Here is the link: FNIRSI DSO-TC3 Digital Oscilloscope
Coupon code (apply in the cart!): BGRA608
Current price is 38.29 USD. The lowest price in my database is 46.99 USD. There're already 3 records in DB. Price monitoring since 17.3.2023!
Notes (coupon may work only in selected countries): Australia,Germany,Spain,France,Italy,Portugal
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Best regards.
Pretty good deal with big price discount.
https://couponsfromchina.com/

I hope this makes sense.
My younger brother (16 let's call him A), about a month ago, had a bad desease, but was able to survive, luckily. Now he is in a moment in which he has to recover so he must stay calm and relaxed most of the time. Which is something completely understandable considering the situation. Then what is the problem? The problem is that he is an ass*ole and he uses this to make me do things. I am the oldest (19m)of 3 brothers (the youngest one (B) is more or less out of this story), and I never treated my siblings badly, I've always been gentle to them and tried my best. But they just don't care. And now that (A) is in this position every single time something is not perfectly as he wants it I have to shut up and do as he says otherwise he may hurt himself. I'm talking about stupid things like -I close the door to stay on my own but NO THE DOOR MUST BE OPEN -I can't look at him otherwise! (Yes often literally looking at him angers him) -if I watch anime or play videogames he angers himself And less stupid -Same as before for asking him how he is - yesterday evening he and I went out with our respective friends in the nearby town, and when i walked to his position so we could go to the car (I went away from the party in the city exactly to take him home) and when he started to walk too fast for his physical condition he started insulting me and anger himself.
So we come to the cherry on top The one that happened today. We were brushing the dogs, and then the cat's turn came. So I took the cat and gently brushed him. I didn't do much as cats if I know correctly are very sensitive to touch and brushing although it's useful it could hurt. Then (A) decided to ignore the fact it could pain and to do it in an extreme way and yes he removed all the excessive fur.. but he angered himself. And tried (and succeded) to hurt me as well.
How do i deal with this? Should i even try? He keeps angering himself for literally anything and the more he angers the more he could hurt himself. And to not anger him you have to obey to him. Also, am I the ass*ole? Hopes this makes sense. Had to vent really.

So what's this thread for?

• Discussion of yesterday's games
• Excitement for today's games
• General questions
• Mildly interesting facts
• Praising Santa 🎅
• Anything else worth sharing/asking that doesn't warrant its own post

For game threads, use the games schedule on the sidebar to navigate to the team you want a game thread for.

Featured posts and links

• Join the official /baseball Discord server!
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  • This week's MLB Graphical Standing Series
• New to /baseball and baseball? Check out these resources!
  • Newcomer's Guide to Common Baseball Terms by aagpeng
  • Both by cardith_lorda: Fan's guide to picking a new team for the 2023 season and 2023 season survival guide, /baseball refresher
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Saturday's Games

Away	Score	Home	Score	Status	National
				1:10
				6:10
				2:10
				4:05
		★		4:05
				4:05
				4:10
				4:10
				4:10
				4:10
				4:10
				7:15
				7:15
				10:05
				10:10
				10:10

^★Game Thread. All game times are Eastern. Updated 6/3 at 4:35 AM
Yesterday's ATH

This Week's Schedule (all times Eastern)

Day	Feature
Sunday 5/28	No subreddit features planned
Monday 5/29	baseball Power Rankings
	Happy Memorial Day!
Tuesday 5/30	baseball Players of the Week
Wednesday 5/31	No subreddit features planned
Thursday 6/1	Division Discussion Thread: The Easts
Friday 6/2	Friday Trash Talk Thread
	Lou Gehrig Day
Saturday 6/3	No subreddit features planned

Once you get your museum to rank 2, you'll be able to simulate the damage per hit to all mobs in the game with your weapons in the hex without actually having to fight them, also each hit will give you a stat breakdown to see what does so much damage (including being able to see your additive bonuses), The dmg is based on your current accessories/skills/armoetc, you can compare max dmg, min dmg, avg dmg and dps of the weapon
At museum rank 3, you'll unlock some sort of a sandbox mode in hex, where all items can be upgraded for free, but they will be brought back to the original state once you close the hex menu, that will allow you to compare all weapons to see what build works the best for you, pretty much you can take a look how would a hypermaxed weapon look like damage-wise without having to spend your money on it
Maybe museum rank 4 would allow you to pick a mob you want to fight, set a budget and then the hex will try to find you the most cost-efficient damage setup

I'm thrilled to announce some exciting updates on my ongoing project, a Zelda Tears of Kingdom Mod Manager for Switch Emulators. For those who missed my previous posts, this mod manager aims to enhance your gaming experience by simplifying the process of installing and managing mods for the beloved Zelda: Tears of kingdom game.
Download the Mod Manager Here: GitHub - TOTK Mod Manager
I'm grateful for all the valuable feedback and support received from this amazing community, which has motivated me to bring some fantastic new features to the mod manager.
1. Dark Mode - Embrace the Shadows Dark Mode has been one of the most requested features, and I'm excited to announce that it is now fully implemented in the mod manager. Experience a visually stunning interface that is easy on the eyes, especially during late-night gaming sessions. Dark Mode truly enhances the immersion and provides a sleek, stylish look to the mod manager.
2. Revamped UI - Streamlined for Your Convenience Based on your valuable feedback, I've completely reworked the user interface to ensure a seamless and intuitive user experience. Navigating through the mod manager is now smoother than ever, thanks to enhanced menu layouts, improved button placements, and an overall polished design. Discover an interface that is not only visually appealing but also a joy to use.
3. Search Bar - Find Mods in a Snap Searching for specific mods can be a time-consuming task, but worry no more! I've added a handy search bar that allows you to quickly locate and access your desired mods. Say goodbye to scrolling through endless lists of mods, as the search bar simplifies the process and saves you precious time. Finding and managing your favorite mods has never been easier!
I would like to express my gratitude to all the users who have supported this project so far. Your suggestions and bug reports have been invaluable, and I'm committed to continuously improving the mod manager to meet your expectations.
🚀 Join the Zelda Tears of Kingdom Mod Manager Community! Feel free to visit the GitHub repository linked above to download the latest version of the mod manager. If you encounter any issues or have suggestions for further improvements, please don't hesitate to open an issue on GitHub. Your feedback is highly appreciated and will help make this mod manager even better!
Future plan
I would like to support Gamenana and.. find a name.
Any name ideas?
Stay tuned for more updates and surprises in the near future.

Embarking on a spiritual journey can be a transformative and enlightening experience. One such destination that holds immense spiritual significance is Yamunotri Dham and its surrounding areas. Nestled in the breathtaking Garhwal Himalayas in Uttarakhand, India, Yamunotri Dham is considered one of the holiest sites for devout Hindus. This comprehensive guide will take you through the essential aspects of planning your spiritual journey to Yamunotri Dham, including the best time to visit, transportation options, accommodations, and the must-visit attractions in the surrounding areas.

The Importance of Yamunotri Dham

Before delving into the details of planning your journey, let’s understand the significance of Yamunotri Dham. It is believed to be the source of the sacred Yamuna River, which holds great religious importance in Hindu mythology. According to legend, Yamuna is the sister of Yama, the god of death. Taking a dip in the holy waters of Yamunotri is said to cleanse one’s sins and provide spiritual liberation.

