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Supporting the provision of quality, inclusive children’s services Learning Frameworks in a Nutshell Presented by Children’s Services Central.

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Presentation on theme: "Supporting the provision of quality, inclusive children’s services Learning Frameworks in a Nutshell Presented by Children’s Services Central."— Presentation transcript:

1 Supporting the provision of quality, inclusive children’s services Learning Frameworks in a Nutshell Presented by Children’s Services Central

2 Supporting the provision of quality, inclusive children’s services

3 Children’s Services Central is the Professional Support Coordinator in New South Wales and is an initiative funded by the Australian Government under the Inclusion and Professional Support Program. Children’s Services Central is managed by a consortium of key organisations that resource and support the sectors of children’s services in New South Wales. About Children’s Services Central

4 Supporting the provision of quality, inclusive children’s services We offer professional development and support through:  A comprehensive website and online forum  A free call number (1800) to answer any of your questions  Professional development sessions and training  Individual Service Support  Accreditation Support About Children’s Services Central

5 Supporting the provision of quality, inclusive children’s services  Mentoring and coaching  Support for rural and remote services  Bicultural Support Pool  General Resource Library  Specialist Equipment Pool  Publications About Children’s Services Central

6 Supporting the provision of quality, inclusive children’s services Further information about all of these services can be found at: ccc.cscentral.org.au or by calling: About Children’s Services Central

7 Supporting the provision of quality, inclusive children’s services Learning Outcomes  Participants will develop an understanding of the frameworks in practice and gather ideas about methods of documenting children’s learning and development.  Participants will have the opportunity to reflect on:  The Early Years Learning Framework  (For Pre-school aged children)  My Time, Our Place  (The framework for school aged children)

8 Supporting the provision of quality, inclusive children’s services Considerations  How we reflect  What we believe is important for children to learn  How we believe children learn  The type of environments we resource for children  How we communicate with children  How we communicate with families  How we document

9 Supporting the provision of quality, inclusive children’s services Belonging, Being And Becoming

10 Supporting the provision of quality, inclusive children’s services Holistic Approaches

11 Supporting the provision of quality, inclusive children’s services Play  Remember your own childhood and the type of games that you played  Write down your favourite experiences  Where did they take place?  Who did you play with?(neighbours children, siblings)  What materials did you use?  What was it about the play that you enjoyed?

12 Supporting the provision of quality, inclusive children’s services Reflect  Reflect on the play experiences you engaged in as a child  What type of play did you engage in (solitary, parallel, cooperative)?  How imaginative were you?  What sort of skills were developed such as problem solving & investigating?  How did you develop these skills?

13 Supporting the provision of quality, inclusive children’s services Play and Learning  What do you consider to be the difference between play and work?  What do you base your ideas on?  Did you consider school classroom activities to be play and/or work?  Did different teachers have an impact on this perception?  Consider cultural ideas relating to work and play  Do all children, from all cultures, play the same way?

14 Supporting the provision of quality, inclusive children’s services Characteristics of ‘true’ play

15 Supporting the provision of quality, inclusive children’s services Play based learning

16 Supporting the provision of quality, inclusive children’s services Principles, Practices and Learning Outcomes work together

17 Supporting the provision of quality, inclusive children’s services Documenting should reflect the Practice and the Principles  We can only achieve our aims if we believe in what we are doing. Practice should reflect the Principles of EYLF and MTOP.  The Principles, Practices and Learning Outcomes work together.  Identifying your personal values and beliefs is the first step in building knowledge based on professional judgments.  Making decisions based on professional judgments enables educators to be equitable.

