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TZID:Australia/Brisbane
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DTSTART:20000101T000000
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BEGIN:VEVENT
UID:20260718T084430Z - 78884@aupp09
DTSTART;TZID=Australia/Brisbane:20240420T084500
DTEND;TZID=Australia/Brisbane:20240420T170000
CREATED:20260718T084430Z
DESCRIPTION:<a href="https://www.phoenix-support.com.au/event/besst-victori
 a-live-2024-9">BESST Victoria - LIVE 2024</a>\nThis course is specifically
  designed for Educators & ECTs working in kindergartens in Victoria Austra
 lia using the VEYLDF. Dr Louise Porter and Sandi Phoenix will be touching 
 down in Victoria to present their popular course on understanding children
 's behaviour and fostering behavioural\, social\, and emotional skills. Jo
 in 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 pr
 actice forever. This course is listed on the School Readiness Funding Menu
  https://www.education.vic.gov.au/childhood/providers/funding/Pages/SRFmen
 u.aspx Program evidence overview This program\, developed by Dr Louise Por
 ter PhD and Sandi Phoenix BPsychSc\, is research and evidence based. The o
 ver-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 (Gart
 rell\, 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 thro
 ugh a play-based program that fosters self-regulation of their emotions\, 
 behaviours and learning processes\, and that these skills are more importa
 nt than specific literacy and numeracy skills such as knowing the alphabet
  and being able to count (Piotrkowski et al.\, 2000). In other words\, suc
 cess 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 activi
 ties (Graziano et al.\, 2007\; Grolnick & Ryan\, 1989). This [...]
DTSTAMP:20260718T084430Z
LOCATION:Mercure Melbourne Doncaster\, 6 Tower Street\, Don Caster VIC 3108
 \, Australia
SUMMARY:BESST Victoria - LIVE 2024
X-ALT-DESC;FMTTYPE=text/html:<a href="https://www.phoenix-support.com.au/ev
 ent/besst-victoria-live-2024-9">BESST Victoria - LIVE 2024</a>\nThis cours
 e is specifically designed for Educators & ECTs working in kindergartens i
 n Victoria Australia using the VEYLDF. Dr Louise Porter and Sandi Phoenix 
 will be touching down in Victoria to present their popular course on under
 standing children's behaviour and fostering behavioural\, social\, and emo
 tional 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\, a
 nd change your practice forever. This course is listed on the School Readi
 ness Funding Menu https://www.education.vic.gov.au/childhood/providers/fun
 ding/Pages/SRFmenu.aspx Program evidence overview This program\, developed
  by Dr Louise Porter PhD and Sandi Phoenix BPsychSc\, is research and evid
 ence based. The over-aching theories that guide the content of BESST are s
 elf-determination theory (Chirkov & Ryan\, 2001\; Chirkov\, Ryan\, Kim\, &
  Kaplan\, 2003\; Deci & Ryan\, 1987\; Ryan & Deci\, 2000a\, 200b) and Guid
 ance theory (Gartrell\, 2003\, 2004\; Grolnick\, 2003\; Grolnick\, Gurland
 \, DeCourcey\, & Jacob\, 2002\; Hart & Hodson\, 2004\, 2006\; Hoffman\, 19
 60\; Kohn\, 1996\, 1999a\, 1999b\, 2005\; Porter\, 2014\, 2016a). The semi
 nar content also draws on research findings that children are best prepare
 d 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 kno
 wing the alphabet and being able to count (Piotrkowski et al.\, 2000). In 
 other words\, success at making the transition to school depends on childr
 en’s social and behavioural competencies (NICHD Early Child Care Researc
 h Network 2003a) and capacity to regulate their emotions within the contex
 t of group activities (Graziano et al.\, 2007\; Grolnick & Ryan\, 1989). T
 his [...]
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