Posidance Preschool
The role of Early Childhood education is to assist children in developing critical foundations in order to reach their potential in
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With mental health becoming a greater concern in Australia across all ages, it becomes pertinent for the education sector to direct their focus on the emotional wellbeing of children.
WHAT MAKES POSIDANCE DIFFERENT?
Posidance Preschool is created with a sound knowledge of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) in order to assist in children reaching developmental outcomes.
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The NQS clearly states that a strong sense of wellbeing is primarily linked to a strong sense of being, belonging, and becoming, and that when children develop this outcome to its fullest, they are able to fully participate in, and learn from, the array of experiences provided in early childhood education.
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The outcomes of the EYLF include that of Identity, Community, Wellbeing, Learning and Communication. Whilst dancing can be used to assist in every EYLF outcome, Posidance focuses primarily on wellbeing and emotional resilience, in order to provide a sound foundation for the other areas to build on. Both the NQS and ELF highlight this: ‘Children who become strong in their social and emotional wellbeing are resilient and confident learners; they are able to cope with day-to-day challenges and frustrations, and they are able to recognise and feel good about their own achievements and those of others.’ (National Quality Standard Professional Learning Program: Health, safety and wellbeing, p.2)
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It is a requirement of all Early Childhood Services to promote a child’s wellbeing in their setting by providing safe and secure environments, support healthy lifestyles, and to promote social and emotional wellbeing. Posidance assists with the latter; through our practices and workshops, we utilise dance and mindfulness in order for children to deeply connect with, and understand, their emotions, whilst utilising language and body movements to connect and communicate with others.
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HOW DOES MINDFULNESS AND DANCING ASSIST IN THE EMOTIONAL WELBEING OF CHILDREN?
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When children engage in mindfulness and positive psychology activities, they independently build the skills that develop confidence, cope with stress, and relate to challenging or uncomfortable events. It can also be used to enhance critical skills such as sustained attention, memory, task switching and socialisation.
In using acceptance and awareness, we can also build upon emotional wellbeing by helping children understand the importance of every emotion, how to recognise it, and how to regulate it when needed.
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WHAT DO WE OFFER?
KINDERGARTEN INCURSIONS
Posidance workshops can include the following elements, in accordance with the preferences of teachers, early childhood settings and schools:
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IMPROVISATIONAL TASKING
Based on the foundational elements of mindfulness-based therapy - Attention and Acceptance - improvisational tasks are created that either engage focused attention or open awareness to ensure that children stay present and open-minded.
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THOUGHTS AND FEELINGS
mprovisational tasks based soley on children engaging with, and becoming aware of, different emotions. Within the tasks, we explore how emotions can manifest in the body and utilise dance to explore these feelings in addition to how they can be regulated.
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CREATIVE TASKING
From improvisation comes creative tasking; allowing children the agency to explore their imagination whilst collaborating and communicating with everyone. This is to strengthen imagination, autonomy and sustained attention.
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PROFESSIONAL DEVELOPMENT FOR TEACHERS
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The EYLF clearly states that ‘Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing’ (p.13).
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For Early Childhood Teachers and Educators, Posidance offers workshops that delve into the development and importance of emotional wellbeing and how the arts can be incorporated into planning to benefit children.
In accordance with Intentional Teaching, these workshops engage teachers in developing specific tasking with artistic influences that allow children to explore their thoughts and behaviours to heighten their sense of wellbeing.
The main take-away from these workshops is that you do not have to be a professional artist to incorporate the arts; children are creative and explorative enough to do it themselves. Our job should always be facilitation and guidance, not demonstrating or entertaining.