Best Time to Visit Yamunotri Dham

Choosing the right time to visit Yamunotri Dham is crucial to make the most of your spiritual journey. The temple and surrounding areas remain open to devotees from May to November, with the peak season being from May to June and September to November. The weather during these months is pleasant, with temperatures ranging from 10 to 20 degrees Celsius.
During the winter months, Yamunotri Dham is covered in a blanket of snow, making it inaccessible for most travelers. It is advisable to avoid the monsoon season, as heavy rainfall can lead to landslides and road blockages, making the journey challenging and unsafe.

How to Reach Yamunotri Dham

Planning your travel logistics is essential for a hassle-free journey. Here are the transportation options to consider when heading to Yamunotri Dham:

1. By Air: The nearest airport to Yamunotri Dham is Jolly Grant Airport in Dehradun, approximately 210 kilometers away. From the airport, you can hire a taxi or take a shared cab to reach the town of Hanuman Chatti, the base for the trek to Yamunotri.
2. By Train: The closest railway station to Yamunotri Dham is Rishikesh Railway Station, which is well-connected to major cities in India. From Rishikesh, you can hire a taxi or take a bus to Hanuman Chatti.
3. By Road: If you prefer to travel by road, you can drive or take a bus from major cities like Delhi or Dehradun to Hanuman Chatti. Regular bus services operate from these cities to Hanuman Chatti, making it a convenient option for many travelers.

Accommodations in Yamunotri Dham

Finding suitable accommodations during your spiritual journey is essential for a comfortable stay. Here are some options to consider in and around Yamunotri Dham:

1. Hotels and Guesthouses: There are several budget and mid-range hotels and guesthouses available in the town of Hanuman Chatti and nearby areas. These accommodations offer basic amenities and are ideal for those seeking a comfortable yet affordable stay.
2. Yatri Niwas: The Yamunotri Temple Committee operates Yatri Niwas, which provides simple and clean rooms for pilgrims. It is advisable to make prior bookings, especially during the peak season.
3. Camps and Tents: For an adventurous experience, you can opt for camping or staying in tents near Yamunotri Dham. There are camping facilities available in locations like Janki Chatti and Hanuman Chatti. These camps offer a unique opportunity to immerse yourself in nature and enjoy the serene surroundings.
4. Dharamshalas: There are also Dharamshala (pilgrim rest houses) available in Yamunotri Dham, providing basic accommodations at affordable rates. These are maintained by local authorities and are a popular choice for pilgrims seeking a spiritual and budget-friendly stay.

Now that we have covered the essentials, let’s dive into a comprehensive guide to planning your spiritual journey to Yamunotri Dham. This section will provide you with a step-by-step approach to ensure a fulfilling and memorable experience.

Step 1: Research and Prepare

Before embarking on your spiritual journey, it is important to conduct thorough research and gather all the necessary information. This includes understanding the religious significance of Yamunotri Dham, learning about the local customs and traditions, and familiarizing yourself with the dos and don’ts of the pilgrimage.

Step 2: Plan Your Itinerary

Once you have gathered the necessary information, it’s time to plan your itinerary. Consider the duration of your trip, the time required for the trek, and the places you want to explore in the surrounding areas. It is recommended to allocate at least 2–3 days for your visit to Yamunotri Dham to fully absorb the spiritual atmosphere.

Step 3: Pack Essentials

Make a checklist of essential items to pack for your journey. This includes appropriate clothing for the weather conditions, comfortable walking shoes, personal hygiene products, medications, and any religious items or offerings you may want to carry for your visit to the temple.

Step 4: Stay Hydrated and Nourished

During the trek to Yamunotri Dham, it is essential to stay hydrated and nourished. Carry an adequate supply of water, energy bars, and snacks to keep your energy levels up throughout the journey. It is also advisable to carry a reusable water bottle and refill it at designated points to minimize plastic waste.

Step 5: Trekking Tips and Safety Measures

Trekking to Yamunotri Dham requires physical endurance and stamina. Here are some important tips to keep in mind:

• Start your trek early in the morning to avoid the heat and crowds.
• Pace yourself and take regular breaks to rest and acclimatize to the altitude.
• Follow the designated trekking path and avoid taking shortcuts.
• Carry a first aid kit and basic medication for emergencies.
• Respect the environment and do not litter. Dispose of waste responsibly.

Step 6: Immerse Yourself in Spirituality

Once you reach Yamunotri Dham, take the time to immerse yourself in the spiritual atmosphere. Participate in religious rituals, offer prayers at the temple, and take a dip in the holy waters of the Yamuna River. Engage in self-reflection and meditation to connect with your inner self and experience the serenity of your surroundings.

Step 7: Explore the Surrounding Areas

Yamunotri Dham is not just about the temple; it offers stunning natural beauty and picturesque landscapes. Take the opportunity to explore the nearby attractions, such as Surya Kund, Divya Shila, and the scenic trek to Saptrishi Kund. These places offer breathtaking views and are perfect for nature lovers and photography enthusiasts.

Frequently Asked Questions (FAQs)

Here are some frequently asked questions about planning a spiritual journey to Yamunotri Dham and their answers:
Q1: Can I visit Yamunotri Dham with my family?
Absolutely! Yamunotri Dham is a family-friendly destination and welcomes visitors of all ages. It is a great opportunity to embark on a spiritual journey with your loved ones and create lasting memories together.
Q2: Are there any medical facilities available in Yamunotri Dham?
While Yamunotri Dham is a remote location, there are basic medical facilities available in nearby towns like Hanuman Chatti and Janki Chatti. It is advisable to carry any necessary medications with you and consult a healthcare professional before your trip.
Q3: Is photography allowed in Yamunotri Dham?
Yes, photography is allowed in Yamunotri Dham. However, it is important to respect the religious sanctity of the place and be mindful of others’ privacy. Avoid using flash photography inside the temple and follow any guidelines provided by the temple authorities.
Q4: Can I visit Yamunotri Dham during the monsoon season?
It is not recommended to visit Yamunotri Dham during the monsoon season (July to August) due to heavy rainfall and the increased risk of landslides. The terrain becomes challenging and unsafe, making it difficult to undertake the trek. It is best to plan your visit during the peak season from May to June or September to November.
Q5: Are there any restrictions or dress codes for visiting the temple?
Yes, there are certain dress codes and restrictions to be followed when visiting the temple. Both men and women are required to dress modestly, covering their shoulders and legs. It is advisable to carry a shawl or scarf to cover your head as a sign of respect. Footwear should be removed before entering the temple premises.
Q6: Can I hire a guide for the trek to Yamunotri Dham?
Yes, if you prefer assistance and guidance during the trek, you can hire a local guide. They can provide valuable information about the route, share interesting facts about the place, and ensure your safety throughout the journey. Hiring a guide can enhance your overall experience and make the trek more enjoyable.

