Seminar (PowerPoint presentation): Supporting values literacy and moving forwards with the process of inclusive development.
‘Values are fundamental guides and prompts to action. They spur us forward, give us a sense of direction and define a destination. We cannot know that we are doing, or have done, the right thing without understanding the relationship between our actions and our values. For all actions affecting others are underpinned by value’ (2011 p. 2).
In light of the above quote:
Design a two hour seminar / workshop with activities designed to engage participants in dialogue about values and to move forwards with the process of inclusive development. You need to identify who your seminar / workshop is for and how you will support the participants to develop their values framework and to put these values into action as part of inclusive development. You can choose any resource to support the participants’ engagement and participation. Academic literature needs to be integrated into the seminar / workshop as the means by which to develop participant’s knowledge and understanding.
Appendices: to include material in support of the seminar / workshop.
Moss, P. (2007) ‘Bringing politics into the nursery: early childhood education as a democratic practice’, European Early Childhood Education Research Journal, 15: 1, 5 — 20.DOI: 10.1080/13502930601046620
Dahlberg, G., Moss, P. and Pence, A. (1999) Beyond Quality in Early Childhood Education and Care. London: RoutledgeFalmer
Moss, P. (2009) There are alternatives! Markets and democratic experimentalism in early childhood education and care. The Hague, The Netherlands: Bernard van Leer Foundation
Moss, P. (2006) Contesting early childhood…and opening for change. Paper presented at the Contesting Early Childhood Conference, Institute of Education, May 11th 2006.
Booth, T. and Ainscow, M. (2011) Index for Inclusion: developing learning and participation in schools. Bristol: CSIE
DfE (2014) ‘Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five development and care for children from birth to five’. London: DfE.
Everybody Included The SEND Code of Practice explained (see attached)
Fundamental British Values in the Early Years. Available at: https://www.foundationyears.org.uk/files/2015/03/Fundamental_British_Values.pdf
The problem with Fundamental British Values and the kind of schools we want. Available at: https://www.consider-ed.org.uk/education-election-the-problem-with-fundamental-british-values-and-the-kind-of-schools-we-want/
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments (2009) Being, Becoming and Belonging: The Early Years Learning Framework for Australia.
Osgood, J. (2006) ‘Deconstructing Professionalism in Early Childhood Education: resisting the regulatory gaze’. Contemporary Issues in Early Childhood, Volume 7, Number 1, p.5-14.
Osgood, J. (2009) ‘Childcare workforce reform in England and ‘the early years professional’: a critical discourse analysis’. Journal of Education Policy, 24:6, 733-751
Osgood, J. (2006b) ‘Professionalism and Performativity: The feminist challenge facing early years practitioners’. Early Years, 26:2, pp. 187-199.
