Policy Area 1: Educational program and practice “The educational program and practice is stimulating, engaging and enhances children’s learning and development.” (NQS, 2009).

1.1 Philosophy Reviewed: 01/10/12 Links EYLF www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframeworkaspx NQS - Quality area 1: Educational Program and Practice www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Pages/QualityStandards.aspx Supplementary Regulation www.dec.nsw.gov.au/what-we-offer/regulation-and-accreditation/early-childhood-education-care/regulatory-framework

Blue Mountains Occasional Care Service Infant, Toddler and Preschool Program Blue Mountains Occasional Care has offered a licensed mobile early childhood service to the Blue Mountains Community since 1995. As part of Mountains Outreach Community Service, it is well placed to provide families with links to other community services and resources that can strengthen family and community life. In turn, we are supported by families, and the community who actively participate in the life of children and educators at Occasional Care. Our service delivery includes an Infant, Toddler and Preschool Program within the locations of Blaxland, Lawson, Winmalee and Blackheath. At each of our locations we are active in making our philosophy and curriculum meaningful and valuable to our sense of belonging, being and becoming for all. We believe in developing strong ongoing relationships with children, families and the community, as we encourage collaboration and participation in a way that is relevant and comfortable. This partnership approach supports a wholistic view of the child, as a capable learner, learning best through play and social engagement. We aim to give children a sense of themselves as people with rights, and with a sense of responsibility for the rights of others. We treasure the Blue Mountains natural environment and aim to foster a sense of importance for a sustainable future. We base our curriculum on the Australian Early Years Learning Framework for everything we do as educators. It guides our work and inspires us to provide an enriching, inclusive educational experience for every child. We recognise the socio cultural basis of learning in the early years based on the work of Dewey, Malaguzzi, Vygotsky, Ericson and theorists that promote children’s wellbeing and emergent learning. As educators we are committed to critical reflection on theory and practice as well as engaging in ongoing

professional development. We believe education is a process and a spiral progression of revisiting rather than a product. We aim to listen to children in multiple ways and provide opportunities to make their learning visible to them and others. We aim to provide a rich learning environment that inspires and supports children to think, to wonder, to investigate and to research their understandings of the world around them. An environment that offers real interest and challenge but also provides security. We respectfully acknowledge the Darug and Gundungurra people as the Traditional Custodians of the land we live and work on. We feel it is important to weave Aboriginal Culture into our daily practice and we seek to develop relationships with key people that can help us to achieve this. We also acknowledge that we are a multicultural society, and value diversity of cultures, religions, abilities and beliefs.

1.2 Statement of principles

BMOCCS supports the five principles from the EYLF and uses these to guide our practice with the aim to enhance children’s development and work towards achieving the learning outcomes. The five principles are: 1. Secure, respectful and reciprocal relationships 2. Partnerships 3. High expectations and equity 4. Respect for diversity 5. Ongoing learning and reflective practice Our values and beliefs (based on the principles above) are: a BMOCCS values the diversity of the community including the

multicultural diversity in the Blue Mountains. a We support collaborative relationships between educators and families

that aim to improve the lives of all children. a We view every child as a competent learner from birth who can be

resilient, capable, confident and self-assured. a We recognise that children learn to be strong and independent from a

base of loving and secure relationships with parents and/or a primary caregiver.

a We identify that environments play a key role in supporting and

extending children’s development and learning. a We acknowledge that children learn and develop in different ways and

at different rates. a We recognise that all areas of learning and development are equally important and inter-connected. a We engage in reflective practice as we respect the effect that our

practice has on others, and we are willing to learn from personal experience and from the experiences of others.

a As a part of a community based child and family service, we provide

opportunity for collaboration and cooperation with colleagues and family/community for the enhancement of children’s learning and development and for the overall continual review of our practices and ideas.

The EYLF requires educators to identify with eight key practices, which are to: 1. Adopt holistic practices 2. Be responsive to children 3. Plan and implement learning through play 4. Create many opportunities for intentional teaching 5. Create physical and social learning environments that have a positive impact on children’s learning 6. Value the cultural and social contexts of children and their families 7. Provide for continuity in experiences, enable children to have successful transitions 8. Assess and monitor children’s learning to inform provision and to support children in achieving learning outcomes BMOCCS aims to adopt the eight key practices of the EYLF as we believe children’s earliest development and learning takes place through relationships and thus relationships should actively promote a sense of being, belonging and becoming - connected to family, community, culture and place. We recognize that when we connect our principles, values and beliefs with best practice objectives we can then actively promote the key learning outcomes so that… ‘All children experience learning that is engaging and builds success for life’ (EYLF, 2009).

