ESRE Products & Resources
Our latest exciting project – support resources for educators like NEVER before!
How do I 'manage' children's behaviour during group time?
Children 'behave' as they do because they are human. Whether that behaviour is in line with expectations or not, does not deem it “appropriate” or “inappropriate”.
Phoenix Cup Filling Cards
Phoenix Cup Filling Cards - educating people about basic human life needs and the value of filling your cups and the cups of those around you.
The Advocate for Childhood: A Freedom Cup Filler
Let’s discuss ‘that child’ found in many education and care settings. However, let’s not label him ‘that child’, and respectfully use his real name, Jacob.
The Phoenix Cups Kit - Educators Toolkit
Yup, it's here! The complete 'Phoenix Cups Kit' behaviour resource for educators is now available to order.
Educators - Know Your Stuff
Four things that Educators who know how to exceed do that Educators working towards the National Quality Standard don’t.
We believe that children should be nurtured in an environment that promotes a child’s sense of curiosity, wonder and imagination that fosters exploration and learning through play. We are influenced by the most current and relevant research and theory to support curriculum development, documentation, meaningful play experiences, positive behaviour guidance and environmental aesthetics. Phoenix Support for Educators embraces the new world revolution in children’s services by supporting and facilitating change and progress with fresh ideas and inspiration!
Phoenix Support for Educators is committed to delivering professional development and customised support from a foundation of the most current and relevant research and theory as a part of a recipe for quality practice in Education and Care. Phoenix Support supports curriculum development, documentation, meaningful play, behavioural guidance and environmental aesthetics. We inspire educators to conquer the new world in early childhood education by igniting passion, awareness and confidence for what is possible as reflective practitioners.