In this blog, ANNE STONEHOUSE reflects on the balance between the personal and the shared; between an early childhood leader’s openness to new ideas and certainty about their own values. At the 2019 ECA National Conference in Hobart, a Box of 48 Leadership Provocations organised around the six Capabilities in ECA’s Leadership Capability Framework was […]
In light of Early Childhood Educators’ Day on Wednesday 4 September, we asked ANNE STONEHOUSE to write about the role of educators in the lives and formation of children. Anne talked to a circle of educators who shared rewarding parts of their daily experiences. Their commitment and dedication is obvious, here they are in their own […]
Relationships with families have always been considered an important area of early childhood educators’ practice. However, in the past many educators’ interest in relationships with families has focused mainly on problems or challenges: ‘What do I do about this parent who … ?’ Two possible reasons for this problem-oriented focus are: Strong tradition of parent […]
Many discussions about quality in education and care services include at some point—often as a summary statement—the assertion that ‘in the end, it’s all about relationships’. This is likely to occur whether the topic is pedagogy, leadership, community connections, staff relationships, links with other services and professionals or family partnerships. Is this ‘throw-away line’ accurate? […]
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 […]
There is a lot of discussion in the media currently about frustrated and disillusioned young people joining destructive movements because they want to belong, to make a difference. Commentators speculate that they are motivated by feelings of powerlessness, wanting to have an impact. Feeling that you have little control over your life can also lead […]
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 […]
Several shops in my neighbourhood have blackboards on the footpath with daily messages, mostly advice. One caught my eye recently and made me wonder if the writer or selector was an early childhood educator who had decided that the hospitality industry was a better career option. The sign read ‘Just be, don’t become!’ Good advice […]
Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning. (National Quality Standard) This Element reminds educators to do more than simply notice children’s learning and congratulate them on it. When you think about extending children’s learning, what do you think about? My experience is […]
An experience a couple of week ago raised questions for me about educators’ awareness of children’s learning. I facilitated a professional learning session on babies’ and toddlers’ learning for around 100 educators. My aim was for participants to remind themselves about some of the less obvious important learning that occurs in the first two years […]
