your place if necessary. If this occurs please email workshop organisers to inform them (admin@prolearnint.com).

Professional Learning International reserves the right to cancel the workshop in the event of any unforeseen circumstances. Professional Learning International will not be responsible for any expenses relating to your travel if the workshop is rescheduled or cancelled, please be sure to take out travel insurance. In the event of rescheduling or cancellation Professional Learning International will issue a refund of the workshop fee.

CLAIM YOUR SEAT TODAY!

REGISTRATION CLOSES 16th OF MARCH 2019

2-day workshop – €600 per participant
Registration closes 16th of March 2019

Early Bird discount on sale until 23rd of December 2018 – €550 per participant

Group Discount Rate (5+ participants) – €550 per participant

Late Registration Processing Fee applies from 17th of March 2019 – Additional €50 per participant

You may register online and make a payment by credit card or request an invoice online.

The workshop fee includes lunch on Saturday and Sunday.

Upon course completion you will receive a certificate of participation with the total number of professional development hours.