Relational Pedagogies and Restorative Practices in the Early Years and Beyond

Description

Do you have a desire to help children achieve to their fullest potential?
 
Are the educators in your team noticing an increased number of children who are dysregulated, displaying challenging behaviours in their classrooms?
 
Do you strive to have consistency as a team in your approach to behaviour guidance with specific focus on Relational Pedagogy and Restorative Practice?
 
Are you striving to use behavioural strategies that meet the EYLF(v2.0) and the National Quality Standard?
 
This one day PL opportunity aims to support schools in finding answers to these questions and more. Facilitated by Deb Martin this one day PL is part of the Behaviour Engagement Project, but we are opening up this day to other educators who are interested in embedding Relational Pedagogies and Restorative Practices across the PK-2 setting and beyond. 

This professional learning opportunity entails a comprehensive examination of the efficacy of your current Behaviour Management Policy and Procedures. Whether you seek to align your classroom practices with your existing policies or ensure their ongoing effectiveness, this PL is designed to meet those objectives. The primary focus is on cultivating educators' abilities to foster children's self-regulation through co-regulation, cultivate and sustain respectful and responsive child–educator relationships, and uphold the dignity and rights of every child.

Key components of this program include the integration of the "Steps to Solving Problems" cycle derived from Deb's research in her Master's Dissertation. Strategies explored encompass co-regulation, responsive guidance, narrative therapy, time-in practices, intrinsic motivation, and restorative approaches. By participating in this professional learning, participants can anticipate enhancements in children's behaviour, improved academic outcomes, strengthened relationships with children, and an elevated standing for your educational institution.