the early years learning framework for australia belonging, being & becoming produced by the...
TRANSCRIPT
The Early Years LearningFramework for Australia
BELONGING,BEING &
BECOMING
Produced by the Australian Government Department of Education, Employment and WorkplaceRelations for the Council of Australian Governments.© Commonwealth of Australia 2009
A vision for children’s learning
A VISION FOR CHILDREN’S LEARNING
All children experience learning that is engaging
and builds success for life.
belonging, being and becoming.
• relationships - crucial to a sense of belonging
• a time to be, to seek and make meaning
• becoming reflects the process of rapid and significant change that occurs in the early years as young children learn and grow
Learning Outcomes:
• Children have a strong sense of identity • Children are connected with and
contribute to their world • Children have a strong sense of
wellbeing • Children are confident and involved
learners • Children are effective communicators.
ELEMENTS OF THE FRAMEWORK
• children’s learning at the core
• three inter-related elements:
• Principles,
• Practice
• Learning Outcomes
CHILDREN’S LEARNING
• dynamic, complex and holistic.
• Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.
• actively construct their own understandings and contribute to others’ learning.
• recognise their agency, capacity to initiate and lead learning
• right to participate in decisions
Play is a context for learning that:
• allows for the expression of personality and uniqueness
• enhances dispositions such as curiosity and creativity
• enables children to make connections between prior experiences and new learning
• assists children to develop relationships and concepts
• stimulates a sense of wellbeing.
Learning through play
• opportunities to learn
• discover, create, improvise and imagine
• create social groups, test ideas, challenge thinking, build new understandings.
• supportive environment - question, solve problems, think critically
• expand thinking, desire to know and learn
Play...• can promote positive dispositions towards
learning.
• enables them to simply enjoy being.
Early childhood educators• engage in sustained shared conversations
• extend their thinking 5
• provide a balance
• create learning environments that encourage children to explore, solve problems, create and construct
• interact to build attachment
• routines and play experiences
• spontaneous teachable moments
• promote and model positive ways to relate to others
• inclusion
• help children to recognise unfairness
• offer constructive ways to build caring, fair and inclusive learning community.
5 Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal, 30(5), 712-730.
Children's Learning
• active participants and decision makers
• move beyond pre-conceived expectations
• respect and work with each child’s unique qualities and abilities.
• Children thrive when families and educators work together in partnership to support young children’s learning.
Our task
• To investigate how the EYLF impacts on children in the wider society, i.e. in childcare.
• To work with children in the wider society and the EYLF to promote child development through planning and implementing appropriate play activities.
• To promote family and education partnerships through communicating the children’s learning to parents
How will we do it?
• Group task - need to collaborate in decision making and on the task
• Use Google Docs 'Document' to collaborate on the group decision making
• Run the play activities, photograph them
• Use Google Docs to collaborate and create a group activity presentation page for the children’s learning folios.
• Write up an individual evaluation
Group Decision Making
P1 Identification and discussion of factors involved in problem-solving related to the health and well-being of children.
• types of play
• development & play –
• what does play do
• Mitchell St program –
• opportunities and restrictions
• EYLF – how will this be reflected in the task
Group Decision Making
P2 Decision-making about problem-solving and implementation strategies.
• what exactly will be done
• what will be included
• how it will be set out
• how information will be gathered
• what are the tasks
• what are the timelines
• who will do what