Early Years Learning Framework: Programs and Practices

1. QA1 : Educational program and practice training.

2. Element 1.1.1 : Approved learning framework 2. Principles 3. Practices Early Years Learning Framework 4. Outcomes 1. Belonging, being and becoming

3. Element 1.1.3 : Program learning opportunities • Child’s relationships e.g. family members • Sense of trust and security with educators. • How comfortable the child is within the setting. • Indicators – confident, secure, creative, and motivated Three pillars of the Early Years Learning Framework Educators can.. Accept diversity. Be respectful Show mutual respect. 4. Gain family knowledge. 5. Make family feel welcomed. 6. Interact with children and families. 7. Provide a sense of security. 1. Belonging

4. Element 1.1.3 : Program learning opportunities 2. Being Three pillars of the Early Years Learning Framework • Educators can.. • Extend on child’s interest. • Embrace culture. • Support individual needs. • Recognise their values and skills. • Allowing them to express themselves • Celebrate their achievement. • Respectful relationship with children and families. • Focuses on each child’s present state. • Child identifies who they are. • Child learn strategies to take part in life’s challenges, pleasures and complications.

5. Element 1.1.3 : Program learning opportunities Three pillars of the Early Years Learning Framework • Changes a child experiences • Grow • Learn • Develop Educators can .. Implement school readiness. Encourage independence. Focus on child’s positives. Encourage confidence. Reflect on individual growth. Expand on skills. • In day-care, child • ‘s sense of becoming changes as they: • Gain knowledge. • Extend their understanding. • Create relationships. • Develop skills. • As a result, child learn to part- • Icipate actively in today’s • Society. 3. Becoming

6. Element 1.1.1 : Approved learning framework Key element 1 : Principles (Our beliefs and values) 5 principles 1. Secure, respectful and reciprocal relationships. 2. Partnerships. 3. High expectations and equity. 4. Respect for diversity. 5. Ongoing learning and reflective practices.

7. Element 1.1.1 : Approved learning framework Key element 2 : Practices (Educator’s skills and knowledge) – to help us put principles into action. Learning through play Holistic approaches Responsiveness to children Learning environments Intentional teaching Cultural competence

8. Element 1.1.1 : Approved learning framework Learning Outcome 2: Children are connected with and contribute to their world Learning Outcome 1: Children have a strong sense of identity Learning Outcome 3: Children have a strong sense of wellbeing Learning Outcomes Learning Outcome 5: Children are effective communicators Learning Outcome 4: Children are confident and involved learners

9. Element 1.1.1 : Approved learning framework Literacy/ mathematics Socio- emotional development Problem solving Daily – Outcomes 1, 3, 4, 5 Meaningful curriculum Role play Choices Physical activity

10. Element 1.1.1 : Approved learning framework Equity Once a week – Outcome 2 Diversity Culture Sustainability Language

11. How to create an environment that stimulates curiosity?! Element 1.1.1 : Approved learning framework Invites play, collaboration, conversations, interactions, risk taking, discovery and experiences. Vibrant + Flexible Welcoming + Inviting

12. Element 1.1.2 : Child – centred : Foundation of our program Ideas Cultures What is meant by “child centred”? Strengths Interests Abilities

13. Element 1.1.2 : Child – centred : Foundation of our program Creativity Creativity Creating stories in play Mix colours for painting Creativity Creativity Creative play

14. Element 1.1.2 : Child – centred : Foundation of our program Play based Open ended material Question and encourage children to think creatively Opportunities for Developing Relationships Provide freedom of choice

15. Element 1.1.3 : Program learning opportunities Routine – What is it? A sense of predictability enables children to develop independence, self control and decision making. Routines meet individual children’s needs and challenges AND maximises learning opportunities!

16. Element 1.1.3 : Program learning opportunities Packing away Examples of maximising learning opportunities Arrival time Self- selected activities Rest time

17. Element 1.1.3 : Program learning opportunities Helping children make decisions

18. Element 1.1.3 : Program learning opportunities Early Education’s policy on routine & transitioning between routines

19. Element 1.2.1 : Intentional Teaching Interactions that foster high level thinking skills Challenging experiences Teaching strategies Intentional teaching

20. Element 1.2.1 : Intentional Teaching Scaffolding Prompting children to extend their thinking Demonstrate Break into steps Ask them to explain the STEPS

21. Element 1.2.1 : Intentional Teaching Verbal learning style Learning styles Logical and mathematical Social Solitary

22. Element 1.2.1 : Intentional Teaching Open – ended resources

23. Element 1.2.2 : Responsive teaching and scaffolding Discussion/ comment book record.

24. Element 1.2.3 : Child – Directed learning Strategies for self regulating behaviour

25. Element 1.2.3 : Child – Directed learning Open ended explorations Don’t interrupt during play Allow them to ask questions Independence Encouraging children to self direct learning

26. Early Education’s behaviour guidance policy Element 1.2.3 : Child – Directed learning

27. Element 1.2.3 : Child – Directed learning Early Education’s communication with children policy

28. Element 1.3.1 : Assessment and planning cycle Strengths Display of children's learning e.g artwork/ projects Linking To outcomes Interests Developmental needs 2. Documenting 3. Evaluating Feedback from children and families Photographs linking to outcomes e.g. Jottings Anecdotes Learning stories Time samples Observation (s) Information from families 1. Planning

29. Element 1.3.1 : Assessment and planning cycle Observation examples

30. Element 1.3.1 : Assessment and planning cycle Documentation examples

31. Element 1.3.1 : Assessment and planning cycle Obtaining feedback from families : Build a partnership! Welcoming families Talking to families Demonstrating interest

32. Element 1.3.2 : Critical reflection How to critically reflect?

33. Element 1.3.3 : Information for families 1 monthly documentation of each child’s individual learning s Displaying information about the program 1 weekly documentation of group work

34. Element 1.3.3 : Information for families Using information from families

35. Element 1.3.3 : Information for families Early education’s policy relating to the recording of information or provision of information to families.