1.3 Outline of educational program BMOCCS educators use the EYLF planning cycle as an effective tool for guiding our planning process. Our philosophy and statement of principles are embedded in all that we do. We use the EYLF outcomes to further describe and evaluate the learning that occurs and inform new directions to take. We outline our documentation process to families, visitors and new staff members by providing visual examples in a 1.3 procedures.

EYLF planning cycle

The context

Observation Gathering information or data about children, families, educators and the community.Noticing what is happening. What can I see? What can others see? What do children notice about themselves? What do families notice? Looking for what is meaningful in my context and for children and families. Noticing Belonging, Being and Becoming, Practices, Principles and Outcomes.

Question Asking questions and analysing what has been observed.

What learning is taking place here?

How is this meaningful for us?

Recognising strengths and interests.

What do I recognise?

What do others recognise?

What do children recognise about themselves?

What do families recognise?

Recognising Belonging, Being and Becoming.

Recognising Practices.

Recognising Principles.

Plan What other learning is possible?

What can we learn together? Planning with children and families.

How will children be supported to learn and develop?

Planning for learning against the Outcomes.

Planning to support the pedagogy includes planning for individual and groups, routines, experiences, interactions, inside, outside etc.

Planning for learning, both short and long term.

Planning for Belonging, Being and Becoming.

Planning for Practices.

Planning for Principles.

Act Acting to respond to what you know and have planned for.

Putting plans into action.

Supporting all educators to enact the plan to support children’s learning.

Using Practices and Principles to guide the way the plan is enacted e.g. intentionality or respect for diversity.

Acting in all parts of the curriculum—routines, experiences, inside, outside, environments etc.

Responding to Belonging, Being and Becoming.

Responding to Practices.

Responding to Principles.

Responding to Outcomes.

Reflect Reflecting on what you have noticed, understood, planned for and how you have acted.

Critically reflecting on how children and families have benefited from the planning cyle.

It involves discussion, debate, thinking, talking, taking stock, mulling over, reviewing.

Evaluating what has occurred.

Assessing children’s learning.

Reflecting about Belonging, Being and Becoming.

Reflecting about Practices.

Reflecting about Principles.

Reflecting about Outcomes.

The EYLF Early Years Planning Cycle*

The EYLF Professional Learning Program is funded by the Australian Government Department of Education, Employment and Workplace Relations.

* Department of Education, Employment and Workplace Relations (DEEWR) (2010). Belonging, Being and Becoming: The Educators’ Guide to the Early Years Learning Framework for Australia. Canberra, ACT: DEEWR.

1.3 Attachment - Curriculum process 1. Reflect, question and plan via discussion, brainstorming and webbing

techniques. 2. Gather and discuss input that comes from children, families, community

and educators regularly.

3. Write tri-weekly planned activities with objectives and intentional teaching.

4. Record ‘what’s worth documenting’ via learning stories, work samples, homework input, lists, vignettes, still photos and special IEP’s.

5. Connect families via homework, formal and informal visits, surveys and inviting input, feedback and involvement on many levels.

6. Evaluate the program. Back to reflection and planning.

Making  comparisons  –  Tom  noticed…….  

 

5

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Meeting  notes  Evaluation:  the  water  tub  was  a  popular  site  for  exploration  for…    

1.3 Attachment – Learning stories explanation Susan Hill www.unisanet.unisa.edu.au/staff/SueHill/Learningstories.pdf To find out about children’s learning we will use a new research tool called ‘learning stories’. Learning stories are based on the learning narratives of Dr Margaret Carr from Waikato University in New Zealand (Carr & Podmore 2000, Carr 2000, Podmore & Carr 1999). Narrative or storied approaches in education have a rich history (see Genishi 1992, Witherell & Noddings 1991, Clandinin & Connelly 1990). Witherell & Noddings 1991 say this: Finally stories are powerful research tools. They provide us with a picture of real people in real situations, struggling with real problems... They invite us to speculate on what might be changed and to what effect. (p 280) Learning stories capture the context of the learning environment that appears to be enabling or constraining learning. Learning stories are not the same as case studies or running records about children—they are narratives or stories and they need to be a good tale. What is a good learning story? Not every minute of detail is recorded just the main really important events. Good stories give details about the context and background and this is to engage the reader. Good stories not only describe actions they also make feelings and interpretations visible (Hatterly & Sands 2002). The following example from Hatterly & Sands ( 2002) takes place in a childcare centre and shows the genre of a learning story so we can deconstruct the features. The little rug is no longer necessary as Wiremu is off exploring the world. His roly-poly antics are leading him in new direction! He pulls himself into headstand positions (gymnastic potential here) then flops down and looks up with those dramatic dark eyes as if to say ‘‘Well what do you think of that?’’ And while on the move he’s checking the environment out with lots of ‘observational pauses’. Big world here I come! Review – We’re seeing progress here. Each day there is a little more confidence and strength in Wiremu’s movements and such determination and persistence.

