{"id":6023,"global_id":"events.elp.co.nz?id=6023","global_id_lineage":["events.elp.co.nz?id=6023"],"author":"2","status":"publish","date":"2024-02-21 13:10:06","date_utc":"2024-02-21 00:10:06","modified":"2024-02-21 13:10:30","modified_utc":"2024-02-21 00:10:30","url":"https:\/\/events.elp.co.nz\/event\/opening-the-door-on-teaching-and-learning-for-infants-in-ece\/","rest_url":"https:\/\/events.elp.co.nz\/wp-json\/tribe\/events\/v1\/events\/6023","title":"Opening the door on teaching and learning for infants in ECE","description":"

[et_pb_section fb_built=”1″ _builder_version=”4.21.0″ global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_image src=”https:\/\/events.elp.co.nz\/wp-content\/uploads\/2023\/12\/Title-Lecture-Series-2024.png” title_text=”Title Lecture Series 2024″ _builder_version=”4.21.0″ width=”100%” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/events.elp.co.nz\/wp-content\/uploads\/2023\/12\/Jayne-White.png” title_text=”Jayne White” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” text_font=”Raleway||||||||” global_colors_info=”{}”]<\/p>\n

Opening the door on teaching and learning for infants in ECE: Intuited pedagogy or intentional practice<\/strong><\/span>
Professor E. Jayne White, School of Teacher Education, Faculty of Education, University of Canterbury<\/strong><\/p>\n

Wednesday 10 April, 7-8:30pm<\/strong><\/p>\n

Despite the fact that infants have been part of the NZ ECE curriculum for well over twenty years, the pedagogies that orient their learning are not easily asserted. There are several reasons for this \u2013 not least the lodging of infant pedagogies within wider agendas for older learners that emphasise intentionality. In this session Jayne will draw from her recent research to explore a series of alternative dialogic approaches to infant pedagogies and practices that turn to sensing, relational pedagogies at their heart.<\/p>\n

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