Presentation on theme: "Key Understandings for Learning and Teaching in the Early Years"— Presentation transcript:
1 Key Understandings for Learning and Teaching in the Early Years Karen Noble
2 View of Children and Childhood Perspectives on children, learning and teaching: then and nowLittle adultsInnocents/ blank slatesCapable, competent and able
3 Children have agencyChildren are strong, rich and capable. All children have preparedness, potential, curiosity, and interest in constructing their learning, negotiating with everythingtheir environment brings to them.Gandini (1993)
4 Children are viewed as capable young people who have been learning since birth. They are able to take part purposefully in, and contribute to, their learning. Their ideas and diverse experiences enrich learning programs.
5 Transition and connectedness the importance of building continuities between children’s prior experiences and their future learning in school contexts.
6 Participation in high quality early childhood education Effect on future educational successCitizenship
7 Learning dispositions “Enduring habits of mind and action and tendencies to respond to situations in characteristic ways” (QSA, 2006, p. 11)
8 Key assumptions inherent in key curriculum documents Initiation and engagement in learning across a range of contextsImportance of partnershipsLifelong learningEquity and diversity: social and cultural responsivenessImportance of taking account of stages of development
9 View of teacher in early phase of learning Teacher as a transmitter of knowledge versus teacher as educator
10 Roles of Educator Builder of relationships Scaffolder of children’s learningPlanner for learningTeacher as learner
11 Builder of relationships: PartnerCommunicatorCollaboratorMediatorMentorSupporterNetworker
12 Scaffolder of children’s learning: ResearcherStrategistListenerInteractionistProblem solverModellerFacilitatorQuestionerPrompterProvoker
13 Planner for learning: Co-constructor Negotiator Practitioner Creator ActionresearcherObserverRecorderDocumenterInterpreterReflectorEvaluatorCollaborator
14 Teacher as learner: Theorist Investigator Researcher Critic Life long learnerProfessionalpartnerReflector
15 Principles of practice provide a foundation for thinking about children and learning, teachers and teaching, and the social and cultural construction of knowledge.
16 Competent learnersChildren are capable and competent and have been learning since birth.
17 Sensory developmentChildren build deep understandings when they learn through all senses and are offered choice in their learning experiences
18 Modes of learningChildren learn best through interactions, active exploration, experimentation and by representing their learning through a variety of modes
19 DispositionsChildren’s positive dispositions to learning, and to themselves as learners, are essential for success in school and beyond
20 RelationshipsChildren learn best in environments where there are supportive relationships among all partners in the learning community
21 Experiencesteaching and learning is most effective when there is a recognition, valuing and building upon the cultural and social experiences of children
22 ContinuityBuilding continuity of learning as children move to and through school provides foundations for their future success
23 AssessmentAssessment of young children is an integral part of the learning-teaching process and is not a separate activity
24 Key organisers for teaching and learning in the early years (QSA, 2006) Early learning areasContexts for learningInteractive processes for curriculum decision makingKey componentsPhases that describe children’s learning and development
25 Five early learning areas Social & personal learningHealth & physical learningLanguage learning & communicationEarly mathematical understandingsActive learning processes
26 Contexts for learning Play Real-life situations Investigations Routines and transitionsFocused learning and teaching
27 Four interactive processes for curriculum decision making PlanningInteractingMonitoring & assessingReflecting
28 Five key components Understanding children Building partnerships Flexible learning environmentsContexts for learningWhat children learn
29 Four phases that describe children’s learning and development Becoming awareExploringMaking connectionsApplying
30 Play is the work of the child In their play children project themselves into the adult activities of their culture and rehearse their future roles and values. This play is in advance of development …In play a child is always above his actual age, above his daily behaviour; in play it is as though he were a head taller than himself (Vygotsky)
31 Fingerprints Challenge: to develop capacity within the profession Passion and commitment for working with children and their families
32 Understanding and managing self The notion of ‘knowing what to do when you don’t know what to do’