Conclusion

Embarking on a spiritual journey to Yamunotri Dham and its surrounding areas is a truly enriching experience. From the religious significance of the place to the breathtaking natural beauty, every aspect of this destination is bound to leave a lasting impression on your mind and soul. By following this comprehensive guide and planning your trip effectively, you can ensure a smooth and fulfilling pilgrimage to Yamunotri Dham, connecting with the divine and finding inner peace amidst the Himalayan serenity.
source : Chardham Yatra, CharDham yatra package by Helicopter 2023, char dham yatra from haridwar, char dham yatra from Delhi, Chardham package tour, spiritual journey to Yamunotri Dham

(XTRA) The League of Xtraordinary Slackers

# PvE focused/casual PvP - multi-game social international guild of over 18 years! NA PST/UTC-8 based with OCX/AUS members - Mature (18+) LGBTQIA+ friendly! DISCORD LINKS below!
# XTRA Effort XTRA Attitude XTRAorindary Open Community: >We are silly chill slackers UNIFIED by being XTRAordinary SLACKERS of ALL walks of GEEKS and DIVERSITIES from ALL over the world! With LGBTQIA+, disabilities, vets and all ages! We offer LEAGUE WIDE (more than just GW2) stuff like Slacker Social Saturday's with music, trivia, raffles, Jackbox/Among Us, streaming and other fun stuff to chill together AS WELL as of course GW2 stuff!"

# WHAT WE OFFER:

* RAID TRAINING (chill learning space) STRIKES (regular clears of all EoD strikes for your weekly LI) FRACTALS (both learning and T4) HP/MP and Bounty trains DUNGEONS sPVP / WvW Vets for anyone wanting to get into them! * DISCORD * Unofficial WvW server Stormbluff Isles * Raffles Giveaways Discord Fashion Contests Event Drives Basically lots of things with prizes!* MAX GH Isle of Reflection - ALL buffs, armoweapons, unlocks! * A multi-gaming community, including SWTOR, WARFRAME, SWG LEGENDS, ESO, MINECRAFT, DND!* Slacker Social Sat chill music/free games/movie nights!
# LOOKING FOR PEOPLE THAT ARE: 18+ MATURE AND HATE-FREE OPEN MINDED PLAYERS of ANY experience for a closer knit guild, seeking a friendly, social and inclusive, helpful, goofball COMMUNITY to chill and have weird adventures with! OUR biggest compliment by members is that despite sometimes slow times we are a melting pot of inclusive slackers who say they rarely find a place as accepting and cool as us!
We are NOT slack or chill about toxicity and intolerance towards members or people, and we have ZERO TOLERANCE for ANY bigotry, homophobia, racism, misogyny or any prejudices against any group. Hate is too much work!
# DISCORD and APP/INTRO QUESTIONS are REQUIRED and SIMPLE RULES! We want to make sure we BOTH are the XTRA right fit for each other SO - we require Discord AND an INTRO/APP to be promoted passed peasant (recruit). You CAN test us in-game BUT Discord is a huge communal use for us, and is the fastest/best way to JOIN/TEST us. So join our DISCORD and do the INTRO/APP (REQ. to fill out).#guild-info-rules-app join channel - the LAST post will have the APPY BOT PANEL you can click a scroll down menu to apply (or /apply in the
#intro-new-mems channel, instructions in panel and first question of app! GUILD RULES-INFO and INTRO APP CHANNEL LINK: https://discord.gg/E9HDZbB (you may see a guild rules pop up, browse n agree and you'll see app!)
# RANKS They are COMMUNITY BASED and ROYAL THEMED - they transfer to all games. King Slacker (GM) Queen SlackePrince/Princess (Vice GM) Archduke (game leads/stuff) Dukes (officers) Counts (subofficers) Lords (elders) Knights (full members) Nobles (provisional members) Peasants (new recruits)

# CONTACTING:

PM or message in-game: * Duchess Ezrril (GW2 Lead): Ezrril.7421 or Discord: Ezrril.4561 * Count (GW2 Sub-officer) Snake: Snaakesnack.7684; Movie: Kira Wei.2361; Poptarts: AMGpoptarts.3019 * Duke Tyse (GW2 Officer): Tyse The Black.6789 * King Isk: EriskRedLemur.7153 (League GM) or Discord: Erisk Redlemur#7944

I don’t know if it’s smarter to change the whole account to free and reupload everything as ppv and a few free preview posts that are less saucy or something like that, or if i should just make a free page and link them and post about both of them and also reupload everything but with ppv and some free previews of pics that don’t give everything away.
is it even allowed on OF to post the same content on another account, linked or not?
My paid page is doing good right now but based on the amount of clicks my tracking links get vs subs from those links, i could be doing way better. I get it because my page is $18 ($16 with discount right now) and I know it’s on the high end but i know my worth and i’m getting almost the same amount of subs as i did when it was $15, the only thing i added is b/g content because everyone seemed to want it but i’m not gaining as many subs as expected. Maybe with a free page i could charge $5 for 1-2 b/g vids or $8 for a package of 5-8 old b/g vids? And maybe $3-$8 per lingerie photo shoot (again around 15-40 pics per shoot)? I would have free previews of the paid posts and maybe a few extra free pics in that are much less explicit.
If anyone cares to check, my reddit is u/viakitty so you can see what i look like and my current OF setup in case it helps with anything. I currently have 116 subs on OF and most of them don’t interact much but the few who do really do. I tried sending out the extra saucy vids on mass message with PPV a few times with less than 10 purchases per message so i upped my sub price and just posted the other extra saucy vids instead. My reddit promo posts fairly often get lots of upvotes, i end up deleting most of them after a day but keep the really high ones but every night i promote 1-3 of my posts get 200-600 upvotes each and i still get at most 8 subs after a day/night promoting a lot and i just feel like i could be making way more.

The post that started it all
Flag of the USSR if OP was spreading CIA propaganda. A user responding to the above: Literal nazi propaganda… but people don’t like to check the sources on this kinda thing.
repeating 80 years of propaganda, brave and controversial
Tankie responding to "Communism is when you call ethnic cleansing based
Go fuck yourself, tankie.": ethnic cleansing is when stalin moves people away from the frontlines of a massive world war that eradicated tens of millions of people 🤡🤡 User asking: "then why did the soviets keep repressing crimean tatar activists during the 50s, 60s, and 70s and only repatriated the crimean tatars in the late 80s during perestroika?" He responds with :Because they were reactionaries and didn't go through the correct way to get change.
Dawk, you can’t name anything the Soviet Union did without consulting the fucking CIA. Grow up and realize that the US is an empire hell-bent on surviving in a time post empires.
me when i listen to C.I.A propaganda
Saying tankie like it’s a bad thing
lmao, y'all pathetic
cracks knuckles here I go defending the best country in history.
Multiple posts made because tankies got angry:
Flag of USSR if it commited genocides, persecuted gay people, deported minorities, built concentration camps, subjugated nations, rigged elections, crushed workers protests and shot people that tried to leave
Flag of USA if it commited genocides, persecuted gay people, deported minorities, built concentration camps, subjugated nations, rigged elections, crushed workers protests and shot people that tried to leave
flag of USSR if they managed to turn from a semi-feudal country to an industrialized superpower in 30 years, legalized homosexuality in 1917, redistributed land back to the people, had 78% of people vote in favour of preserving it, and functionally single-handedly won WW2
Flag of the US if it committed genocides, persecuted gay people, deported minorities, built concentration camps, subjugated nations, rigged elections, crushed workers protests and shot people that tried to enter (or tried to get the US to leave)
Flag of USA if it committed genocides, persecuted gay people, deported minorities, built concentration camps, subjugated nations, rigged elections, crushed workers protests and shot people that tried to leave