What next - We could position interesting objects at a little distance, however Wiremu has his own personal agenda. He’s self-motivated to be ‘on the move’. Give him lots of space and opportunity to use those developing muscles. He loves the verbal stimulation, so lots of talking with him- this is so very pleasurable anyway, as he gives such wonderful feedback! When we compare the genre of a learning story with case studies or other forms of writing we find they are less clinical, less concerned with keeping interpretation out of the recording. They are more interesting and engaging than an anecdote and more lively and dynamic than objective field notes. The learning story can be used with other teachers, parents and children as a site for interesting conversations. Parents too can be involved in writing learning stories and interviews and dialogue from children can be included. Learning stories can be quite short pieces or several episodes linked together. After writing the learning scenario the researcher comments on the child’s (children’s) learning and suggests plans for future work. The stories will tell what children ‘can do’ rather than what they can’t do. By describing strengths and interests teacher-researchers can look for positive ways forward. ‘What is the theoretical base for learning stories?’ Learning stories have a theoretical base in socio-cultural theory. Socio-culturally oriented writers have described learning as appropriated (taken up) in authentic cultural locations, defining these as communities of practice (Carr 2001, Lave 1991). The learning story research method considers the context, location and people involved as all play a part in learning. ‘Is the methodology of learning story valid?’, people may ask. Yes it is valid. The narrative approach to research is often used in feminist and indigenous research and concerns the ways people interpret and make sense of their experiences. Many feminist scholars argue that there is no such thing as a pure, value free, objective approach to observing people’s behaviour. In fact ‘the silencing of the personal voice’ in academic writing may be criticised because it allows researchers to pretend that they are distant and removed from the people observed. In teaching and learning this distancing is not the case and learning is not context free.

References Carr, M., May, H., & Podmore, V. N. with Cubey, P., Hatherly, A., & Macartney, B. 2000. Learning and teaching stories: Action research on evaluation in early childhood. Wellington: New Zealand Council for Educational Research and Ministry of Education. ERIC 447930 Carr M. 1998. Assessing children’’s experiences in early childhood: Final Report to the Ministry of Education. Wellington. Ministry of Education. Clandinin J. & Connelly F. 1990. Narrative experience and the study of curriculum Cambridge Journal of Education 20 (3) pp 241-253. Engel S. 2000. The stories children tell: Making sense of the narratives of childhood. New York: W. H. Freeman and Company. Freebody P. Luke A. 1990. ‘‘Literacies’’ programs: debates and demands in cultural context’’. Prospect, 5 (3) pp 7-16. Genishi C. 1992. Ways of assessing children and curriculum: Stories of early childhood practice. New York Teachers College Press. Hatherly A. & Sands L. 2002 ‘‘So what is different about Learning Stories?’’ The First Years: Nga Tau Tuatahi New Zealand Journal of Infant and Toddler Education Vol 4 (1) pp 8-12. Katz L. 1993. Dispositions: Definitions and implications for early childhood practices. Urbana, Il. ERIC Clearinghouse on Elementary and Early Childhood Education. Lave J. 1997. The culture of acquisition and the practice of understanding. In D. Kirshner & J. A Whitson (Eds) Situated cognition: social, semiotic and psychological perspectives. (Ch 2, pp17-36. Mahway, NJ: Lawrence Erlbaum. Podmore V. & Carr M. 1999. ‘‘Learning and teaching stories: New approaches to assessment and evaluation’’. Paper presented at the AARE-NZARE Conference on Research in Education, Melbourne, December. Witherell C. & Noddings N. 1991. Stories lives tell: Narrative and dialogue in education. New York Teachers College press.

1.4 Code of ethics* Reviewed: 01/11/11 Links ECA code of ethics www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html MOCS code of ethics

As employees of MOCS we abide by the organisation’s code of ethics. As Early Childhood professionals we also abide by the Early Childhood Association’s code of ethics. In the ECA Code of Ethics the protection and wellbeing of children is paramount, and therefore speaking out or taking action in the presence of unethical practice is an essential professional responsibility. In relation to children, I will: 1. Act in the best interests of all children. 2. Respect the rights of children as enshrined in the United Nations

Convention on the Rights of the Child (1989) and commit to advocating for these rights.

3. Recognise children as active citizens participating in different communities such as family, children’s services and schools.

4. Work with children to help them understand that they are global citizens with shared responsibilities to the environment and humanity.

5. Respect the special relationship between children and their families and incorporate this perspective in all my interactions with children.

6. Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, engagement, initiative, self-worth, dignity and show respect for their contributions.

7. Work to ensure children and families with additional needs can exercise their rights.

8. Acknowledge the uniqueness and potential of all children, in recognition that enjoying their childhood without undue pressure is important.

