Tag Archives: Early Years Learning Framework

Music and inclusion

music and inclusion image

You’ve probably heard it said many times that music is good for children; and unlike vitamins or broccoli, it also ‘tastes’ good! Researchers in recent years have been building up a convincing case, showing that music eases stress, stimulates brain development, aids memory and spatial awareness, supports communication and language development and promotes a sense […]

Why play-based learning?

‘ … for the EYLF to be implemented properly, all early childhood educators need to know what play is, why it is important, how to implement and assess a play-based program and their role in it.’ Questioning practice The Early Years Learning Framework (EYLF) is built on the understanding that the principles of early childhood […]

High quality early childhood education in the early years of school

Young children need a rich range of child-centred, hands-on, play-based experiences and intentional teaching to develop the early learning required for future academic achievement. It is paramount for young children to be engaged in high-quality early childhood education programs if later academic success is to be achieved. In 2013 an alliance was formed between four […]

Children – where are their tribes?

No body likes Everybody hates me I think I’ll go and eat some worms Fat ones skinny ones Long ones short ones Ones that squiggle and squirm I’ll bite their heads off Suck their guts out And throw their skins away Nobody knows how much I enjoy Eating worms three times a day – (Unknown) When […]

Needs to know

Where do ‘children’s needs’ fit into current thinking about planning and assessment for young children? In a conversation with a colleague recently, the discussion focused on children’s needs and how they fit into the current perspective of early childhood education, viewing children as capable and having rights. For my colleague, the concern was that ‘children’s […]

Are you using the AEDC data to inform your QIP?

Every three years data is collected on children’s development in their first year of school. This is called the Australian Early Development Census (AEDC). This year a new data collection is taking place, providing an up-to-date snapshot of children’s progress against five key areas, or domains, of child development: physical health and wellbeing social competence […]

Documentation – what’s the point?

Over-attention to documentation continues, often seemingly with more emphasis on quantity than on quality. It would be heartening to hear of a service where practices were rated as outstanding in every respect and at every level, but the National Quality Standards rating was diminished because there wasn’t enough documentation! Many documented observations of children appear […]

Food for thought

We are all familiar with the saying “an apple a day keeps the doctor away” and likely remember being told that “carrots help you see in the dark”. But what are the physical implications of the intake of nutritious food and why is their consumption so highly promoted in the National Quality Framework (NQF)? When receiving […]

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