Theme: Coping with Childhood Trauma / Challenges during COVID-19
Date: 23 Aug 2022 (Tuesday)
Time: 2:00 – 4:00 pm (Hong Kong Time)
Mode: Online via Zoom
Language: English
* Simultaneous interpretation (English to Cantonese) will be provided
Registration: https://eduhk.au1.qualtrics.com/jfe/form/SV_abldHjYxGDOY2UK / Scan QR code (Please complete the registration form by 15 August 2022)
Sharing Tittle
Keynote Speech: “ Children Touched by Trauma: Behaviour and Learning ”
Dr. Kay Ayre
Lecturer (equiv Assistant Prof), The School of Education., Edith Cowan University, Australia
Seminars by Department of Early Childhood Education, EdUHK:
“Family Challenges in Challenging Times: Can Schools and Kindergartens Make a Difference?”
Prof. Sue Okerson Saltmarsh
Professor, The Department of Early Childhood Education, The Education University of Hong Kong
Biography of Speaker:
Dr. Kay Ayre has a background in early years teaching and behaviour support. She has worked extensively with disengaged and disruptive children, their teachers and schools. Kay has a passion for helping build the capacity of teachers to develop and maintain positive, inclusive classrooms with a focus on supporting children affected by trauma who demonstrate serious, disruptive behaviour. Her research interests are in children's behaviour, positive behaviour support, trauma-informed practice and parent-school engagement.
Prof. Sue Okerson Saltmarsh is an interdisciplinary researcher with a background in sociological and cultural studies in education, childhood and children’s literature. She has expertise in qualitative methodologies, including ethnography, social semiotics and discourse analysis, and her research is informed by theories of everyday life, violence and cultural practices. She has conducted research across a range of early childhood settings, in primary and secondary schools, in higher education, and in policy and community contexts, most recently focusing on relationships between parents and schools during periods of family crises, as well as on the ways that national and global crises are implicated in social constructions of childhood and children's lived experience.
