YAOLIN LIU
Pukekohe,New Zealand
Summary
- A culturally responsive early childhood educator (in-service training) with over six years of practical experience in play-based, inquiry-based, and relationship-centered pedagogy.
- Committed to implementing Te Whāriki principles and the Treetops philosophy through thoughtfully designed environments, reflective journaling, and strong family partnerships.
- Strengths-based programming, assessment, and inclusive practices promote well-being, learning, and belonging in children aged 3-6.
Overview
11
11
years of professional experience
Work History
ECE Intern
Chuang Si Wei Education Institution
, China
02.2025 - 07.2025
- Family engagement: Designed and led a Parent–Child Treasure Hunt that modelled responsive adult–child interactions and increased caregiver participation, using parent feedback to inform subsequent family education sessions.
- Slow pedagogy & scaffolding: Applied slow pedagogy and individual scaffolding strategies—paired peer support, graduated challenges and verbal encouragement—to support an introverted child’s emotional regulation and class participation.
- Relationship-based behaviour guidance: Collaborated with teaching staff to implement relationship-centred and restorative behaviour guidance approaches, contributing observations and co-developed interventions to ensure consistent practice.
- Reflective practice & evaluation: Maintained reflective journals and used formative evaluation methods to document learning outcomes and refine pedagogical decisions, demonstrating measurable improvements in child confidence and engagement.
ECE Teaching Assistant
TongEn Kindergarten
Puning, China
01.2015 - 01.2022
- Play-based curriculum design: Co-designed and delivered sequenced, developmentally appropriate play-based programs for children aged 3–6, aligning activities with learning objectives and international ECE principles.
- Learning stories & formative assessment: Conducted systematic observational assessments and authored learning stories that recorded dispositions, evidence of learning and clear next-steps, using this documentation to inform weekly planning and individual learning goals.
- Environment as the “third teacher”: Intentionally programmed indoor and outdoor provocations using loose-parts and open-ended materials to promote child agency, sustained investigation, peer negotiation and problem-solving.
- Whānau partnership (Relationship-centred practice): Established productive partnerships with families through regular learning stories, targeted parent workshops and coordinated transition planning, improving home–centre continuity and parental confidence.
Volunteer
'DOIT' Community Project
, UK
04.2019 - 06.2020
- Inclusive practice: Designed and delivered inclusive creative workshops that accommodated mixed-age groups and diverse learning needs, enabling broad participation, and collaborative outcomes.
- Multimodal expression (‘100 languages’): Integrated multiple modes of expression (art, narrative, tactile design) to support children’s identity, voice and communicative development within project work.
- Practical life skills integration: Embedded simple budgeting and resource management tasks for older children, facilitating early financial literacy, planning skills, and cooperative leadership.
- Community engagement & impact: Coordinated event logistics and volunteer teams, gathered participant feedback and reported observable gains in children’s confidence, planning ability and parental satisfaction.
Community-Based Learning Experience
Sydney, Australia (2017 WHV)
03.2017 - 11.2018
- Facilitation: Guided homestay children through community learning environments (e.g., Paddington Art Market) and environmental initiatives (seed-raising, tree-planting), extending the curriculum into real-world, multisensory contexts.
- Implementation: Applied play-based, experiential approaches to foster children’s creative expression, social-emotional development, and inquiry skills, aligning with Te Whāriki’s holistic and child-centered principles.
- Impact: Strengthened children’s curiosity, resilience, and social confidence, while deepening my ability to build meaningful connections between children, families, and communities in inclusive, multicultural learning settings.
Education
Diploma in Teaching - Early Childhood Education
New Zealand Tertiary College
01-2027
Master of Science - Investment & Minor in Educational Psychology
Newcastle University
Newcastle,UK01.2021
Bachelor's Degree - Investment
ZhongNan University of Economics and Law
01.2019
Diploma in Elementary Education - Elementary English Education
Shantou Polytechnic
01.2014
Teacher Qualification Certificate - Early Childhood/Primary education
People's Republic of China
Skills
- Play-based curriculum design & implementation (Te Whāriki)
- Learning stories, observational assessment & formative planning
- Child development knowledge & inclusive practice (SEN support)
- Bicultural competence & cultural responsiveness (te reo Māori & English)
- Whānau partnership & community engagement
- Safe environment programming, risk–benefit assessment & wellbeing support
- Environment as pedagogy & inquiry-led provocations
- Behaviour guidance & emotional regulation strategies
- Reflective practice, professional growth & teamwork
- Strategic planning, problem-solving & quality improveme
Professional Development
- Te Whāriki: Principles & Practice, NZTC coursework and independent study, ongoing
- Trauma-Informed Practice in Early Learning, NZTC module overview, ongoing
- Child Protection, Health & Safety, workplace training and statutory requirements familiarisation
Languages
English
Full Professional
Chinese (Mandarin)
Native/ Bilingual
Chinese (Cantonese)
Native/ Bilingual
Timeline
ECE Intern
Chuang Si Wei Education Institution
02.2025 - 07.2025
Volunteer
'DOIT' Community Project
04.2019 - 06.2020
Community-Based Learning Experience
Sydney, Australia (2017 WHV)
03.2017 - 11.2018
ECE Teaching Assistant
TongEn Kindergarten
01.2015 - 01.2022
Diploma in Teaching - Early Childhood Education
New Zealand Tertiary College
Master of Science - Investment & Minor in Educational Psychology
Newcastle University
Bachelor's Degree - Investment
ZhongNan University of Economics and Law
Diploma in Elementary Education - Elementary English Education
Shantou Polytechnic
Teacher Qualification Certificate - Early Childhood/Primary education
People's Republic of China
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