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.
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.
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
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 ...
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.
In practice and in theory: a booklet for thinking about the five learning outcomes and the Early Years Learning Framework The ideas, examples and discussions shared in this booklet emerged rom a collaborative project conductedwith the City o Casey early childhood services, Chisholm Institute o TAFE, Monash University and the AustralianCatholic University. During this project, participants rom each o these institutions gathered or a series o conversational meetings where they reected on their understanding about the ve Learning Outcomesassociated with the Early Years Learning Framework (EYLF). Participants included Family Day Care, Long DayCare and Kindergarten teachers and ocers, as well as University and TAFE lecturers. The purpose in bringingthese people together was to create opportunities or cross-sector engagement so that understandings abouthow early childhood education and care is experienced and understood by a range o proessionals could beexplored. Ongoing and Reective Practice
Teachers Ink EYLF Reflections