3 About Children’s Services Central 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.
4 About Children’s Services Central We offer professional development and support through:A comprehensive website and online forumA free call number (1800) to answer any of your questionsProfessional development sessions and trainingIndividual Service SupportAccreditation Support
5 About Children’s Services Central Mentoring and coachingSupport for rural and remote servicesBicultural Support PoolGeneral Resource LibrarySpecialist Equipment PoolPublications
6 About Children’s Services Central Further information about all of these services can be found at:ccc.cscentral.org.auor by calling:
7 Learning OutcomesParticipants 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 Considerations How we reflect What we believe is important for children to learnHow we believe children learnThe type of environments we resource for childrenHow we communicate with childrenHow we communicate with familiesHow we document
11 Play Remember your own childhood and the type of games that you played Write down your favourite experiencesWhere 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 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 Play and LearningWhat 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 playDo all children, from all cultures, play the same way?
16 Principles, Practices and Learning Outcomes work together
17 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 Working togetherWorking with the Early Years Learning Framework and My Time, Our place
19 Why document? To meet legislative requirements To gather information from variety of sourcesProvide documentary evidence if requiredKeep a record of events not reliant on memoryTo provide opportunities to revisit over timeTo see patterns emergingTo assess growth over time
20 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 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)
24 Video Clip Observe the video clip Using the ‘when?’ ‘where?’ ‘who?’ ‘what?’ & ‘how?’ describe what you seeUsing 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
26 Learning Stories (One method of writing) One method of documentingPlace the writer in the pictureProvide an opportunity to describe the scene in more detailLearning 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 The environment Resources that show a respect for diversity. Natural materialsOpen ended materialsThoughtful planning of the spaces providedPlace for children to be solitaryMusic used thoughtfully and not just constant noiseOutdoor spaces valued as much as the indoors
28 The Communication Educators using open ended questions Educators and children ‘attuned’Conversations that provide opportunities for children to extend their thinkingEducators supporting children to express their feelings and relate to their peersEducators assisting children to problem solve
29 The Relationships Respectful and warm relationships with families Educators respectful of diversity in parenting stylesEducators supporting families and sharing information about their child’s day
30 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 IntentionalityEducators ‘ 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 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 Documenting Learning stories Anecdotal records Running records PhotographsJottings and ‘post it’ notesMind mapsNarratives
34 Outcome 5: Children are effective communicators Children engage with a range of texts and gain meaning from these texts
35 Group discussionIn 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 ReferencesMacNaughton, G Shaping Early Childhood. Library of Congress. LondonPenn, 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