I primarily do web development, but recently a long time friend asked me help digitise their legacy workflows as they deal with a lot of paper.
I've got them setup with Google Workspace and will be helping on board them with a CRM for client management, as they do work for their same pool of clients a minimum of once a year. But I will also be installing and managing four new Windows 10 office PCs (HP Elitedesks)
Can anyone please advise any best practices to help secure and manage these computers. I'm not local to them, so will be able to do onsite visits every couple of months, but it won't be like popping around the corner to help them out. So anything I can do to help manage them securely remotely would be appriated.
I've moved them away from Office and Outlook to web based GSuite. The CRM will integrate with GSuite through the browser. File management will be primarily scanned documents and saved PDFs going onto Google Drive and the CRM.
Browsers will be Chrome, probably managed through Google Workspace, uBlock origin installed.
Password management either via Google password manager or Bitwarden.
Remote support is currently provided by Teamviewer, but I don't' think they're on a paid plan, so I'm sure that will get cut off soon, and so I'll give Chrome Remote Desktop a go unless an alternative good value solution can be suggested?
Not sure if I should be doing any special configs with Windows?
Any advise or links to best practices guides would be appreciated on how to approach a small business deployment like this. Thank you

Briefly speaking, I am looking for some advice for my current life situation. I want to include some backstory which may help with advice, so it may be a bit of a read.
TLDR at the bottom.
BACKSTORY:
To save the sob story, I (22M) moved out when I was 19 due to family hardship and thinking it would be better for my development and establish some independence.
I was still in post secondary at the time so for the next 3 years I was able to bounce around from my girlfriends place and then into my own spot with roommates. This is where I’ve been the last 2 years. My family ended moving hours away back to their home town to rekindle with the majority of my family. After a couple years of moving out they offered me to move there if I needed it, but this would be at the cost of my network where I’m from and forcing my girlfriend into a rough situation.
Financial stability was never really a problem until January this year. I graduated college about a year ago, and decided to bridge into a degree program as I only achieved a diploma in college. My thought process was since it was in the health sciences field, academia is influential to opportunity.
Decided to give it a shot even though I had to commute an hour out 4x/ week as I couldn’t afford to live out there (big city and Canadian living in Ontario, if you know you know) and the place I was staying was pretty cheap so in comparison, I’d pay the difference in my commute.
Fast forward through a semester, my mental health was shot, extremely burnt out, sleeping like shit, stopped going to the gym and barely eating for about 6 months. At the time I was working part time, enrolled in full time studies and living off my part time income + scholarship. I never really budgeted my finances but always got the bills paid on time.
I quickly started to fall behind in my courses and by the end of the first semester, I barely passed. I was ready to attempt a second semester and take some time off work to focus on my studies. With my scholarship instalments, I was fortunate enough to be able to handle about a month off work financially speaking, to start the new semester off strong and in a better mental state.
Everything was set and then come the beginning of the next semester, I received an abrupt notice that I was being flunked out of my program due to my poor academic performance. I was unaware I had to maintain a certain average to progress in the program, which is my own fault. As a result, this had terminated my scholarship and suddenly I had to find a way to make ends meet; my part time job was not going to cut it. This took me by surprise and shifted my focus in life into survival mode.
For the month I was off work (the unpaid leave had already been in place before receiving notice of being kicked out of school) I had enough money to get by for that month while searching for full time work and regathering my mental health.
During this time, I had a few interviews but by the end of the month I had not landed a full-time opportunity so I decided to go back to my part time job while continuing to search. This was February of 2023.
I was applying to a plethora of jobs, most even not industry-related to my college education. Reluctantly, I only landed a job where my qualifications aligned. It was a personal training job at a corporate fitness facility, which is where my passion lies in fitness + health.
If you know anything about a personal training career, the money does not come quick. You have to establish your book of clients before it can be financially fruitful and this calls for many long days, unpaid hours volunteering your time to sell personal training and ultimately make your mark.
This can take months to start making consistent coin at a steady premium rate but fitness is something I am really passionate about teaching. I knew it would be risky but it was the only option in front of me to potentially make more money and the rate was pretty good IF you can establish yourself to work a full-time schedule.
I’ve been at this job for just over 3 months. I’ve slowly built up a decent client base, but it barely makes ends meet most of the months I’ve been working here and I have debt to pay off from student loans and credit cards.
When I’m working with clients to improve their quality of life by helping them reach their goals with my expertise, it is truly a great feeling. What I’m struggling with is the instability of income and that brings me a ton of stress.
I could have a decently full week scheduled but after some cancellations or rescheduling/what have you, it can turn that around quickly which means less income. This grindy process to build my calendar month to month doesn’t allow me to get ahead whatsoever financially and one unexpected expense could throw me into more debt or falling behind on bills.
Recently I started applying to labour jobs that will give a set amount of hours which will allow me to have some predictability with my finances and create more financial stability; so your typical 9-5.
I have a few interviews lined up, just to explore some opportunity. But now my debate is between less financial stability and more fulfilling work which is where I’m at right now, or a less fulfilling job with more financial stability.
THE VERDICT:
Everyone always says to choose a job you enjoy instead of chasing a pay check, and I feel like I’ll be going against that even though it might be necessary as my finances are struggling which brings me a lot of stress. I’m talking about barely being able to put food on the table right now type of struggling so riding it out brings more risk and unknown to my finances.
I’m torn to make the decision of leaving my job and possibly regretting it. I know it makes me feel a sense of purpose more than a labour job would and the management is pretty great and supportive for success, all while still pushing quotas and hours goals for my position so a bit of corporate stress too. But the nature of the job to get the ball rolling while taking financial impact is weighing on my mental and finances pretty heavily for the last few months. Some weeks are great, others I have a ton of stress and self-doubt.
I feel like if I had a nice financial cushion going into this PT thing, I would have far less worries about staying afloat and could stop living with a sense of scarcity so I could focus on refining my skills and enjoying the process. I want to make sure I’m not missing the mark on life even though money is an obvious need right now.
If I can’t make something happen for myself, I’m forced to move with family and start over. This will bring me less stress in terms of responsibility until I can get back on my feet, at the cost of my relationships (friends/gf) in the city I’ve grown up.
​
Based on my situation, what would you do?
Looking for constructive advice, or if you can speak from any similar experience it would be insightful.
Love to hear outside perspectives. If you took the time to read this, I appreciate you.
TLDR; if you were financially struggling, would you choose a job that brings you personal/meaningful fulfillment with less financial stability? Or is choosing a steady paying job that’s less fulfilling outside of finances missing the mark on life?

