This workshop was conducted by Marianne MacPhereson. She was going to look at the 'language of learning', both verbal and non verbal as children share learning that is meaningful and of value to them. She also discussed the idea of celebrating and strengthening children assessing their own learning and setting their learning goals through the learning story framework.

A while ago I attended a workshop that revisited Learning Stories that we use in preschool to document children's learning. I was quite looking forward to attending this session and came away reflecting on how I could improve on what I am already doing. The keynote speaker, Wendy Lee, spoke about The Power and the Passion of the Teacher and said that learning stories strengthen our identity as well as the children's identity at the centre. She suggested that we be ourselves and spoke about our different cultures stating that what we each bring to our centre is pivotal. She suggested that the passionate an powerful teacher reflects upon and continuously develops their own practice. She also spoke about how important it was for teachers to have autonomy in their workplace.

Imaginary play is a natural and essential aspect of early development as children play on their own or work together as a group. In an action research project on 'Play in the Sandpit', Jarrett et al. (2011) suggested that this form of play has social and cognitive benifits and refers to Piaget's play levels that identify a degree of "mental complexity" as children learn important concepts such as science and math principles.

I recently read an paper on challenging behaviour titled 'Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers' by Diane Powell, PhD; Glen Dunlap, PhD; Lise Fox, PhD. This paper delves into early identification of such behaviour and strategies on how to resolve them.