EYLF Programming II :: Lessons from a Teacher On Wednesday I had a day away from the class to attend a Professional Development run by Jo Harris (CEO RE Early Childhood Co-ordinator) and Sister Christine. The main focus of the RE in the Early Years- Kindy PD was planning so we spent time looking at the Early Years Learning Framework and looking at different planning formats. We also looked at a number of religious education resources, how to incorporate RE into your programming, how RE fits in with the EYLF and the elements necessary in EYLF programming. Links to the EYLF: principles, practices and outcomes.Links to the RE outcomesDemonstration of an emerging curriculum: to reflect the outcomes trying to achieve and responsive to children’s abilities and interestsLearning intentions statedPhysical environment – resources, spatial use.Transitions and routinesRole of the teacherFocus childrenReflective practice: incidental teachingAssessment Yesterday I set about trying to create some planning documents that tick all these boxes.
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:
Intentional teaching, child-centred curriculum and the EYLF Intentional teaching, child-centred curriculum and the EYLF Intentional teaching, child-centred curriculum and the EYLF This article explores how intentional teaching can be responsive to both children and the learning outcomes identified in the Early Years Learning Framework (EYLF) (DEEWR, 2009) and offers a useful process for professional reflection in response to curriculum directions and pedagogical change. The observations and comments presented in this article as Stacey’s Story were captured by Stacey, a novice teacher, as she adapted and implemented a resource to fit the context of a kindergarten in rural Queensland. The EYLF presents a process for educator decision making that promotes intentional teaching and contributes to Learning Outcomes. I used the Outcomes from the EYLF, about identity and connecting with and contributing to the world, to inform a resource about family diversity. MENTOR’S REFLECTIONStacey was keen to build trusting relationships with parents.
EYLF | We Hear You This article is from the Queensland Department of Education, Training and Employment and first appeared in Childcare Queensland’s Early Edition – Summer 2012. The National Quality Standard (NQS) encourages educators to reflect on sustainability and what it means in early childhood settings. Standard 3.3 of the NQS invites services to take an active role in promoting sustainable practices in the immediate service environment and beyond, as well as fostering children’s respect and care for the environment. The Standard aims to support children to develop positive attitudes and values by engaging in learning experiences that link people, plants, animals and the land and by watching adults around them model sustainable practices. Many long day care services include environmental practices in their everyday programs – by planting vegetable patches, recycling paper and turning off lights when leaving the room, for example. Sustainability in early childhood Getting started Where to make changes
EYLF The IPSP online library is now live. The library will create a single collection of online resources and publications to provide comprehensive, practical information and support to assist in meeting the inclusion and professional development needs of education and care services. The initial collection is small but will be added to continuously. You can access the library through this website. Fact sheets Policy examples Audio visual materials Professional literature on a range of topics Resources that support inclusive practice You will find the library is organised into seven categories: Children’s health and safety Professional learning Curriculum, play and pedagogy Relationships and partnerships Inclusive practice Leadership and management National Quality Framework You can search by title or author or subject using the search box or use the search terms in the tag cloud. The Inclusion and Professional Support Program is funded by the Australian Government Department of Education.
Making Learning Fun Understanding Programming for EYLF Proper learning as you suggest doesnt just happen at activities, it happens across the day through the relationships and interactions we have with children, through the care we give in routines, and in the friendships with other children. Totally understand this and obviously this is taken into account in play-based learning and other methods and philosophies of learning as well. From my experience ... and I have been dealing with children and learning and education for over 15 years... what I am seeing (at this particular place) I do not feel really allows the child to have the experiences that he could have and that upsets me. There is my problem ...
EMERGENT CURRICULUM: WHAT DOES IT MEAN? « "FLIGHTS OF WHIMSY" In reality, many educators profess to use an ‘emergent curriculum’ approach in their work with children, but what happens in their preschool environment can seem to be at odds with the philosophy that underpins an emergent curriculum approach. So I would love to open this up for discussion. Please feel free to join in and help make this a lively conversation that can hopefully be of great benefit to all readers (including me!) Here is a provocation, to help promote the conversation. A piece of work completed by 5 year old Jordyn that was completely self-initiated and independently completed. A piece of work that was teacher-directed with pre-cut templates and a preconceived plan. And now some questions to ponder upon. was intrinsically motivated/motivating? Please feel free to start or join in the discussion.
Learning to Document in Reggio-inspired Education ShareView in Chinese (PDF)HomeJournal ContentsIssue Contents Volume 13 Number 2©The Author(s) 2011 Learning to Document in Reggio-inspired EducationCarol Anne Wien York University with Victoria Guyevskey & Noula Berdoussis This article discusses how teachers in child care and elementary schools learn to work with Reggio-inspired pedagogical documentation. If you have benefited from free access to ECRP, please consider making a financial contribution to ECRP so that the journal can continue to be available free to everyone. The Reggio Emilia approach to early childhood education was developed in the municipal system of 46 infant-toddler centers and preschools for children birth to age 6 in the city of Reggio Emilia in northern Italy. To use the term Reggio-inspired regarding early childhood programs is to recognize that one does not “implement” or use the approach as a “model to copy” (a modernist position that reflects an inaccurate view of reality). Documentation as Teacher Research