Here are the key points I gathered from our discussion:
- There have been significant changes in early childhood education at the government level including increased recognition of the importance of the early years, national curriculum and standards, and greater accountability requirements.
- Contemporary perspectives that influence practice include sociocultural theory, postmodernism, poststructuralism, the sociology of childhood, and the reconceptualist movement. Effective educators apply these theories through reflective practice, meaningful curriculum, partnerships, and documenting learning.
- While change can be difficult, frameworks like ADKAR can provide structure. Organizational culture and engaging staff are important for successful change implementation. Ongoing reflection is also key to evaluating and modifying change.
-
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Remote education for children and young people with SENDOfsted
Slides for providers and practitioners to use to reflect on the challenges they face in delivering remote education during the pandemic. The lessons learnt can also inform future planning for children and young people with SEND. For more information and a video, visit https://www.gov.uk/government/publications/remote-education-and-send/how-remote-education-is-working-for-children-and-young-people-with-send
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
November 17, 2009: "Lessons from Abroad: International Standards and Assessme...Edutopia
Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University
Host: Kathryn Baron, features producer and research editor, Edutopia
The world's top-performing school systems are said to be the model for new Common Core standards. Learn about the assessment systems in these countries, and how the results challenge the status quo in the United States.
EP002 resources and sources for assistance with Assignment.docxelbanglis
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
Week 4 Moving forward - The Australian CurriculumThis assessmen.docxmelbruce90096
Week 4: Moving forward - The Australian Curriculum
This assessment task requires you to write one 400-word journal entry each week on the concepts explored in the first four weeks of the unit. In total you will submit, in a Word document, 4x400- word journal entries. The purpose of this assessment task is to reflect on the knowledge and understandings you acquire from the weekly online activities (specified below). You are expected to draw on the prescribed weekly readings and resources to help support your reflections, as well as independently sourced scholarly literature.
For each journal entry, you must include evidence of the completed weekly activity (clearly indicated in your submission). Please note that your response to the weekly activity itself will not be assessed, however, it must be submitted in order for you to at least pass the assessment task.
Responses to the weekly activities will not be included in the word count. Each journal entry will follow the Connect-Extend-Challenge thinking strategy:
Connect – how are the ideas and information you’ve explored this week connected to what you already know? Firstly, you need to consider how all of the information and new concepts you have read and thought about connects to your pre-existing knowledge and experience. Provide an example (1-2) here demonstrating this connection with theory to support.
Extend – in what ways has your thinking been extended by these ideas and this information? Then you need to consider how the new material and discussions on Bb with your fellow students has extended your thinking. What is something new you have learnt? How have your ideas been developed? Have we discussed something that you had not previously considered? Use examples and theory to support.
Challenge – what challenges do you think you will face in applying this knowledge/understanding to your classroom practice? Finally, you need to highlight the challenges you may face in applying the concepts and new knowledge from Week 1 into practice during your practicum and as a teacher into the future. Again include examples and theory support.
1. Understanding of concepts
The key concepts that underpin each of the activities have been accurately identified and critically reflected upon. A comprehensive and succinct knowledge of the concepts being explored has been demonstrated and well-supported with relevant and meaningful academic literature.
2. Link between theory and activity
The entries demonstrates a deep, insightful and sophisticated understanding of connections between prior and new knowledge. The ways knowledge has been extended are thoughtfully articulated.
3. Transfer of knowledge into practice
Insightful and succinct entries demonstrate a sophisticated understanding of the challenges in applying new knowledge to practice. The entries are fully supported with meaningful and relevant examples and sophisticated integration of ideas from relevant, current and diverse bodies of scholar.
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Remote education for children and young people with SENDOfsted
Slides for providers and practitioners to use to reflect on the challenges they face in delivering remote education during the pandemic. The lessons learnt can also inform future planning for children and young people with SEND. For more information and a video, visit https://www.gov.uk/government/publications/remote-education-and-send/how-remote-education-is-working-for-children-and-young-people-with-send
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
November 17, 2009: "Lessons from Abroad: International Standards and Assessme...Edutopia
Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University
Host: Kathryn Baron, features producer and research editor, Edutopia
The world's top-performing school systems are said to be the model for new Common Core standards. Learn about the assessment systems in these countries, and how the results challenge the status quo in the United States.
