1. DECS Early Learning and Curriculum 2011
The ‘Educator Guide’ comes in two sections:
Educators Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia (includes a CD)
and
The Early Years Learning Framework in Action: Educators’ stories and models for practice
Use of the educator guide can support individual but more particularly team reflection.
It supports reflective practice, which underpins the EYLF and working towards the National Quality Standard.
The ‘Framework in Action’ also provides excellent examples of learning stories and how educators have linked learning to the themes, principles, practice and outcomes of Belonging, Being and Becoming
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

2. DECS Early Learning and Curriculum 2011
This is a self paced package:
it provides an individualised way of exploring professional development with teams of educators
it provides options to choose, mix and match sections as appropriate
it ideally should be worked on with a team or cluster over a period of time
The 4 sections of the package:
Select all White slides for general familiarisation with the Guide
Select all Green slides for going a bit deeper into the intent of the guide and making links with other documents
Select all Blue slides for using a section of ‘Educators Belonging, Being and Becoming’ as an example: Partnerships with family/community
Select all Yellow slides for a generic ‘formula’ to work through any section of ‘Educators Belonging, Being and Becoming’
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

3. Purpose: to get participants to define what a guide is and can do.
Give participants 60 seconds to write a list of guides _______ eg tour guide, business guide, survival guide, etc
Purpose: to get participants to define what a guide is and can do.
What are the common characteristics?
Therefore, what might we expect from the educator guide?
(Note: the ‘Whippings and Lashings’ is a Girl Guide publication about tying ropes!!!)
Image: 'whippings'
Image: 'Prepared'
Image: 'Noticings in the Guardian Guide'
Image: 'The cover of my new book'
Image: 'Alright, let's hit the road! (#baby #travel+#book)'
Image: 'Visual Guide to the Financial Crisis via+Mint.com'
Image: 'layout math'
Image: '1000 places to see before you die'
Image: 'Let's Get a Divorce'
Image: 'Americans Survival Guide to Australia'
Image: 'Crikey!'
Image: 'Newyorking'
DECS Early Learning and Curriculum 2011

4. DECS Early Learning and Curriculum 2011
The guide is designed to be used in interactive ways to promote in-depth conversations and thinking over a sustained period about the concepts which build the framework.
Educator Guide, p4
The guide is designed to be used in a variety of flexible ways
It is not a one-off activity, or a document to read from cover to cover, but provides ways to go deeper over a longer time frame that suits the needs and circumstances of educators and teams.
By working through one of the sections of this presentation, either the blue or the yellow, teams can experience an example of going deeper into a particular aspect of curriculum.
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

5. A NEW VISION FOR AUSTRALIA
The Early Years Learning Framework is an
important and timely resource for early childhood.
It embraces a vision for a new Australia:
• a future that embraces all Australians
• a future based on mutual respect, mutual resolve
and mutual responsibility
• a future where all Australians, whatever their
origins, are truly equal partners, with equal
opportunities and with an equal stake in shaping
the next chapter in the history of Australia.
Educator Guide, p3
This is the context in which the guide has been written.
This vision links with the vision of the EYLF – “All children experience learning that is engaging and builds success for life” – both have an optimistic and contemporary orientation
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

6. A NEW VISION FOR EDUCATORS
“There are several elements to education. One is the curriculum (what we want people to learn); then there’s teaching (how we help them to learn); and assessment (how we make judgements about how they are getting on). We focus on curriculum (usually maths, language, science), then assessment (usually standardised tests).
Sir Ken Robinson, 2009: Educator Guide, p 4
Statement from Sir Ken Robinson, He is world renowned for his views on education and creativity. He promotes rethinking the education system to nurture (rather than undermine) creativity. An entertaining animation that expands on this theme: Changing Education Paradigms – can be viewed on Youtube.
Discussion: What do participants think about this quote?
What do you want children to learn in your setting?
What is the curriculum content (given that EYLF doesn’t have ‘Learning Areas’)?
How do you make judgements and document how you have helped children learn?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

