Presentation on theme: "An introduction to the Queensland kindergarten learning guideline."— Presentation transcript:
An introduction to the Queensland kindergarten learning guideline
Overview Background information about the Queensland kindergarten learning guideline (QKLG) Introduction to the QKLG –Purpose –Perspectives and principles –Decision-making practice — processes and elements –Learning and development areas The Continua of learning and development (companion document) Professional practice Leadership
Background 2009 Early Years Learning Framework for Australia (EYLF) was released. Office for Early Childhood Education and Care (OECEC) was formed to manage the national and state agenda for early childhood education and care. OECEC asked the Queensland Studies Authority (QSA) to develop and trial the QKLG. 2010 QKLG trial QKLG (draft) was trialled in 27 kindergarten services. QKLG (draft) was also available to services participating in the kindergarten funding pilot program. Wide-ranging consultations were conducted. Feedback informed the final version of the QKLG.
Background 2011 The QKLG and supporting document, the Continua of learning and development are available. QKLG professional development materials are available online on the QSA website:.www.qsa.qld.edu.au Additional professional development materials will be added to the website as they are developed.
Background The QKLG: aligns with the EYLF guides curriculum decision making (see National Quality Standard 1.1) meets Queensland legislative requirements for an approved kindergarten guideline provides more specific advice for the Queensland Kindergarten Year (the year prior to Prep) supports teachers to develop quality kindergarten programs supports early years educators to work collaboratively to deliver the kindergarten program.
Implementing the QKLG: requires a team approach within a service supports the focus on quality programs as services: –implement the National Quality Standard (NQS) –implement the EYLF through the QKLG promotes a focus on: –continuity in learning –pedagogy — adult’s role in play, effective teaching and learning in the early years requires supportive leadership. Background
Purpose For ages 0 1 2 3 4 5 The EYLF Vision: learning that is engaging building success for life belonging, being, becoming. Outcomes Children: have a strong sense of identity are connected with and contribute to their world have a strong sense of wellbeing are confident, involved learners are effective communicators.
Purpose The QKLG: shares EYLF vision –learning that is engaging –building success for life –belonging, being and becoming describes five learning and development areas based on the EYLF outcomes: –Identity –Connectedness –Wellbeing –Active learning –Communicating.
Purpose The QKLG: is more specific than EYLF targets programs for kindergarten children (the year prior to Prep) identifies specific knowledge, skills and dispositions (learning areas) is for qualified teachers (working with an early years team) guides professional practice promotes continuity from early learning into kindergarten and into P–3 programs. Ages 0 1 2 3 4 5 Prep to Year 3
Purpose The QKLG: recognises and values all early years educators, parents, families and other partners recognises the teacher’s role as a pedagogical leader who works with a team. Research link When qualified teachers work with early years educators, the quality of interactions and children’s outcomes are enhanced. (Siraj-Blatchford, I et al, 2002, Researching Effective Pedagogy in the Early Years: Research Report No. 356, Department for Education and Skills, UK, p. 147)
Purpose The QKLG shares the national commitment to: improving outcomes for Aboriginal children and Torres Strait Islander children building cultural competence strengthening all children’s appreciation and understanding of Australia’s first peoples.
Perspectives “Our image of the child is rich in potential, strong, powerful, competent, and most of all connected to adults and other children.” (Malaguzzi, L 1993, “For an education based on relationships”, Young Children, November, p. 10)
Perspectives The vision “belonging, being and becoming” is enacted by adopting: the view that interactions between children and adults shape learning a connected view of: −engaged learning and teaching −the engaged child −the engaged parent −the engaged teacher.
Principles that guide practice Builds continuity by integrating: EYLF principles and practice Queensland P–3 principles and practice. High expectations and equity Respect for diversity Holistic learning Respectful relationships Continuity in learning Shared decision making Intentional teaching Reflective practice
Teachers’ decision making: is dynamic and interconnected is informed by their perspectives is framed by principles involves short- and long-term decisions is informed by their professional knowledge focuses on balance between emergent and planned learning is inclusive and responsive.