EP002 resources and sources for assistance with Assignment.docxelbanglis
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
Week 4 Moving forward - The Australian CurriculumThis assessmen.docxmelbruce90096
Week 4: Moving forward - The Australian Curriculum
This assessment task requires you to write one 400-word journal entry each week on the concepts explored in the first four weeks of the unit. In total you will submit, in a Word document, 4x400- word journal entries. The purpose of this assessment task is to reflect on the knowledge and understandings you acquire from the weekly online activities (specified below). You are expected to draw on the prescribed weekly readings and resources to help support your reflections, as well as independently sourced scholarly literature.
For each journal entry, you must include evidence of the completed weekly activity (clearly indicated in your submission). Please note that your response to the weekly activity itself will not be assessed, however, it must be submitted in order for you to at least pass the assessment task.
Responses to the weekly activities will not be included in the word count. Each journal entry will follow the Connect-Extend-Challenge thinking strategy:
Connect – how are the ideas and information you’ve explored this week connected to what you already know? Firstly, you need to consider how all of the information and new concepts you have read and thought about connects to your pre-existing knowledge and experience. Provide an example (1-2) here demonstrating this connection with theory to support.
Extend – in what ways has your thinking been extended by these ideas and this information? Then you need to consider how the new material and discussions on Bb with your fellow students has extended your thinking. What is something new you have learnt? How have your ideas been developed? Have we discussed something that you had not previously considered? Use examples and theory to support.
Challenge – what challenges do you think you will face in applying this knowledge/understanding to your classroom practice? Finally, you need to highlight the challenges you may face in applying the concepts and new knowledge from Week 1 into practice during your practicum and as a teacher into the future. Again include examples and theory support.
1. Understanding of concepts
The key concepts that underpin each of the activities have been accurately identified and critically reflected upon. A comprehensive and succinct knowledge of the concepts being explored has been demonstrated and well-supported with relevant and meaningful academic literature.
2. Link between theory and activity
The entries demonstrates a deep, insightful and sophisticated understanding of connections between prior and new knowledge. The ways knowledge has been extended are thoughtfully articulated.
3. Transfer of knowledge into practice
Insightful and succinct entries demonstrate a sophisticated understanding of the challenges in applying new knowledge to practice. The entries are fully supported with meaningful and relevant examples and sophisticated integration of ideas from relevant, current and diverse bodies of scholar.
In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
- What is Common Core and why was it adopted?
- How does it relate to Special Education?
- How does it affect my child's IEP?
- What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?
ECS 565 ALL ASSIGNMENTS GCU
Just Click on Below Link To Download This Course:
https://www.tutorssquad.com/product/ecs-565-all-assignments-gcu/
ECS 565 WEEK 1 CHILD-INITIATED DEVELOPMENT AND LEARNING
As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
Linda Darling-Hammond puts American school reform in the context of what other nations are doing to prepare their young for a global knowledge economy. See the best-practices recommendations.
The Learning Environment as a Teaching Tool CDEV 108.docxrhetttrevannion
The Learning Environment as a
Teaching Tool
CDEV 108
M. Moen
Describe an early school experience.
What do you remember most about the classroom
environment?
How did the environment affect your learning?
What was /were your favorite materials and/or
experiences when you were a child?
How will this information influence your teaching? Do
you have that material and/or experience in your
classroom?
What is environment?
Environment is anything that surrounds us and
exerts an influence over us. It consists of space,
furnishings, time and organizing elements.
How we arrange and furnish space sends
children messages about how the space should
be used.
Almost any space can be arranged to provide an
excellent experience for young children.
Intentional
gathering
spaces
We need to create warm,
homelike environments that:
Create a sense of security
Create excitement
Provoke a sense of wonder
Encourage ACTIVE LEARNING!