7. A NEW VISION FOR EDUCATORS
The bit we leave out… is the quality of teaching… Most reform systems are looking backwards; they’re looking back to the old system that was the result of the industrial revolution. We no longer want a better steam engine. We need to rethink. To get back to what drives people to learn and achieve... education is about kids and energising them
Sir Ken Robinson, 2009: Educator Guide, p 4
Discussion:
What do you think quality teaching looks like?
It might be useful to consider this in terms of the Five Perspectives on Quality in Early Childhood Programs by Lilian Katz: (refer to the full article contained in the CD in Educators Belonging, Being and Becoming)
The top-down perspective: the perspective of adults in charge of the program
The bottom-up perspective: the perspective of children: what is it like to be a child in this setting?
The inside-out perspective: the perspective of families who access the program
The inside perspective: the perspective of the staff who work in the program
The outside perspective: the perspective of the community and society are served by the program
The responses from all of these perspectives can contribute to an overall assessment of quality: and of course must be considered in the context of accepted standards. The new National Professional Standards for Teachers (available on the AITSL website: and the SA Teachers Registration Board Professional Teaching Standards (available from the TRB website) could be used a references to support discussion and reflection about:
How is quality teaching enacted?
How does Quality Teaching drive people to learn and achieve?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

8. EYLF Concepts explored in the Guide:
Belonging, being and becoming and their links to learning
Principles, practice and pedagogy, including play and partnerships with families, to support learning
Reflective practice
Curriculum decision making to foster children’s learning in areas identified by five broad Learning Outcomes
Facilitating children’s transitions in the early years
Developing cultural competence
Australian Aboriginal and Torres Strait Islander cultural competence
Using theoretical perspectives
Refer to the “Using the Guide” section on page 4 of Educators Belonging, Being and Becoming
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

9. DECS Early Learning and Curriculum 2011
Structure of the Guide
In each section:
Quote – link to BBB
Think about …..
Talk and reflect about …..
Try out …..
Hear about …..
Find more about ……
Also worth mentioning the CD – great resources – have a look!!
The following slides (blue) walk participants through a process to look at one topic in more depth.
This process can be transferred for use with any section of the guide: following this section is a ‘generic process’ (yellow slides) that can be applied to all sections
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

10. Partnerships: working with families and community
Read the Quote on p 17 of the Guide that links this section to Belonging, Being and Becoming.
What do you know about the families who access your setting?
This ‘blue’ section will take you through using one section of Educators Belonging, Being and Becoming , as an example of how to gain the most benefit from this section.
For this example, we have chosen the section on “Partnerships: working with families and community”
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

11. THINK ABOUT: Partnerships
Read the “Think About” section on pages 17 and 18. ?
? Your setting – Draw
what this looks like
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

12. TALK AND REFLECT ABOUT: Partnerships
Consider the questions provided on Page 18 of Educators Belonging, Being and Becoming.
Are there other questions that arise for you?
Which question has most relevance for your setting at this time?
Spend some time discussing this
As a result of the discussion, is there some action you might take?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

13. Going Deeper: Partnerships
Consider the “Going deeper” scenario provided also on p 18. What generalisations or assumptions do you make about what families need to know?
Discuss the other questions raised in ‘Going deeper’: What are some things that need further investigation over time?
Make a note or plan about how you might address these.
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

14. DECS Early Learning and Curriculum 2011
TRY OUT: Partnerships
Reflect on the suggested activities in the “Try Out ‘ section on page 18, and have a go at one or more . . .
Are there other strategies you want to use to provide insights into partnerships with families and community?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

15. HEAR ABOUT: Partnerships
Read the examples of practice on page 19, and with colleagues, reflect on any wonderings or insights they raise for you.
Consider the connections made between this practice and Belonging, Being and Becoming. What examples could you use from your setting?
An alternative ‘Hear About’ could be based on the ‘Spotlight on Practice’ :
Exploring ‘Belonging’ through building partnerships with families
which is available from the DECS Early Years website
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

16. FIND MORE ABOUT: Partnerships
Which of the resources listed on page 20 will you target for further research and information?
Are there other places you can go to find out more?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

17. DECS Early Learning and Curriculum 2011
And now Partnerships
In your setting:
Are there practices relating to partnerships that you are happy with?
Are there practices relating to partnerships that you want to think more about?
Are there actions you want to take?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

