YeZ_TCHR5003_assessment2_report

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1 TCHR5003 Principles and Practice in Early Childhood Education Assessment Task 2: Example Report

2 Assessment Task 2: Report This report focuses on high-quality early childhood education and care (ECEC) settings, analysing and discussing the implementation of certain Principles and Practices of the Early Years Learning Framework (EYLF), which incorporates Respect for diversity, Sustainability, Partnerships, Responsiveness to children, learning environments, and Play-based learning and Intentionality. EYLF is developed by the Council of Australian Governments in 2009, which enriches the pedagogy of education and care for children from birth to five years old, taking into account the pedagogy of care during the infant and toddler development period (Child Australia, 2017). EYLF focuses on children’s development, including elements: "Vision, Principles, Practices and Learning Outcomes" which play a fundamental role to improve early childhood (EC) pedagogy and curriculum decision- making (Australian Government Department of Education [DoE], 2022). Based on the vision, it guides educators to focus on each child's "belonging, being and becoming" and collaborate relationships with families, to enhance children's trusting relationship, identity, knowledge, understanding and capabilities (DoE, 2022). Besides, EYLF proposes eight principles and seven practices to comprehensively improve aspects of children's learning, EC pedagogies, and curriculum decision-making, and five learning outcomes to capture young children's integrated learning and development (DoE, 2022). Additionally, EFLY supports educators to focus on children’s development and wellbeing, enhancing the trusting and respecting relationships among children, families, community, and educators (relational pedagogies),

3 fostering respect and understanding for the culture of Aboriginal and Torres Strait Islanders (place-based pedagogies) (DoE, 2022). Early Years Learning Framework Principles The eight EYLF principles aim to improve children's learning and EC pedagogies, referring to contemporary theories, perspectives, and research evidence (DoE, 2022). This report will discuss the principles in terms of Respect for diversity, Sustainability, and Partnerships. Respect for Diversity Respecting diversity means educators are expected to value and reflect on each family's practices, values and beliefs within the curriculum as children are born belonging to diverse cultures and families (DoE, 2022). When educators have respectfully aware of diversity, they have abilities to break limiting 'deficit' and stereotypical concepts to develop trusting partnerships with children and families, fostering children’s motivation and confidence in learning (Arthur et al., 2021) It also emphasises that educators take initiative to think critically about the positive and negative effects that diversity may arise and take measures to correct unfairness (DoE, 2022, p16). To promote respect for diversity, educators should demonstrate positive attitudes and language to celebrate and promote diversity. Also, take a team approach and engage in critical conversations with colleagues to maximise support for diversity. Respecting everyone's voice and collecting different opinions helps educators examine and rethink their own perspectives (PSC National Alliance, 2021). Besides, educators are expected to understand and acknowledge ‘historical, cultural,

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4 traditional, religious and spiritual beliefs’, building a ‘culturally safe and secure environment for children and families’ (DoE, 2022, p16). In the ECEC settings, the reading corner should add books about different races, abilities, occupations, family formations and cultures. Children's books might provide children with consolation and healing, encouragement and reflection, help them to reduce stereotypes, promotes empathy, and foster reverence and appreciation for diversity (Gilmore& Howard, 2016). Similarly, ensure that posters, artwork or other wall displays have diversity elements, creating an atmosphere of mutual respect, and bringing diversity into the curriculum and procedures. A warm and inclusive ECEC environment promotes children’s academic performance and raises children’s sense of pride and belonging in ECEC settings (Bucholz & Sheffler, 2009). Additionally, the needs of children with different vision, mobility, communication and reading capacities should be satisfied. For example, provide reading materials for the blind and ensure that children using walkers can move freely between areas. A quality ECEC environment properly designed supports children's learning and development (Aussie Childcare Network, 2022). Sustainability Sustainability ‘spans environmental, social, and economic dimensions’, and the sustainability principle describes educators and children playing critical and active roles in creating and enhancing sustainable communities (DoE, 2022, p17). UNESCO's education sector highlights the importance of education for sustainable development, indicating the urgency and severity of the sustainable issues

