NZTC presents at NZ-China Early Childhood Education Symposium

Six members of NZTC’s Academic Team shared their expertise virtually at the recent NZ-China Early Childhood Education Symposium, a specialised education communication event under the support and guidance of Education New Zealand and China Ministry of Education.

Focused on the theme of Advancing Inclusiveness in Early Childhood Education, the symposium brought together educators, experts, and thought leaders to explore innovative strategies for creating more inclusive learning environments for young learners.

NZTC Academic Dean, Dr Sean Dolan, reflects on the college’s participation in this significant event, which saw over 100,000 live viewers from around the world tune in online.

“Our symposium presentations collectively underscore NZTC's commitment to advancing inclusiveness in early childhood education, leaving a positive and lasting impact on the educational landscape.”

In their presentation, Phoebe Tong, Postgraduate Program Leader, and NZTC lecturers, Shu-Yen Law and Keshni Kumar, shared insights and practical examples on preparing young learners for school. They highlighted how fostering positive learning dispositions can create inclusive environments that embrace differences and diversities.

“Teachers play a significant role in partnering with children to help them become agentic and self-directed learners who contribute to inclusiveness from early childhood education to school,” shared Tong.

The role of the teacher as being a significant change-maker for children with disabilities was the focus of the presentation by Sean Dolan and Fiona Woodgate, Program Leader (Field Practice).

Through reconceptualising disabilities and adopting a growth mindset, they shared how early childhood teachers can make all the difference to children with diverse needs.

Chelsea Bracefield, Graduate Diploma Program Leader, delved into the use of non-verbal communication methods, such as sign language and picture cards, to promote inclusion and social justice within the classroom.

“When all children are encouraged to communicate in ways that are equitable and reflective of their needs, teaching and learning can be scaffolded in meaningful ways while affirming the learner and their contribution to the inclusive environment,” she said.