Professional Learning Library
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Learning Resilience - Affirm - Embed - Empower
Modules in this domain will provide educators with an in-depth understanding of SEL and why it's important for mental health and wellbeing. Further, they will provide educators with an understanding of how to intentionally teach SEL skills, and foster resilience in education settings.
Beyond Blue
Supporting Children’s Behaviours: On-Demand Webcast
Designed for the educator seeking an understanding to better develop responsive strategies, this workshop explores the neuroscience, childhood relationships and learning that determines behaviours. This knowledge also deepens approaches to supporting developing relationships in children, as behaviour is a lens into the minds of children’s emotions.
Child Australia
Empower your future with a pathway to university
Graduates of Selmar’s CHC50121 Diploma of Early Childhood Education and Care are offered a pathway to Swinburne Online via credit recognition towards a Bachelor of Education in either Early Childhood Teaching or Early Childhood and Primary Teaching. Both qualifications are fully accredited by Swinburne University of Technology and the Australian Children’s Education & Care Quality Authority (ACECQA), with the dual qualification additionally accredited by the Victorian Institute of Teaching (VIT) and the Australian Institute of Teaching and School Leadership (AITSL).
Selmar Institute of Education
Anti-Bias - A Project Approach
Anti-Bias Approaches are central to early childhood education. They are not a choice or an ‘add on’. They are the foundation of all curriculum and can be expressed and integrated into many much loved and familiar approaches.
The Inclusion Room
Engaging children: Creative conclusions
This course will assist practitioners to develop practice skills in creating opportunities for children to contribute to other families facing similar circumstances, as well as finishing their work with children and families.
Emerging Minds
What should we be documenting? 2-part series
An educator’s knowledge, insights and questions about children’s thinking and learning is shared through meaningful, well written documentation. It should draw the reader in and invite the reader to take away new ideas about children’s capabilities and learning potentials. It should also elicit respect for the professional skills of the educator.
KU Children’s Services
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