Ask the Doctors – Get Your Life Back: How to Make Sense of Holistic Planning in the Early Years

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An early childhood classroom is a busy place! Educators have many demands from children, parents, administration and government compliance requirements.

What if you discovered a way to minimise time spent on compliance and maximise time on teaching? What if you found a way to reduce stress and workload while still being an effective and 'present' educator?

This course has 3 practical modules to show you how to make the most of everyday without the stress and pressure of too much paperwork. The presenters have 70 years of experience and research between them and have coached many educators to teach in a way that supports child development, play and learning - but minimises stress and the pressure of compliance requirements.

The 3 modules cover effective ways to Observe children's learning, Plan interesting child centred learning experiences, and informative ways to Assess and Reflect on learning.

Each session is presented in a conversational way between Dr Sue Allingham and Dr Kathryn Murray as they share real life stories, along with practical, experienced and researched based strategies to navigate compliance and 'Get Your Life Back'!

The Modules

  1. Observation - there is a difference between seeing and observing children's learning. This module provides practical and theoretical descriptions of what observation really is, the tools to use to record observations and how to interpret what is observed using professional knowledge to build further learning experiences.
  2. Assessment - interpreting observations can be approached in many different ways. Learn about the different forms of assessment and our favourite - naturalistic assessment. Linking observation to assessment and the follow on opportunities for learning is empowering for children and educators.
  3. Planning and Reflection - the cycle of planning includes the actions to be taken to extend learning and development followed by reflection. Reflecting on learning and sharing conversations with children and colleagues using a reflective framework shared by the presenters builds transparent opportunities for learning conversations.


"Education must be based on research and reflection. Pedagogy must be underpinned by understanding of children and developmentally informed practice."

Dr Sue Allingham

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