5 (UNESCO, 2017). The global need for sustainability becomes more apparent, it is necessary to embed sustainability in children’s programs (Australian Children's Education and Care Quality Authority [ACECQA], 2016). Educators should create opportunities for children to understand sustainability in different dimensions (DoE, 2022, p17), which contributes to cultivating children's creativity and critical thinking skills to make informed decisions when they explore sustainable issues (ACECQA, 2016). Quality Area 3 of the National Quality Standard (NQS) requires that ECEC services care for the environment and foster children's sense of environmental responsibility (ACECQA, 2018). For example, to teach children about water saving by putting a "Save Water" sign around the taps, using water conservation mechanisms, and installing a rainwater tank to collect rainwater for gardening. Likewise, put a "Save Energy" sign around the electrical switch, involve children in turning off lights and fans before going out, or use solar panels to instil an energy-saving concept. At the same time, educators can discuss with children the harm caused by excessive water and electricity as well as waste food, and provide active guides. Most children may not know anything about resource use, and adults need to actively influence children to help them instil early resource-saving habits that will last a lifetime (Prasad, 20222). Additionally, composting with children is also a great way to involve the sustainability concept in learning. Practices indicate that when children participate in compost activities, they may begin to think about how to reduce impacts on the environment and engage in a critical discussion (Ashbrook, 2016). Partnerships

6 The Partnerships principle believes that Learning Outcomes will be achieved when educators establish partnerships among children, families, other experts, colleagues and communities (DoE, 2022). The development of young children is not exclusively dependent on families and ECEC centres, children are also a part of society, hence it is important to build a partnership involving communities, schools and families (OECD, n.d.) Collaborative relationships with families and communities (Quality Area 6) are based on active communication, consultation and collaboration (ACECQA, 2018). To promote partnerships with families, communication is important, and 'communication is two-way' which leads to effective (ACECQA, 2020). When communicating with parents, educators should use a positive attitude and language and respect the diversity of each family. It is necessary to make children and families feel valued and respected and increase their confidence in the service. Information and feedback gained from families contribute to evaluating the effectiveness of ECEC service, supporting children’s learning and well-being (ACECQA, 2016). When the perspectives and insights of families, educators and children are combined, everyone benefits, especially the children (ACECQA, 2020). Additionally, research indicates that children will maximize their potential in life when their families and ECEC services work together (ACECQA, 2016). For example, to involve families in healthy menu decision-making according to different beliefs and eating habits, or to invite families to participate in events of the ECEC centre. Furthermore, community involvement provides experiences, learning resources and resources that schools cannot provide, enhancing children's well-being and learning outcomes (DoE, n.d.).

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7 For example, in the study of cultural diversity, educators could invite a relevant expert to participate in the curriculum from the community, enriching and improving the curriculum content, or when developing a healthy eating program, invite community experts to guide children to customise the healthy eating plan. Early Years Learning Framework Practices The seven EYLF practices are based on principles, contributing to informing the curriculum for children’s learning, development and wellbeing (DoE, 2022). This report will discuss the practices in terms of Responsiveness to children, Learning Environments, Play-based learning and Intentionality. Responsiveness to Children Responsiveness to Children practice aims to respond to each child's strengths, abilities, and curiosity in the most appropriate way, which increases children's participation and builds relationships of respect and trust (DoE, 2022). Responsive relationships attach importance to open-ended questions, feedback and respect for diversity, stimulating children's thinking and enriching learning content (DoE, 2022). Responsive interactions and relationships support children's sense of confidence in communication and learning, promoting their future development and wellbeing (ACECQA, 2014). Based on Play-Responsive Early Childhood Education and Care (Pramling et al., 2019) theory, children have the right to express their perspectives, and those perspectives should be valued (Lagerlöf et al., 2022). Play- Responsive teaching means that educators should be highly responsive to children's perspectives when participating in children's play, and educators are expected to find

