1-019 Webinar

Planning For Infants And Toddlers

There are many ideas out there about planning BUT are they in the best interests of infants and toddlers, do these ideas truly reflect how infants and toddlers learn? Are they respectful of infants and toddlers’ unique ways of being and doing?
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Planning For Infants And Toddlers

This webinar will provoke your thinking around the discourse or language we use for planning, what (as teachers) are we looking for or at, and what do we document. So, with that in mind let’s view “planning” from an infant and toddler specific lens.

Presented By

Raewyne Bary (EdD)

Webinar Duration

Approximately 75 minutes

Skill Level

Suitable for ECE Educators

What will you learn?

  • Infant and toddler Planning - is this appropriate or not?
  • SO… How do you “do” planning for infants and toddlers?
  • And why do you “do” planning for infants and toddlers? 

There are many ideas out there about planning BUT are they in the best interests of infants and toddlers, do these ideas truly reflect how infants and toddlers learn? Are they respectful of infants and toddlers’ unique ways of being and doing? Should we even be “planning” for this age group, and if so, how should we “PLAN” for this special group of people and their learning, meaningfully and respectfully?

Infants and toddlers learn things in their own special way, some of the most important things that they are learning during this time are who they are and how they are valued.

Much of the first two years of a child’s life are spent in the creation of their first “sense of self” or the building of a first identity. Infants and toddlers experience life more holistically than any other age period. This learning (positive or negative) mainly occurs through the types of relationships that the children are exposed to. This critical time in infants and toddlers’ lives requires specialized places, spaces, planning and teaching.

This webinar will provoke your thinking around the discourse/language we use for planning, what (as teachers) are we looking for/at, and what do we document. So, with that in mind let’s view “planning” from an infant and toddler specific lens.
Certificate of completion provided
for your professional learning records
About the presenter

Raewyne Bary (EdD)

Raewyne has an ENORMOUS amount of experience and knowledge in ECE, Primary Caregiving and RIE philosophy. Not only that, but Raewyne has completed a PhD, and her research focus was on the impact of organisational culture on the ability of teachers to form attachment type relationships.

It was through this mahi that Raewyne deepened her understanding of how rosters can and do impact on relationship development.Raewyne was also part of the team at Massey University Childcare Center who was a leader in the field at implementing primary care giving, and who has shown us all that we can in fact work without rosters in an infant toddler space, and that this is best practice for this age group.

She has also been part of a three year Center of Innovation research project which explored leadership impacts on outcomes for infants and toddlers. This was further connected to the center's community of practice philosophy where the team worked without rosters, in a primary care system.
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