Tag Archives: EYLF

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 […]

The journey towards critical reflection

Educators reflect on their actions every day. Reflection is the thinking educators do as they are working with a child, while also observing the environment and planning what they will do next. Donald Schon, internationally recognised author of The Reflective Practitioner , believes we engage in two types of reflection – reflection in action and […]

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 […]

Educators of change

Child care is a topic at the forefront of much discussion. From politicians to internet commentators, seemingly everyone has an opinion on child care in Australia at the moment. This media of late should have been an excellent opportunity to share information with parents and the wider community on the advances made in the early […]

Design community together

Begin with the end in mind Creating a great place requires developing an idea of what your service will be like. This creative, collaborative process works best when it includes everyone in your community―children, educators, families, and often others such as health and community professionals. To hear everyone’s dreams and ideas takes time and investment […]

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 […]

Fossilised Concepts

I didn’t expect there to be links to our profession when I read an article in The Saturday Paper on ‘homegrown terrorism’! Phil Gregory, who lectures on terrorism and intelligence at Monash University, commented that when concepts become very fashionable they can ‘fossilise thought’. He added, ’When you use clichés, you stop altering paradigms. You […]

The Learning Outcomes – read the small print!

Many educators record assessments of children’s learning using the headings Identity, Contribution and connection, Wellbeing, Communication and Confidence as a learner. While it definitely makes sense to use the Early Years Learning Framework and Frameworks for School Aged Care Learning Outcomes as a focus, I’m not convinced that simply repeating what’s in the Frameworks is […]

The Most Wonderful Time of the Year?

It’s hard to believe that Christmas has almost rolled around once again. All around the country early childhood services will be madly scrambling to finish portfolios and be dusting off the boxes of Christmas decorations that were unceremoniously shoved in the back of the shed in mid-January. It’s also the time of the year when […]

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