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Learning with technology for pre-service early childhood teachers (Free full-text available) Anne Campbell Faculty of Education, University of Canberra Grazia Scotellaro Faculty of Education, University of Canberra This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant observation, and a thematic analysis of entries in student learning diaries, student feedback and transcriptions of semi-structured interviews with staff involved in the delivery of the program. Introduction When my grandson turned three I made the mistake of giving him a toy mobile phone for his birthday. It is a technological world in which children are often more comfortable than their parents and teachers. We don't want them sitting in front of a computer screen or a TV. Context of the study Their lecturer concurred: Method Findings

EYLF Programming Documentations - Early Years Curriculum Planning The Early Years Learning Framework describes the curriculum as “all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development”. The Childcare Curriculum Plan is a planned sequence of activities and experiences, which are intended to achieve an outcome. This means, all the activities / experiences that the children engage in on a daily basis, have an aim / objective and are planned to be available for the group of children on that specific day. What is a Curriculum Plan The curriculum plan is a document that lists all the experiences, events and activities that are available for the children throughout the course of the day. As part of implementing a curriculum plan, documentation (daily diary, learning stories and observations) becomes a resource tool that is used to reflect on and extend upon the children’s learning and development. Collecting Evidence of Learning Input Keys:

Early Years Foundation Stage paperwork On this page you'll find all the guidance and templates Surrey Early Years and Childcare Service produce to help you deliver the Early Years Foundation Stage (EYFS). The best way to keep up to date with changes is by subscribing to the Way Ahead e-bulletin. You can also contact your early years sector improvement advisor or home-based childcare advisor for advice and guidance. If you're not sure who this is, call Surrey Early Years and Childcare Service on 01372 833833 or email Templates for planning, observing and documenting individual children's learning We have developed three templates to help you plan, observe and document the learning and development of individual children in your care. Observation sheet (available as A4 portrait or A4 landscape)Summary and planning sheet (available as A4 portrait or A4 landscape)Progress tracker (available as A4 landscape only) Information sheet for parents about the revised EYFS Download the information sheet.

Tyre ball pit Back to basics - A brief summary of early childhood observation methods and techniques Anecdotal Observations An anecdote is a "short account of a particular incident or event of an interesting or amusing nature", often biographical ("Anecdote",nd). Anecdotes are useful for taking quick, simple notes that have been observed throughout the day. They are generally written in past tense and can be written up after the event when a teacher has more time. When taking an anecdotal observation it is good to note the time, date, place & relevant context of the event (eg. location, background information, children involved etc.). PROS: Quick & can be remembered and written in past tense CONS: Less objective Example: Date: 1/11/2010 Time: 9:15am Observer: Natalie Location: Main Playground Child/Children: Jai (4.1 yrs) Liam (4 yrs) Anecdotal Observation: Jai and Liam were playing "cooking" in the sandpit. Interpretation (What learning is occurring): Liam and Jai have developed a good friendship and are interacting together well. Opportunities: Developmental Progress Assessments/Check-lists

Freebies | Busy Little Bugs Busy Little Bugs Here’s some cute, fun an absolutely free, yes that’s right, free stuff just for you! Just download, print and use as many times as you would like! Free printables! Print and play today! Follow & Friend © 2012 Busy Little Bugs. ECA Learning Hub Earlychildhood NEWS - Article Reading Center The Child Development Associates (CDA) competencies that can be used for this article are: To ensure a well-run, purposeful program responsive to participant needs. For more information on the CDA competency requirements, contact the Council for Early Childhood Recognition at (800) 424-4310. This article helps meet the following Certified Childcare Professionals (CCP) professional ability area: The ability to reliably assess children’s development. For more information on the CCP certification, contact the National Child Care Association at (800) 543-7161. Jack, age four, really liked to build three-dimensional structures. Sandy had heard the terms "authentic assessment" and "developmental assessment" and had also read that the U.S. Assessment is the process of finding out what children can do, what they know, and what they are interested in. While there are many forms of assessment, certain methods work better with young children. What Are Portfolios? Priscilla D. References