Early Learning Framework<br />Kirsten Nicholson<br />ECED 2421<br />May 2, 2011<br />Summary of points<br />Vision<br />The Early Learning Framework vision is based on the image of children as being capable and full of potential. Early Learning is a dynamic process supported by parents and other adults that care for and teach children in their homes and communities. Adults, children and environments play a role in promoting early learning. The vision for children aged 0-5 years is that they will experience physical, emotional, intellectual, social and spiritual well-being, feel secure, safe and sense of belonging in their own homes and community. Children will be able to communicate their own thoughts and feelings, listen to, acknowledge and empathize the thoughts and feelings of others. Children will be thinkers, doers and players that are curious, creative, self-confident and explorative in their individual and cultural identities. Vision of families, communities and governments are that they will work within a partnership to help support children in building their foundations for early development and lifelong learning. Adults will provide an active role in providing rich learning environments, listen to and value their thoughts, feelings to support their learning and development. Governments and communities will work together to nurture and support children, families, parents, grandparents and other family members in efforts to promote children’s learning and well-being. Vision of children’s environments will be inclusive, reflective or cultural and linguistic context of communities and will be stimulating to all aspects of children’s learning, promote respect for diversity and foster their connection to their community and earth. <br />Principles<br />A common set of principals can guide decisions of Early childhood Educators, Early years professionals, families, communities, services providers and governments. They are intended to be relevant for all children, despite their ethnicity, culture, language, gender, temperament, ability, special needs or socio-economic status differences. All children are born with the desire to learn. Families are the primary caregivers and the important role in promoting their well-being, learning and their development. Play is vital to children. Consistency, responsive and nurturing relationships are important to children’s early learning and development. All of the aspects of children’s learning and development are interdependent and interrelated. Language plays a central role in connecting the thoughts and learning of children. As well children are active participants in their family structure. The cultural identities of the children are respected in the programs, activities and early learning settings. A child’s learning and well-being is shaped by their physical environment. <br />Areas of Early learning<br /><ul><li>Well-being and belonging.
Vital to children’s learning and exploration of the world around them. To promote and provide the children a place where they can: Feel safe, Respected, Feel confident in and half control of their bodies, Understand and follow routines set for them, Feel valued and Build healthy relationships with adults, other children and their families
Exploration and creativity</li></ul>Vital to nurturing the children’s life that is the basis of all learning. Provide an environment where the children can: explore the world using their bodies and their senses, build, create, and design using different materials, explore, think and reason, identify and try possible solutions to problems in meaningful situations, to be creative and expressive in a variety of ways, develop a sense of wonder for natural environments.<br /><ul><li>Language and literacy’s</li></ul>Development of languages and literacy’s amoung children provides them with a strong basis for learning throughout their lifetimes. Literacies: a term to describe the development of the different means of communication among children. Promoting the development of languages and literacies, adults provide an environment where children can: communicate thoughts and experiences, develop diverse language abilities, engage in sound and word play, use numbers, measurement, and form in meaningful contexts, experience the stories, express their own points of view and reflect on others’ views.<br /><ul><li>Social responsibility and diversity.</li></ul>Children’s learning experiences in the early years have long-term implications for their whole lives. Children benefit from opportunities to build relationships, to learn about their own heritage and culture, and to recognize the connection between their actions and the world around them. To promote social responsibility and respect for diversity, adults provide an environment where young children can: explore and learn about family, community and the world, express a positive regard for others, understand fairness for themselves and others, learn to appreciate diversity, accept and welcome individual differences, understand how their own actions may affect nature.<br />Reactions, thoughts and key ideas...<br />From this reading, I gathered that to help children growing up and their learning that we need to give them the opportunity to explore with they are and give them the opportunity to learn about different cultures. Every children needs to feel welcome in the world and child care settings. In order to help the children’s early learning we need to work with the parents at what is in the best interest of the children. <br />Questions raised<br />What will be the most effective way to bring in new activities for the children? <br />Knowledge gained and how will I apply to practice<br />Bring in different activities for each culture or background of the children. As well it can be beneficial to ask families to help teach the child care staff about their cultural backgrounds, so they can incorporate it into the program.<br />