Hi everyone, sorry for the long post
I need some help and advice to check if our parties plan has any gaping holes in it,
The Lvl 3 party (arcane archer, light cleric, spore druid) and I (redemption paladin) are part of an army and we have been charged with planting black powder bombs, inside the enemy camp across the river to soften up their defences for an upcoming assault on with the rest of the army
So our plan is to try and convince them to let us through the front door:
1.THE PREAMBLE Get chased from allied base toward enemy fortified entrance. (all party on board cart - spore druid HIDDEN) (Boat boy + Backup - Friedrich army man on board to pickup or getaway if req.)

2.THE ENTRANCE Persuade guards we are their 'allies' - 

2.1 we convince the guards using a pre planned story of us being deserters and having killed our leader and escaped with the wagon out of camp 2.3 we managed to steal 'supplies' (false tops on barrels with grain in case they check PREPPED) 2.4 redemption paladin uses charm and persuasion
ALT 2 If that fails, signal to the chasers (our actual allies) use fire arrows on cart - party dive into river - cart goes boom - at least enterance is blown WIDE OPEN then float downstream to bank - head toward Boat + Backup plan.
Otherwise once through 3. THROUGH ** head toward stores to drop of 'supplies' 4.DISTRACTION Hugh takes light clerics's smalled Black Powder bags and.. Matches? sets up explosive distractions while maintaining STEALTH 5.BARRACKS need supplies too obv. and need 'story' for why we go there. 6. > BlackPow all setup. < 7.DISTRACTION - BOOM - ESCAPE Flamy boy ignites all barrels - (marvels at beauty and power 🤩) 8.ESCAPE - Boat boy rescue
So cause it falls to me to do the talking, Wanted to check a few details of my story and questions I may come up against,
THE FLASE STORY: So we are escaped slaves that were forced into the army (technically not untrue as we did all start off in forced service to the army)
We escaped after returning to camp and grabbing a returning wagon that was still set up to go,
Guards alerted our escape as we get chased out of town towards the enemy line
Reason we "escaped", we overheard some guards saying that there will be an attack on the southern Ford in a few days' time, and they were gonna send the slaves first to "soften em up".

Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

• broaden their understanding of the inclusion of digital technology in the early years
• explore effective strategies to embed play-based digital practices
• support children’s concept development of digital technologies

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.

‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)

The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

• Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
• Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
• Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
• Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
• Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

• how educators can think more broadly and deeply about fine motor development in infants and children
• the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
• the importance of routines as learning experiences with embedded fine motor learning opportunities.

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

• the role of the adult in supporting children’s learning and development through play
• how to build reciprocal relationships where children and adults are co-contributors to the creative process.

When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?

Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)

Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?

Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.

How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?

The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
📷
This diagram can be used by educators and teams to reflect on their practice. Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.

Game Title: "Chronicles of Eternia"
Game Concept: "Chronicles of Eternia" is an immersive open-world RPG set in a vast and visually stunning fantasy realm. Players will embark on epic quests, engage in thrilling battles, and forge alliances as they navigate a world brimming with diverse races, powerful clans, and guild houses. With an extensive character customization system, players can choose from multiple races, each with unique traits, and select from a range of classes, allowing for diverse playstyles and character progression.
Races: 1. Humans: Versatile and adaptable, humans excel in a variety of fields, such as combat, magic, and diplomacy. 2. Elves: Agile and attuned to nature, elves possess exceptional archery skills and heightened magical affinity. 3. Dwarves: Resilient and skilled craftsmen, dwarves specialize in mining, forging powerful weapons, and defensive combat. 4. Orcs: Mighty and ferocious, orcs are natural warriors with an affinity for brute strength and close-quarters combat. 5. Merfolk: Graceful and amphibious, merfolk are adept at underwater exploration and possess strong water-based magic abilities. 6. Dragon Kin: Descendants of dragons, dragon kin possess dragon-like traits, such as scales, wings, and enhanced physical abilities. They can harness elemental powers, such as fire, ice, or lightning, depending on their lineage.
Classes: 1. Warrior: Masters of melee combat, warriors are skilled in wielding various weapons and excelling in physical confrontations. 2. Mage: Proficient in arcane arts, mages harness the power of elements and spells to cast devastating magical attacks. 3. Archer: Deadly marksmen, archers excel in long-range combat, employing bows, crossbows, and utilizing tactical precision. 4. Rogue: Masters of stealth and subterfuge, rogues excel in sneaking, lockpicking, and dealing swift, precise strikes. 5. Paladin: Holy knights dedicated to justice, paladins possess healing abilities and excel in both offense and defense. 6. Necromancer: Masters of dark magic, necromancers can summon undead minions and manipulate life force for destructive spells. 7. Engineer: Skilled in technology and machinery, engineers construct deadly gadgets, traps, and ranged weapons. 8. Blacksmith: Experts in metallurgy and forging, blacksmiths craft powerful weapons, armor, and accessories, and can enhance existing gear with unique abilities.

1. Tamer: Masters of animal companionship, tamers can forge strong bonds with creatures and employ them in combat, utilizing their unique abilities to aid in battles.

Key Features: 1. Clan and Guild Houses: Players can join or create their own clans and guild houses, providing a sense of community and allowing for collaborative gameplay experiences. These houses can be customized and upgraded to provide various benefits to the members.

1. Housing System: Players can purchase personal houses in towns or remote locations, allowing them to store items, showcase achievements, and even host social gatherings.
   
2. Dungeon Exploration: Engage in thrilling battles against formidable bosses and their minions in challenging dungeons, offering valuable rewards, rare loot, and progression opportunities.
   
3. Voice Chat: Seamless voice chat integration enables players to communicate and strategize in real-time, fostering a more immersive and social experience.
   
4. Crafting System: Players can gather resources, learn recipes, and craft a wide array of equipment, including weapons, armor, and accessories, tailored to their preferred playstyle.
   
5. Dynamic Economy: A thriving in-game economy enables players to buy and sell items, weapons, and resources at various stores, forging alliances with merchants and enhancing their financial status.
   

Dragon Riding: As dragon kin, players have the unique ability to tame and ride dragons, allowing for aerial exploration and epic aerial battles. Dragons can be customized and trained to become formidable allies in combat.
Dragon Sanctuaries: Discover hidden sanctuaries where dragon kin can commune with their dragon ancestors, unlocking powerful abilities and gaining access to exclusive quests.
Legendary Weapons: Engage in epic quests and challenging dungeons to obtain legendary weapons with incredible powers and unique visual designs, further enhancing gameplay and personalization.
Beast Taming: Tamers can seek out and tame a wide variety of creatures, ranging from majestic beasts to fantastical creatures, to fight alongside them in battles. Each creature has its own abilities and growth potential.
Expanded Crafting: Blacksmiths can not only forge weapons and armor but also create powerful accessories, enchantments, and cosmetic items. Crafting and enhancing equipment becomes a crucial aspect of character progression and customization.
Class limits:

1. Warrior:
2. Limited proficiency in magic: While warriors can learn basic combat-related spells, their magical abilities are limited compared to dedicated spellcasting classes.
3. Heavy armor restriction: Warriors are unable to effectively use light or medium armor due to their focus on heavy armor and melee combat.
   
4. Mage:
   
5. Fragile physical defense: Mages have low health and limited physical defense, making them vulnerable to close-quarters combat. They rely on their magical abilities to deal damage and control the battlefield.
   