9. Acknowledge the holistic nature of children’s learning and the significance of children’s cultural and linguistic identities.

10. Work to ensure children are not discriminated against on the basis of gender, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin.

11. Acknowledge children as competent learners, and build active communities of engagement and inquiry.

12. Honour children’s right to play, as both a process and context for learning. In relation to families, I will: 1. Listen to and learn from families, in order to acknowledge and build

upon their strengths and competencies, and support them in their role of nurturing children.

2. Assist each family to develop a sense of belonging and inclusion.

3. Develop positive relationships based on mutual trust and open communication.

4. Develop partnerships with families and engage in shared decision making where appropriate.

5. Acknowledge the rights of families to make decisions about their children.

6. Respect the uniqueness of each family and strive to learn about their culture, structure, lifestyle, customs, language, beliefs and kinship systems.

7. Develop shared planning, monitoring and assessment practices for children’s learning and communicate this in ways that families understand.

8. Acknowledge that each family is affected by the community contexts in which they engage.

9. Be sensitive to the vulnerabilities of children and families and respond in ways that empower and maintain the dignity of all children and families.

10. Maintain confidentiality and respect the right of the family to privacy. In relation to colleagues, I will: 1. Encourage my colleagues to adopt and act in accordance with this

Code, and take action in the presence of unethical behaviours. 2. Build collaborative relationships based on trust, respect and honesty. 3. Acknowledge and support the personal strengths, professional

experience and diversity which my colleagues bring to their work. 4. Make every effort to use constructive methods to manage differences

of opinion in the spirit of collegiality. 5. Share and build knowledge, experiences and resources with my

colleagues. 6. Collaborate with my colleagues to generate a culture of continual

reflection and renewal of high-quality practices in early childhood. In relation to communities, I will: 1. Learn about the communities that I work within and enact curriculum

programs which are responsive to those contexts and community priorities.

2. Connect with people, services and agencies within the communities that support children and families.

3. Promote shared aspirations amongst communities in order to enhance children’s health and wellbeing.

4. Advocate for the development and implementation of laws and policies that promote child-friendly communities and work to change those that work against child and family wellbeing.

5. Utilise knowledge and research to advocate for universal access to a range of high-quality early childhood programs for all children.

6. Work to promote community understanding of how children learn, in order that appropriate systems of assessment and reporting are used to benefit children.

In relation to students, I will: 1. Afford professional opportunities and resources for students to

demonstrate their competencies. 2. Acknowledge and support the personal strengths, professional

knowledge, diversity and experience which students bring to the learning environment.

3. Model high-quality professional practices. 4. Know the requirements of the students’ individual institutions and

communicate openly with the representatives of that institution. 5. Provide ongoing constructive feedback and assessment that is fair and

equitable. 6. Implement strategies that will empower students to make positive

contributions to the workplace. 7. Maintain confidentiality in relation to students. In relation to my employer, I will: 1. Support workplace policies, standards and practices that are fair, non-

discriminatory and are in the best interests of children and families. 2. Promote and support ongoing professional development within my work

team. 3. Adhere to lawful policies and procedures and, when there is conflict,

attempt to effect change through constructive action within the organisation or seek change through appropriate procedures.

In relation to myself as a professional, I will: 1. Base my work on contemporary perspectives on research, theory,

content knowledge, high-quality early childhood practices and my understandings of the children and families with whom I work.

2. Regard myself as a learner who undertakes reflection, critical self-study, continuing professional development and engages with contemporary theory and practice.

3. Seek and build collaborative professional relationships. 4. Acknowledge the power dimensions within professional relationships. 5. Act in ways that advance the interests and standing of my profession. 6. Work within the limits of my professional role and avoid misrepresentation

of my professional competence and qualifications. 7. Mentor other early childhood professionals and students. 8. Advocate in relation to issues that impact on my profession and on

young children and their families. 9. Encourage qualities and practices of leadership within the early

childhood profession. In relation to the conduct of research, I will: 1. Recognise that research includes my routine documentation and

investigations of children’s learning and development, as well as more

formal research projects undertaken with and by external bodies. 2. Be responsive to children’s participation in research, negotiating their

involvement taking account of matters such as safety, fatigue, privacy and their interest.

3. Support research to strengthen and expand the knowledge base of early childhood, and where possible, initiate, contribute to, facilitate and disseminate such research.

4. Make every effort to understand the purpose and value of proposed research projects and make informed decisions as to the participation of myself, colleagues, children, families and communities.

5. Ensure research in which I am involved meets standard ethical procedures including informed consent, opportunity to withdraw and confidentiality.

6. Ensure that images of children and other data are only collected with informed consent and are stored and utilised according to legislative and policy requirements.

7. Represent the findings of all research accurately.