18. A Generic way of Working with a section of the Guide
Read the Quote at the beginning of the section that links it to Belonging, Being and Becoming.
What do you already know about this aspect of your setting?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

19. DECS Early Learning and Curriculum 2011
THINK ABOUT:
Read the “Think About” section
Reflect on this in relation to your own context
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

20. TALK AND REFLECT ABOUT:
Consider the questions provided
Are there other questions that arise for you?
Which question has most relevance for your setting at this time?
Spend some time discussing this
As a result of the discussion, is there some action you might take?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

21. DECS Early Learning and Curriculum 2011
Going Deeper:
Consider the “Going Deeper” information provided. What generalisations or assumptions do you make about this topic?
Consider the questions raised in ‘Going deeper’: What are some things that need further investigation over time?
Make a note or plan about how you might address these.
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

22. DECS Early Learning and Curriculum 2011
TRY OUT:
Reflect on the suggested activities in the “Try Out” section, and have a go at one or more
Are there other strategies you want to use in your setting to provide insights into this topic?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

23. DECS Early Learning and Curriculum 2011
HEAR ABOUT:
Read the example/s of practice provided, and with colleagues, reflect on any wonderings or insights raised for you.
Consider the connections made between this practice and Belonging, Being and Becoming. What examples could you use from your setting?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

24. DECS Early Learning and Curriculum 2011
FIND MORE ABOUT:
Which of the listed resources will you target for further research and information?
Are there other places you can go to find out more?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

25. DECS Early Learning and Curriculum 2011
And now . . .
In your setting:
Are there practices relating to this topic that you are happy with?
Are there practices relating to this topic that you want to think more about?
Are there actions you want to take?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

26. The Framework in Action Educators’ stories and models for practice
Contains
Educators’ stories and models of their plans for, and outcomes of, children's learning
Questions to provoke thinking and generate discussion in relation to the EYLF
Demonstrations of the holistic nature of children’s learning and how educators have integrated the Principles, Practices and Learning Outcomes of the EYLF into their curriculum.
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

27. The Framework in Action Educators’ stories and models for practice
The majority of stories in this booklet are in Learning Story format.
“Learning Stories are qualitative snapshots, recorded as structured written narratives, often with accompanying photographs, that document and communicate the context and complexity of children’s learning.” Carr, 2001
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

28. The Framework in Action Educators’ stories and models for practice
Learning Stories include relationships, dispositions and an interpretation by someone who knows the child well. They are “structured observations in everyday or ‘authentic’ settings, designed to provide a cumulative series of snapshots”
Carr & Claxton, 2002
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

29. The Framework in Action Educators’ stories and models for practice
Learning stories acknowledge the multiple intelligences and holistic nature of young children’s learning, educators’ pedagogy, and the context in which the learning takes place.
Educators use their analysis and evaluation of the learning story to plan for future, ongoing learning. This forms the basis of assessment for leaning for individuals and groups of children.
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

30. The Framework in Action Educators’ stories and models for practice
Read the learning stories:
“Using Non-standard Units of Measurement” (page 16)
“Aboriginal Cultural Studies in Kindergarten” (page 19)
“Piper moves to the groove” (page 33)
Compare and contrast these different styles of documentation: what are the similarities and differences?
What are the common elements contained in these examples of documentation?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

31. The Framework in Action Educators’ stories and models for practice
Compare these forms of documentation with your current practices for documenting children's learning.
Are there aspects of your current practices that you would like to review?
The new National Quality Standard says:
Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating children's learning (NQS 1.2.3)
How will you provide evidence of this?
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011

32. DECS Early Learning and Curriculum 2011
The CD
And don’t forget to look at the Resources CD!
References are made to this section throughout the Guide, but it is worth investigating what is available to support your work and understandings.
You could have as an optional handout the CD index listing resources and papers
It is worth pointing out some sections – in particular:
The outcomes section, with more detail about what the outcomes might look like for different age groups
The sections about literacy and numeracy
DECS Early Learning and Curriculum 2011
DECS Early Learning and Curriculum 2011