6. Mana management: Mages must carefully manage their mana pool as casting spells depletes their resources. They may need to rely on mana-restoring items or wait for natural mana regeneration during combat.
   
7. Archer:
   
8. Limited melee combat skills: Archers excel in ranged combat but are less proficient in close-quarters battles. They rely on maintaining distance and precision attacks.
   
9. Lower physical resilience: Archers have lighter armor, providing less protection against physical attacks. They need to rely on evasion and kiting techniques to survive.
   
10. Rogue:
    
11. Fragile defense: Rogues have lower health and rely on agility and stealth to avoid damage. They excel at burst damage and quick strikes but can be easily overwhelmed in prolonged battles.
    
12. Limited spellcasting: Rogues have access to minor utility spells but lack the depth and power of dedicated spellcasting classes.
    
13. Paladin:
    
14. Limited offensive magic: Paladins focus primarily on defensive and supportive magic, with limited offensive spells available. They excel in protecting and healing allies but have reduced damage output.
    
15. Alignment restrictions: Paladins must adhere to a strict code of conduct and moral alignment. Engaging in certain actions or choices contrary to their code may result in penalties or loss of abilities.
    
16. Necromancer:
    
17. Vulnerability to light and holy magic: Necromancers are weakened by holy or light-based magic. Spells from these sources can hinder their abilities and deal increased damage to them.
    
18. Ethical considerations: The use of dark magic and manipulation of life force may have consequences on the character's alignment and how they are perceived by NPCs and factions.
    
19. Engineer:
    
20. Reliance on gadgets and resources: Engineers require a steady supply of resources, materials, and tools to craft and use their gadgets effectively. These resources need to be collected or purchased regularly.
    
21. Fragility of gadgets: Gadgets created by engineers may have limited durability or charges, requiring maintenance or repair to keep them functional.
    
22. Blacksmith:
    
23. Resource and time requirements: Blacksmiths need access to various materials and specialized equipment to craft powerful items. The creation process may require time, skill, and additional components.
    
24. Dependent on external sources for magical enhancements: While blacksmiths can enhance weapons and armor, they cannot directly imbue them with magical properties. They need to collaborate with mages or acquire magical materials to infuse magical abilities into items.
    
25. Tamer:
    
26. Limited control over higher-level creatures: Tamers may struggle to tame and control extremely powerful or legendary creatures. These creatures may require special conditions or quests to unlock their full potential.
    
27. Bonding time: Developing a strong bond with a creature takes time and effort. Instantly taming or changing companions may hinder the growth and effectiveness of the tamer's bond
    

Extra class: Sanctifier: As a Sanctifier in "Chronicles of Eternia," you embody compassion and healing. Armed with restorative magic, you mend wounds, bolster spirits, and empower your allies. Your touch brings renewal, while your blessings strengthen defenses and amplify attacks. Purifying ailments and cleansing curses, you protect from corruption. While limited in offense and reliant on allies, your presence brings hope and resilience. As a Sanctifier, your healing touch turns the tides of battle, ensuring your allies stand strong against darkness.
Limits
• Limited Offensive Abilities: Sanctifiers focus primarily on support and healing, which means they have limited offensive capabilities. Their offensive spells are less potent compared to dedicated damage-dealing classes.
• Fragile Defense: Sanctifiers typically wear light armor, providing less physical protection. They rely on their healing abilities and supportive spells to keep themselves and their allies alive.
• Mana Management: Healing spells consume mana, and Sanctifiers must manage their resources carefully. They may need to use mana regeneration abilities or rely on potions to replenish their mana during prolonged battles.
• Vulnerability to Disruption: Sanctifiers' casting can be interrupted by enemy attacks. They need to be positioned strategically or protected by their allies to ensure uninterrupted healing and support.
• Limited Mobility: The Sanctifier's focus on healing and support restricts their movement abilities. They may not possess swift dashes or teleportation skills commonly found in more agile classes.
• Reliance on Allies: Sanctifiers thrive when working in tandem with other classes, as their healing and support abilities are most effective when there are teammates to protect and assist. They may struggle to solo certain challenging encounters or battles.

1. Sydney Sweeney faced backlash for telling Variety that she had to "fight" for her role in Reality like other actors. She said, "I had to audition for it. I had to put myself on tape and send in my audition just like everybody else."
2. Bryce Dallas Howard was criticized for sharing entertainment career advice without mentioning the leg up she got from her dad, director Ron Howard, who cast her in most of her early roles. On Instagram, she wrote, "My peers and I were fortunate to attend one of the best drama schools, but there was a massive gap. While school gave us an amazing foundation, we finished our formal training and still felt stuck because we were told our only option was to wait for someone else to hire us."
3. On his podcast Let's Go! with Tom Brady, Larry Fitzgerald, and Jim Gray, Tom Brady said, "I almost look at, like, a football season like you're going away on deployment in the military, and it's like, 'Man, here I go again.'"
4. Discussing the challenges of having a public-facing career, Alicia Vikander told the Sunday Times, "Sometimes, you go through things that are tough in life, and if you have an office job, you can step away for a bit."
5. On the topic of being a working single mother, Gwyneth Paltrow told E! News, "I think to have a regular job and be a mom is not as, of course there are challenges, but it's not like being on set."
6. On fellow nepo baby Hailey Bieber's YouTube show Who’s in My Bathroom?, Gwyneth Paltrow said, "As the child of someone, you get access other people don't have, so the playing field is not level in that way. However, I really do feel that once your foot is in the door, which you unfairly got in, then you almost have to work twice as hard and be twice as good."
7. Ariana Grande's fans called her out over a since-deleted Instagram post, which she captioned, "When you're cute but you're also the hardest working 23-year-old human being on earth."
8. Popular vloggers the ACE Family faced backlash for their video "WORKING AT A RESTAURANT FOR 24 HOURS." In a Snapchat video that Catherine Paiz, the mom of the family, shared while filming, she said, "Guys, we are literally working right now, at a restaurant. Austin [McBroom, her partner] has been making food for the past hour, and I've been taking orders."
9. While accepting her Best Director award for her work on The Power of the Dog at the 2022 Critics Choice Award, Jane Campion said, "I'd also just like to give my love out to my fellow — the guys. The nominees. And you know, Serena and Venus [Williams, whose biopic King Richard was nominated for several awards], you are such marvels. However, you do not play against the guys — like I have to."
10. On an episode of her podcast Anything Goes, Emma Chamberlain described why she thought having a 9-5 would be easier than being a self-employed influencer. She said, "Because you're an employee of somebody else, mentally, it's easier for you to disconnect after work so that you can enjoy all of your free time to the fullest without having to think about your job. Whereas, when you're self-employed...you never stop thinking about it.."
11. Discussing her modeling career, Kendall Jenner told Love Magazine, "Since the beginning, we’ve been super selective about what shows I would do. I was never one of those girls who would do, like, 30 shows a season or whatever the fuck those girls do."
12. In her episode of Variety's Actors on Actors, Jennifer Aniston said, "I feel so lucky that we got a little taste of the industry before it became what it is today. More streaming services — you’re famous from TikTok, you're famous from YouTube, you're famous from Instagram. It's almost, like, it's diluting the actor's job."
13. After facing backlash for accepting the role of Tex Gill, a trans man, in Rub & Tug, Scarlett Johansson told As If magazine, "You know, as an actor, I should be allowed to play any person, or any tree, or any animal because that is my job and the requirements of my job."
14. Discussing being an actor during the pandemic, Saif Ali Khan told the Quint, "During the lockdown, we quietly sat at home for six months, wasted our lives and lost our time. But now, when the government is saying go out and work to support the economy, we are in the frontline again. It's a high-risk profession, almost like working at a hospital."
15. On Twitter, Addison Rae joked about landing a job as a UFC correspondent despite dropping out of Louisiana State University's sports journalism program to become an influencer. She said, "I studied broadcast journalism in college for three whole months to prepare for this moment."
16. And finally, Elizabeth Hurley once called non-famous people "civilians." In 2000, she told Larry King Live, "I think for a civilian to go out with somebody in the public eye is a pretty awful proposition, to be quite honest."