8 approaches to introduce new directions, to provide new possibilities for children's play in a way that would not compromise their agency and narrative (Pramling et al., 2019). A Play-Responsive teaching example is about how an educator responds effectively to a toddler's play (Connor, 2011). When the toddler plays with a builder’s tape measure, an educator comes in and asked some key questions, such as 'Who owns the tape measure? What do they use it for? What could we use it for? ' Subsequently, the educator helps the children pull out the tape in the room, to satisfy the children's curiosity about the length of the tape. However, the length of the room could not accommodate the extension of the tape. Eventually, the children carried the measuring tape throughout the day to different parts of the house and yard to see where it would fit. In this example, the educator achieves educational results by listening, asking questions, allowing children to play in their own way, and facilitating problem-solving (Connor, 2011). Learning Environments Learning environments provide spaces tailored to children's interests and abilities, considering physical, temporal, social and intellectual elements (DoE, 2022). Quality Area 3 of the NQS requires the CECE services environment to be inclusive and sustainable, maximising children's learning potential (ACECQA, 2018). It also highlights the simultaneous indoor and outdoor supporting children’s learning and development in all aspects (DoE, 2022). Outdoor activities create possibilities for physical activities and learning experiences that are not available indoors and allow children to have a friendly connection with nature (ACECQA, 2015). Department of

9 Education (Queensland) points out that natural environments including 'trees, natural grass, sand, digging patches and stones' all allow children to have a quality outdoor environment (DoE, 2022). Most outdoor space is an open-ended play (DoE, 2022), involving physical skills such as running, jumping, climbing, throwing, kicking, twisting and balancing, etc; risky play such as climbing, riding a bike and sword fights, etc. Open-ended play outdoors is dynamic and leads to unpredictability and risk (Greenfield, 2004), Hence, during outdoor play, educators should think about safety (Quality Area 2). Evidence indicates rich opportunities for children's learning, problem-solving and developing social skills during outdoor activities (Greenfield, 2004). Although infants' abilities are limited, educators could provide some outdoor activities suitable for infants, such as touching a variety of objects in the natural environment or allowing infants to crawl on different surfaces like grass, wood, rubber, etc. Outdoor and indoor learning environments are equally valued, and evidence states that outdoor learning experiences enrich and extend indoor learning experiences (ACECQA, 2013). For example, during indoor activities, educators and children could discuss the process of plants growing from seeds and design a nature observation area, through observation and reflection, educators could lead children to take care of indoor or outdoor plants, enriching their experience. Play-based learning and Intentionality Play-based learning and Intentionality give children’s right to play and believe that ‘children act intentionally and with agency in play’, which is important to achieve Learning Outcomes (DoE, 2022, p21). In quality education, children are regarded as

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10 capable and competent learners who have the ability to maximize learning through play-based programs (Element 1.1.1.) (ACECQA, 2018). Educators act with intentionality in play-based allow for diverse types of play including indoor and outdoor, or structured and unstructured, which enhance children's agency, problem- solving, exploration and creativity (DoE, 2022). Children of different ages have different needs for play-based programs. Play-based learning for toddlers focuses on listening, looking, touching, tasting and smelling (Government of Victoria, 2021). For example, discuss and imitate with toddlers the rustle of leaves, the cries of animals or the sounds of traffic vehicles, or carry out the game of looking for objects of the same colour or shape, or taste and discuss flavours of different fruits, or put objects in bags for children to touch and describe in language, to develop children's language ability. For three to five-year-olds, daily activities could provide fun learning opportunities, and evidence indicates that play supports the development in physical, social, emotional and intellectual areas (Government of Victoria, 2021). For example, in a case study, the EC centre places a water basin and various materials in the science area to investigate floating. Each day, the children use a variety of materials to explore whether objects float or sink and record them on a clipboard. After a week of observing, the children decided to build a boat together in an effective way. The children were very excited when the experiment was successful. The development of children in this process involves scientific knowledge, communication, independence and collaboration and creativity (Goodstart centres, 2017). Conclusion

11 EYLF positions educators as active participants in children's learning, articulating some aspects of learning content and new possibilities in educators' work (Arthur et al., 2011) . This report explains some of the principles and practices of the framework through analysis and examples.

