In Parts 1 and 2, we have disrupted our thinking about some of our long-held beliefs about kindness, planning and how children learn - or perhaps have we shifted our thinking about what children should be learning? In our final session, we will examine pedagogical documentation as intentional, sustained acts of kindness that position children as companions in memory keeping, as together we tell the stories of teaching and learning.

Completing Beyond Displays: A Call for Pedagogical Kindness (Part 3) may contribute one hour of PD that aligns with the NESA (NSW) approved criteria and addresses:

The Australian Professional Standards for Teachers: APST4: Create and maintain supportive and safe learning environments

Early Years Learning Framework Learning Outcomes: Outcome 4: Children are confident and involved learners

The National Quality Standard: QA 1: Educational program and practice