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Hey Boston
This thread is for chatting about what is going on in Boston today. This includes the news about today's commute, what is going on around Boston, commonly asked questions, as well as a general free chat throughout the day.
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• Regularly asked questions
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• General questions that you feel do not require an entire thread
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Here are some useful links as well:

1. The weather
2. MBTA alerts and delays
3. Official COVID-19 Information

Please be civil and keep things SFW.
Self promotion of Boston related events, activities, and news is allowed so long as the event is happening within the next 5 days and not a regularly occurring event.
If there is something you'd like to see here please message the moderators and let us know.

Introduction

Quality is the consistent dominant narrative in early childhood education. Framed by Western worldviews and steeped in colonial logic, quality, in this sense, is described as normalizing, decontextualizing, regulating, managing, measuring, and operating under the values of universality, objectivity, and stability with no regard for diversity or context (Dahlberg et al. 2007). Often viewed as the ultimate goal in many early childhood teacher education programs and settings, quality across the early childhood sector drives decision-making and policies including early childhood teacher education. Generally, this type of quality is made visible through the focus on the individual child and the use of stage development, perpetuating the view of young children as deficit and learning and development as linear. This has contributed to the acceptance of pedagogy as activities and methods addressing surface-based skills (e.g., counting, phonics) rather than an engagement with meaning-making and complex thinking. The overuse of these discourses perpetuates a lack of understanding of children and their contexts and experiences. Further, the constant attention to achievement of milestones and individual processes pushes situated and daily moments of learning and teaching to the margin.
Dahlberg et al. (2007) call for a paradigmatic shift in early childhood education that entails disrupting this dominant and narrow view of quality: rethinking quality as meaning-making, valuing complexity, multiplicity, subjectivity, context, provisionality, and uncertainty. This shift is reflective of post-foundational viewpoints, including critical theory, postmodernisms, post-structuralisms, postcolonialisms, and post-humanisms. Early childhood teacher education that is situated to rethink to the quality agenda and engage with post-foundational perspectives of meaning-making requires conceptual and pedagogical teaching practices, utilizing different ways of knowing, being, and doing. Early childhood teacher education constructed in this manner is supportive of generating twenty-first-century citizens who think with complexity, work collaboratively, and connect to the local and global communities.
Content and experiences within early childhood teacher education that rethink quality as meaning-making then build a strong sense of social justice while also educating all young children from diverse backgrounds, positioning pre-service teachers as agents of change. This includes critically inquiring and intentionally acting on ethnicity, race, social class, gender, gender expression, culture, religion, language, ability, and sexual identities to empower pre-service teachers in generating practices of equity and critical consciousness. Early childhood teacher education is positioned in the broader social, historical, political, and cultural contexts and addresses the significance of place as it is related to these broader and local contexts.

Alternative Narratives of Early Childhood Teacher Education

Drawing from multidisciplinary perspectives including post-foundationalism, feminism, post-developmentalism, sociology, and postcolonialism, place, and Indigenous worldviews, alternative narratives disrupt the dominant narratives in early childhood teacher education and engage pre-service teachers in the politics and ethics of teaching. Alternative narratives generate multiple perspectives and diversities while offering a provocation to rethinking and pondering what is possible in early childhood teacher education. Foregrounding teacher education with alternative narratives positions practices as engaging with complexity (Pacini-Ketchabaw et al. 2015) and diversity inclusive of the political, social, economic, and cultural context. Engaging with complexity is never standing outside the early childhood setting but rather co-participating and being with – all contributing to meaning-making for teachers, children, and families. Meaning-making is part of the daily classroom life and creates conditions to rethink practice focused on ideas and concepts rather than consuming skills and separate disciplinary content, often in a decontextualized manner. Part of this work is embracing uncertainty rather than universal truths perpetuated through the dominant narratives that are limited by developmental logic. This means actively resisting teaching practices that universalize, marginalize, and normalize and instead being in relation and entangled with the messiness of teaching and learning (Dahlberg et al. 2007). In places of ongoing settler colonialism, this requires understanding the ways in which children and early childhood educators are entangled with postcolonial geohistories of place.

Narratives of Place

Euro-Western narratives situate place as romantic and innocent, a “natural” place for children to play. This framing of place is linear and does not consider place as relational and agentic or engage with all the histories that places hold. Alternative narratives of place move beyond environmental stewardship framings and attend to the ways in which human and more-than-human worlds are already entangled (Taylor 2017). Place is understood as something more than a geographical space as it is not “culturally or politically neutral’ (Mignolo 2003, quoted in Tuck et al. 2014, p. 1) and is a “territory that is Indigenous and which has been and continues to be subject to the forces of colonization” (Tuck et al. 2014, p. 1). Recognizing place as not without an historical, political, or ethical context attends to the ethics and politics of place, bringing together nature and culture (Haraway 2008) and enacting pedagogies of concern.
Alternative narratives of place foreground Indigenous knowledges, shifting perceptions of place beyond an innocent (or at best pretty) backdrop to teaching and learning. It is important to acknowledge that engaging with place in a postcolonial setting requires engaging with place in a conceptually different way. This difference focuses on looking beyond the colonial inscriptions of place and acknowledging the colonial violences that have been committed to places with the aim of recovering Indigenous ways of knowing and being (Tuck et al. 2014). This acknowledges that Indigenous epistemologies and ontologies are in the center of meaning-making, not at the periphery. This is a deliberate political and ethical practice that acknowledges Indigenous people’s original and ongoing connections with the land. This connection involves much more than the space and the place.