12 Reference Arthur, L., Barnes, S., & Ortlipp, M. (2011). The Australian early years learning framework. Contemporary issues in early childhood , 12 (1), 1-3. https://journals.sagepub.com/doi/pdf/10.2304/ciec.2011.12.1.1 Ashbrook, P. (2016). Composting With Children. Science and Children , 53 (7), 22. https://www.proquest.com/docview/1768607810?pq- origsite=gscholar&fromopenview=true Australian Children’s Education & Care Quality Authority. (2014). Responsive, respectful relationships. https://www.acecqa.gov.au/latest-news/blog/responsive-respectful- relationships Australian Children’s Education & Care Quality Authority. (2015). Supporting indoor and outdoor play. https://www.acecqa.gov.au/latest-news/blog/supporting- indoor-and-outdoor-play Australian Children’s Education & Care Quality Authority. (2016). Sustainability in children’s education and care. https://www.acecqa.gov.au/latest-news/blog/sustainability-childrens- education-and-care Australian Children’s Education & Care Quality Authority. (2016). Building partnerships with families. Quality area 6. https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationS heets/QualityArea6/QualityArea6BuildingPartnershipsWithFamilies.pdf

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13 Australian Children’s Education & Care Quality Authority. (2018). Guide to the national quality framework. https://www.acecqa.gov.au/sites/default/files/2018-03/Guide-to-the- NQF_0.pdf Bucholz, J. L., & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment: Planning for all children to feel welcome. Electronic Journal for Inclusive Education , 2 (4), 1-13. https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi? article=1102&context=ejie Child Australia. (2017). What is pedagogy? How does it influence our practice? https://www.childaustralia.org.au/wp-content/uploads/2017/02/CA-Statement- Pedagogy.pdf Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Commonwealth of Australia. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education. (2023). Play-based learning. https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies/ approaches/play-based-learning Department of Education. (n.d.). Advancing partnerships – parent and community engagement framework. https://education.qld.gov.au/parents/community- engagement/Documents/pace-framework.pdf Goodstart centres. (2017). How 3-5 year olds learn through play.

14 https://www.goodstart.org.au/news/how-3-5-year-olds-learn-through-play Government of Victoria. (2021). Play-based learning for preschoolers. https://www.vic.gov.au/play-based-learning-preschoolers Greenfield, C. (2004). Transcript:‘Can run, play on bikes, jump the zoom slide, and play on the swings’: Exploring the value of outdoor play. Australasian journal of early childhood , 29 (2), 1-5. https://journals.sagepub.com/doi/pdf/10.1177/183693910402900202? casa_token=zmh5_EYprEYAAAAA:vcfQPTywFN4V5ROaSeXvpIAtfoCRWUx HTHDkij7RcY9NRE2-arik-q62g0ceD-8n56MPoCHcW67C Lagerlöf , P. , Wallerstedt , C. & Pramling , N. (2022). Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC. Oxford review of education . https://doi.org/10.1080/03054985.2022.2154202 Leggett, N. (2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal , 45 (6), 845-853. https://link.springer.com/article/10.1007/s10643-016- 0836-4 Organisation for Economic Co-operation and Development. (n.d.) Research brief: parental and community engagement matters. https://www.oecd.org/education/school/49322478.pdf Pramling, N., Wallerstedt, C., Lagerlöf, P., Björklund, C., Kultti, A., Palmér, H., Magnusson, M. K., Thulin, S., Jonsson, A., & Samuelsson, I. P. (2019). Play-

15 responsive teaching in early childhood education. Springer eBooks . https://doi.org/10.1007/978-3-030-15958-0 Prasad, N. (2022). The complete guide to teaching children about saving electricity, water, and garbage. Childo education research and development foundation. https://www.cerdf.org/post/the-complete-guide-to-teaching-children-about- saving-electricity-water-and-garbage

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