'Getting started content' is released in January 2022 so you have a chance to familiarise yourself with some content and the course layout. Workbooks and downloads will also be made available at this time. If you haven't yet seen it, The Jayden & Sally story video will be available for viewing.
This course was recorded in front of a live audience at the beginning of 2020. The videos have been edited into approx. 30 minute sessions to allow you to work through all of the content at a manageable pace.
Live Q&A Panel with Dr Louise Porter & Sandi Phoenix
You'll have the opportunity to join a 1.5 hour live Q&A Panel with Dr Louise Porter and Sandi Phoenix. Send your questions in or bring them with you on the night. This session will be recorded if you can't make it to the live.
Dr Louise Porter and Sandi Phoenix will be supporting you to understand children's behaviour and foster behavioural, social, and emotional skills.
Join us for a powerful course to re-think and re-frame the role of teachers and educators in supporting children’s emerging social competence. This event will flex your thinking, question your knowing, and change your practice forever.
This course includes self paced and live content. It will be run throughout 2022.
This course is listed on the School Readiness Funding Menu https://www.education.vic.gov.au/childhood/providers/funding/Pages/SRFmenu.aspx
Early years practitioners
How much does it cost?
This online program is $298 AUD per participant.
How long does the course take to complete?
The course can be completed in one full day (approximately 7.5 hours including videos, reflection, and readings). However, you have access to the course for a full month to work through the content at your own pace.
If I can't make the live, can I still ask questions?
Yes! There is a discussion feature on the course that you can use at any time. We'll make time to reply to these discussion questions each day.
Will I get a certificate?
Once you've completed all of the content here, you'll be issued with a personalised downloadable participation certificate. Yay!
The over-aching theories that guide the content of BESST are self-determination theory (Chirkov & Ryan, 2001; Chirkov, Ryan, Kim, & Kaplan, 2003; Deci & Ryan, 1987; Ryan & Deci, 2000a, 200b) and Guidance theory (Gartrell, 2003, 2004; Grolnick, 2003; Grolnick, Gurland, DeCourcey, & Jacob, 2002; Hart & Hodson, 2004, 2006; Hoffman, 1960; Kohn, 1996, 1999a, 1999b, 2005; Porter, 2014, 2016a). The seminar content also draws on research findings that children are best prepared for school through a play-based program that fosters self-regulation of their emotions, behaviours and learning processes, and that these skills are more important than specific literacy and numeracy skills such as knowing the alphabet and being able to count (Piotrkowski et al., 2000).
In other words, success at making the transition to school depends on children’s social and behavioural competencies (NICHD Early Child Care Research Network 2003a) and capacity to regulate their emotions within the context of group activities (Graziano et al., 2007; Grolnick & Ryan, 1989). This ability may be particularly crucial for navigating school entry because the new learning environment and challenging academic tasks can arouse anxiety and frustration, which must be managed. In turn, teachers view well-regulated children more positively, which contributes to an improved teacher-child relationship that, in turn, also supports children’s educational engagement and attainment (Graziano, 2007; Ladd et al., 1999).
In light of this research, this seminar aims to provide early childhood educators and teachers with the tools to foster children’s self-regulation and, in turn, their readiness for school.