Decision-making practice Elements responsiveness to children building inclusive partnerships creating inclusive learning environments developing learning contexts — play, real-life engagements, and routines and transitions promoting children’s learning and development Processes planning and organising for learning interacting and co-constructing learning monitoring and documenting children’s learning assessing children’s learning reflecting on learning and practice
Decision-making processes Specific advice is provided about the decision-making processes: planning and organising for learning interacting and co-constructing learning monitoring and documenting children’s learning assessing children’s learning reflecting on learning and practice.
Decision-making processes Informed decision making
Decision-making elements Specific advice is provided about the decision-making elements: responsiveness to children building inclusive partnerships creating inclusive learning environments developing learning contexts — play, real-life engagements, and routines and transitions promoting children’s learning and development.
Learning and development areas EYLF outcomesQKLG areas Strong sense of identityIdentity Connected with and contribute to their worldConnectedness Strong sense of wellbeingWellbeing Confident and involved learnerActive learning Effective communicatorCommunicating IdentityConnectednessWellbeingActive learningCommunicating
Promoting continuity of learning and development Teachers promote continuity by: using the continua to make judgments about learning progress sharing information about children’s learning throughout the year promoting the understandings, skills and dispositions that help children to make smooth transitions collaboratively developing a transition statement to summarise and share information about learning to support transition into the Prep Year.
Learning and development areas AreasKey focuses Identity sense of security and trust independence and perseverance confident self-identity Connectedness positive relationships with others respect for diversity respect for environments Wellbeing autonomy and wellbeing care, concern and positive interactions health and safety physical wellbeing Active learning positive dispositions and approaches toward learning confidence and involvement in learning being imaginative and creative exploring tools, technologies and ICTs Communicating exploring and expanding ways to use language* exploring literacy in personally meaningful ways exploring numeracy in personally meaningful ways * In the Communicating learning area, children communicate using first language, signed (alternative) or alternative augmentative communication (AAC) and Standard Australian English (SAE) as or when appropriate. Nonverbal children may substitute alternative or AAC for words.
Exploring the learning and development areas Related EYLF learning outcome Learning and development area Key focuses
Exploring the learning and development areas Key focuses Significant learnings (related to one key focus)
Learning and development areas Knowledge, skills and dispositions
Learning and development areas Intentional teaching ideas
support teachers to make judgments about learning that are consistent with those of other teachers are examples, and teachers add their own examples. Continuum of learning and development Teacher-provided “collections of descriptions”:
The QKLG provides additional advice related to: intentional teaching (Appendix 1) making decisions to support children with additional needs (Appendix 2) teachers’ thinking processes that support children’s learning (Appendix 3) transition statements (Appendix 4). It also provides: a glossary references and readings.
Professional practice The QKLG promotes ongoing reflective practice, including reflecting: on what we know about children on the effectiveness of the program (evaluation) on practices to improve outcomes for children with colleagues.
Leadership — promoting professionalism Leaders can facilitate the implementation of the guideline by: maintaining effective and ongoing communication with all staff valuing the diverse expertise and skills of all staff providing time and support for colleagues to work together to identify and negotiate roles and responsibilities being open and flexible, so staff can explore new ways to plan, interact, monitor and assess learning identifying and building on strengths maintaining and encouraging a positive approach to change and challenge/s supporting collaborative planning for quality improvement celebrating and sharing successes.
Leadership — promoting professionalism Online professional development materialsModule Getting started1 Knowing children, families and communities2 Planning for learning and development3 Observations to guide decision making4 Continuity and reflective practice5 The online professional development materials expand on the following aspects of professional practices: In addition, a resources section provides: a wide variety of materials to support professional practices templates and samples of transition statements, planning and observation.