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Key Understandings for Learning and Teaching in the Early Years

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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 now Little adults Innocents/ blank slates Capable, competent and able

3 Children have agency Children are strong, rich and capable. All children have preparedness, potential, curiosity, and interest in constructing their learning, negotiating with everything their 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 success Citizenship

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 contexts Importance of partnerships Lifelong learning Equity and diversity: social and cultural responsiveness Importance 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 learning Planner for learning Teacher as learner

11 Builder of relationships:
Partner Communicator Collaborator Mediator Mentor Supporter Networker

12 Scaffolder of children’s learning:
Researcher Strategist Listener Interactionist Problem solver Modeller Facilitator Questioner Prompter Provoker

13 Planner for learning: Co-constructor Negotiator Practitioner Creator
Action researcher Observer Recorder Documenter Interpreter Reflector Evaluator Collaborator

14 Teacher as learner: Theorist Investigator Researcher Critic
Life long learner Professional partner Reflector

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 learners Children are capable and competent and have been learning since birth.

17 Sensory development Children build deep understandings when they learn through all senses and are offered choice in their learning experiences

18 Modes of learning Children learn best through interactions, active exploration, experimentation and by representing their learning through a variety of modes

19 Dispositions Children’s positive dispositions to learning, and to themselves as learners, are essential for success in school and beyond

20 Relationships Children learn best in environments where there are supportive relationships among all partners in the learning community

21 Experiences teaching and learning is most effective when there is a recognition, valuing and building upon the cultural and social experiences of children

22 Continuity Building continuity of learning as children move to and through school provides foundations for their future success

23 Assessment Assessment 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 areas Contexts for learning Interactive processes for curriculum decision making Key components Phases that describe children’s learning and development

25 Five early learning areas
Social & personal learning Health & physical learning Language learning & communication Early mathematical understandings Active learning processes

26 Contexts for learning Play Real-life situations Investigations
Routines and transitions Focused learning and teaching

27 Four interactive processes for curriculum decision making
Planning Interacting Monitoring & assessing Reflecting

28 Five key components Understanding children Building partnerships
Flexible learning environments Contexts for learning What children learn

29 Four phases that describe children’s learning and development
Becoming aware Exploring Making connections Applying

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’

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