Indigenous Worldviews and Place in Early Childhood Teacher Education

Thinking with local, place-based Indigenous perspectives is largely absent from early childhood teacher education. In particular, Indigenous perspectives are often “othered” as part of wider multicultural discussions, resulting in tokenistic practices that homogenize Indigenous culture. Engaging in alternative narratives of place that respectfully foreground Indigenous worldviews disrupts dominant settler perspectives. Early childhood teacher education focused on the practice of engaging with local, specific Indigenous knowledges requires authentic, respectful connections to local Indigenous groups and a commitment to engage with the full range of historical, political, and ethical contexts. This disrupts the knowledge consumption so easily practiced within the narratives of the individual and traditional stage theories of development and provides a way for teacher educators and pre-service teachers to move beyond the taken-for-granted narratives of early childhood in order to think with local, place-based perspectives.
The inclusion of place in early childhood teacher education resituates pedagogy as a thinking, ethical, and political practice. Rethinking early childhood teacher education with strong relations with place recognizes the entanglements with humans and the more-than-human engaging with multiple narratives of a place and acknowledges the politics and knowledges constructed within and about a place. In this sense, pedagogy activates relationality and complexity in early childhood teaching, making visible the multiplicities, tensions, and frictions created when place, human, and more-than human come together. This opens up places for early childhood pre-service teachers to think and act on different ways of knowing, being, and doing with the intent of engagement and relationality.

Matters of Concern

Drawing on Latour (2004), place in early childhood teacher education pays attention to “matters of concern” – a shift from “matters of fact” consistently implemented through quality dominant narratives previously described. Matters of concern think with relationality and the complexity of bringing together humans, place, and the more-than-human (flora, fauna, multispecies), rethinking how early childhood pedagogy is used and how this informs teacher education. In terms of early childhood teacher education, this repositions teacher educators to shift from a human-centered view of the planet to seeing place as central and living with our more-than-human kin. This calls for teacher educators and pre-service teachers to teach and act in radically new ways, in ways that situate place and the more-than-human as being in relation with teaching pedagogies.

Coming Alongside

Karen Martin (2016) presents the idea of “coming alongside” as a way for non-Indigenous people to engage respectfully with Aboriginal worldviews. Part of this work is recognizing how relationships to people, places, and the more-than-human are central. In this sense, relationships take a long time to build and should not be rushed: sitting and listening with elders and walking with places and the more-than-human over long periods are necessary in order to build authentic, respectful connections. Relationships also require intention. For teacher educators and pre-service teachers, there are ethical and political accountabilities to foreground local, Indigenous worldviews in everyday teaching and learning practices. This recognizes place as being more than just a pretty backdrop for children to play in; rather, there are many layers of history that are always present in the places where we live and work. As part of the protocol of coming alongside, teacher educators and pre-service teachers are required to share their stories and connections to people and place.

Common Worlds

A common world framework (www.commonworlds.net) centers on the ways in which children learn from the full range of human and more-than-human relations within their immediate and “common” or shared worlds. More-than-human refers to the animals, plants, multispecies, local places, and colonial pasts, presents, and futures – the systems where children grow, learn, and live. Practices underpinned by the common world framework focus on awareness and response to legacies of local places in order to rethink and create common futures.

Place as a Pedagogical Contact Zone

Place as a pedagogical contact zone brings together the work in the Common Worlds Research Collective (www.commonworlds.net), with the “contact zone” as discussed by Haraway (2008) making visible how place is always an entanglement between the more-than-human and humans. Haraway (2008) specifically indicates how this contact zone brings together “diverse bodies and meanings[that] coshape one another … The partners do not precede the meeting; species of all kinds, living and not, are consequent on a subject and object-shaping dance of encounters” (p. 4). This creates the pedagogical contact zone as uncertain and unknown but also creates a space to support new ways of doing and assembling multiple knowledges. This is necessary in foregrounding and thinking with Indigenous worldviews, shifting away from the narrow view of the colonial gaze. Both place-thought (Watts 2013) and learning to be affected (Latour 2004) offer ways to practice place as pedagogical contact zones.

Place-Thought

Place-thought is rooted in the Anishinaabe (First Nations people from southern Canada) worldview that “is based upon the premise that land is alive and thinking and that humans and non-humans derive agency through the extensions of these thoughts” (Watts 2013, p. 21). This frames the process of thinking about place in different ways and is focused on viewing the land as animate and with agency. Watts (2013) shares an Anishinaabe creation story to illustrate place-thought through the experience of Sky Woman: Sky Woman fell through a hole in the sky, landed on the back of a turtle, and formed the earth. This story for Watts (2013) is an historical account of the interconnections between humans and the more-than-human, describing “a theoretical understanding of the world via a physical embodiment” (p. 21). This moves past the view of a creation story as a myth or allegory and challenges the Euro-Western understanding of knowledge construction. With this foundational understanding, Watts (2013) further notes how land is part of the lives of Indigenous people, and this calls for a deep relationship with the land and the more-than-human requiring communication and care. Colonization of the land impacts the ability to converse with the land, disrupting the deep relationships and a critical part of the Anishinaabe people’s lives.

Learning to Be Affected

Thinking with place means paying attention to the layers of inscription on a place. Using Latour’s (2004) concept of learning to be affected “means exactly that: the more you learn the more differences exist” (p. 213). For early childhood teacher education, this means empowering pre-service teachers to be open and awake to multiple and varied proposals and possibilities. For Latour, this is the action of moving past the binaries of subject/object and spending time with and in the numerous ways of seeing and being in the world. This is reiterated in the work of the common world framework, as it is through awareness of difference that curiosity about the places surrounding us is provoked (www.commonworlds.net). In terms of early childhood teacher education and place, learning to be affected is how teacher educators and pre-service teachers are offered the time and space to listen with the place, make visible what cannot be seen, trace the overlays of inscription, and begin to notice place in a way that rethinks teaching and learning in ethical and political ways.

Early Childhood Teacher Education and Place: An Example in Australia

An undergraduate early childhood teacher education program at a public university in Australia focuses on place; in particular, place as a pedagogical contact zone. Place is the primary provocation for the classes in the program as content and experiences are focused on respectfully foregrounding Indigenous worldviews while completing placement in a community-based playgroup program for families and children (infant to 6-years-old). Coming alongside Indigenous worldviews of place (Martin 2016) is done by attuning to the place where the placement site is located as well as where the university is located. The settler-colonial gaze is disrupted by foregrounding the local Indigenous place, attending to the politics and ethics of living on stolen land. Teaching with complexity, addressing matters of concern, and practicing making-meaning support pre-service teachers in understanding what it means to live in postcolonial Australia. Central to the placement and coursework are pedagogies and opportunities to activate Latour’s (2004) notion of being affected and place-thought (Watts 2013) as ethical teaching practices. For example, at each of the playgroup sites, pre-service teachers respectfully foreground Indigenous worldviews in the learning experiences with children and families.
Indigenous worldviews are the starting point for the class and placement content and are shared through Indigenous stories and materials (sourced from the local place where the program is situated). These experiences include the teachers, families, and children naming the country, animals, and materials where the setting is located. Further, the equivalent conceptual and pedagogical practices are the content in the university classes. This includes understanding the significance of place for the local Indigenous people through the use of place-thought walks, discussions, and making visible how coursework and placement contribute to decolonization and are not tokenistic. For instance, place-thought walks are part of the work for the university students and the children and families in the placement. The ritual of walking to and from the place is part of the practice while also discovering what calls each person into connection with the place. These are the moments that contribute to building a relationship with the place, a common and shared world that moves from thinking about a place to thinking with place. Through the content and experience in the classes and placement, pre-service teachers ethically engage with the local place and find ways to question assumptions and disrupt the Western-driven expectations and dominant narratives in early childhood teacher education.