18 Supporting the provision of quality, inclusive children’s services Working together  Working with the Early Years Learning Framework and My Time, Our place

19 Supporting the provision of quality, inclusive children’s services Why document?  To meet legislative requirements  To gather information from variety of sources  Provide documentary evidence if required  Keep a record of events not reliant on memory  To provide opportunities to revisit over time  To see patterns emerging  To assess growth over time

20 Supporting the provision of quality, inclusive children’s services Assessment for learning  To many people the word assessment has negative overtones. However in the context of children’s learning the EYLF tells us that assessment is; “...the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.” (EYLF 2009, p.17)

21 Supporting the provision of quality, inclusive children’s services Evaluation for wellbeing and learning  ‘Educators gather knowledge about children’s wellbeing and learning as they reflect and engage in processes such as scanning, monitoring, gathering and analysing information about how children feel and what children know, can do and understand.’ (My Time our Place, p16)

22 Supporting the provision of quality, inclusive children’s services How to document

23 Supporting the provision of quality, inclusive children’s services How to document

24 Supporting the provision of quality, inclusive children’s services Video Clip  Observe the video clip  Using the ‘when?’ ‘where?’ ‘who?’ ‘what?’ & ‘how?’ describe what you see  Using the terminology from the Learning Outcomes handout, identify with the video clip the learning that is occurring.  Reflect on how you would change or extend upon this experience

25 Supporting the provision of quality, inclusive children’s services

26 Learning Stories (One method of writing)  One method of documenting  Place the writer in the picture  Provide an opportunity to describe the scene in more detail  Learning is lifelong and the learning journey is the most important part to document. In the past we had focussed more on the destination.  Each persons journey is unique

27 Supporting the provision of quality, inclusive children’s services The environment  Resources that show a respect for diversity.  Natural materials  Open ended materials  Thoughtful planning of the spaces provided  Place for children to be solitary  Music used thoughtfully and not just constant noise  Outdoor spaces valued as much as the indoors

28 Supporting the provision of quality, inclusive children’s services The Communication  Educators using open ended questions  Educators and children ‘attuned’  Conversations that provide opportunities for children to extend their thinking  Educators supporting children to express their feelings and relate to their peers  Educators assisting children to problem solve

29 Supporting the provision of quality, inclusive children’s services The Relationships  Respectful and warm relationships with families  Educators respectful of diversity in parenting styles  Educators supporting families and sharing information about their child’s day 

30 Supporting the provision of quality, inclusive children’s services Intentional Teaching  ‘Intentional teaching is deliberate, purposeful and thoughtful.’ (EYLF, p15)  Intentional teachers use strategies that support children to solve their own problems.  Intentional teaching requires educators to ‘document and monitor children’s learning’ (EYLF, p15)

31 Supporting the provision of quality, inclusive children’s services Intentionality  Educators ‘ actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high- level thinking skills and they seize opportunities in activities and conversations to extend or affirm children’s learning.’ (My time our place, p14)

32 Supporting the provision of quality, inclusive children’s services Learning Frameworks in action  Look at the physical environment. What do you see? Are there open ended materials, representative of cultural diversity? Is the environment thoughtfully planned?  Listen to your communication. How many open ended questions have you asked?  Document what is meaningful.

33 Supporting the provision of quality, inclusive children’s services Documenting  Learning stories  Anecdotal records  Running records  Photographs  Jottings and ‘post it’ notes  Mind maps  Narratives

34 Supporting the provision of quality, inclusive children’s services Outcome 5: Children are effective communicators Children engage with a range of texts and gain meaning from these texts

35 Supporting the provision of quality, inclusive children’s services Group discussion  In small groups discuss the examples given relating to outcome 5 in relation to your service.  How do you facilitate learning in this outcome?  Reflecting on these examples are there any ideas that you may use or are currently using?  Are there aspects you would like to improve?  Question time

36 Supporting the provision of quality, inclusive children’s services References –MacNaughton, G Shaping Early Childhood. Library of Congress. London –Penn, H. (2000). Early childhood services theory, policy and practice. Philadelphia, Open University Press. –Siraj-Blatchford, I., K. Sylva, et al. (2002). Researching Effective Pedagogy in the Early Years (REPEY): DfES Research Report 356. London, DfES, HMSO. –The Early Years Learning Framework. Belonging, Being & Becoming. Australian Government, Department Education, Employment and Workplace Realtions. ACT


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