Reggio documentation panels
are an important part of their
environment
Guidelines for establishing an
aesthetic environment
Consider the ways in which these elements will enrich the children’s
perceptions:
Floor and walls
Color and texture
Work surfaces
Storage items
Displays
Art prints
Art artifacts
Books
Nature objects
Children’s artwork
Details
Rather than decorating walls with “cutsie”
type of cutouts from the teacher supply store,
consider decorating with items that have
character and make it feel more like “home.”
Be sure your environment
displays photos of the
children.
Using wood (versus plastic) furniture warms the environment.
Be sure to provide a
cubby for each child in
your classroom.
The Learning Environment in
Early Childhood Education
The Learning Environment is a powerful
teaching tool
Materials & images used should reflect the
children, their families, cultures, and community
Environment should be carefully and
specifically designed for early childhood
Space
The space should be a safe, workable, even charming.
Equipment
Refers to the furniture and other large, expensive items such as art easels, climbing
structures, etc.)
Materials
Refers to smaller, less expensive items such as puzzles and books)
Supplies
Supplies are consumables such as paint, paper, glue, tape.
Time
Children need time to explore the environment!
Components of the Learning Environment
Adequate space
Plan enough space for children to move form
one area of the environment to another and
work comfortably.
Younger children need more space than older
ones
Traffic pattern
Think about how the children will move around in
the room.
Some questions you might want to ask yourself:
Is there enough room for children to gather around
something interesting?
How many children can work in an area at a time
How .
2. Children are miracles. Believing that every child is a
miracle
can transform the way we design for children's care.
When we invite a miracle into our lives
we prepare ourselves and the environment around us.
We may set out flowers or special offerings. We may
cleanse ourselves, the space,
or our thoughts of everything but the love inside us. We
make it our job to create,
with reverence and gratitude,
a space that is worthy of a miracle! Action follows
thought. We can choose to change. We can choose to
design spaces for miracles,
not minimums.
This poem was written by Anita Olds. She was a very passionate early childhood educator
in North America in designing rich learning environments for spirits to flourish.
3. Housekeeping
Please make sure you have printed a copy of the unit
outline. Record key dates in your diary and pay particular
attention to:
Weekly readings (essential textbooks and online
resources);
Assessments; and
Field Experience dates.
4. Expectations…
You must be committed to your profession and this will be
evident when you…
attend class every week;
complete the unit readings;
study outside of class time (at least 8-10 hours per unit);
and
access Blackboard each week.
5. Class Attendance
You must be punctual and on time each week;
100% attendance is expected – even when an
assessment is due in this or any other class;
If an absence is unavoidable (due to illness) please email
your tutor prior to the class; and
Mobile phones are NOT to be used in class.
6. Assessment Submission
It is your responsibility to know the assessment
submission due dates and times and prepare to submit
them before the final hour.
Penalties will apply if the submission time is missed.
Blackboard will automatically close the submission portal
at the designated time.
Please check the unit outline for the policy and
procedures that apply for requesting an assessment
extension. No exceptions will be made regarding correct
documentation and evidence required.
7. Assessments across the units
The Unit Coordinators have met regularly in the past
months to ensure your units are well connected.
Where possible we have spread the assessments across
the semester however there is a build up of large
assessments due at the end of the semester which has
been unavoidable.
Please be aware that you will need to manage your time
and effort to submit these on time.
8. Assessment 1: Exercise
10%
Due Week 4 - Monday 24 March 2014 BEFORE 11:59pm (WST)
The purpose of this assessment is to explore the role of authentic documentation within the early
childhood setting through an observation schedule and learning story. Both forms of
documentation will use a video illustration from the Australian Professional Standards for Teachers
(AITSL) website. The focus illustration is entitled, ‘A creative space’ and can be downloaded from
http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00354
Observation Schedule (5 marks):
Learning Story (5 marks):
You will need to use the observation schedule from the
Professional Practice Handbook (p. 29) to document your
observations of the early childhood classroom in the focus video
illustration. When documenting your observations, you will need to
look for evidence of the 7 quality areas covered by the National
Quality Standard (NQS). The 7 quality areas include:
Next, you will need to write a
learning story of approximately
150 words to record a snapshot
of the children’s learning within
the aforementioned video
illumination. You can write the
learning story in first person by
assuming the role of the early
childhood educator who featured
in the video. Given the word
limitation, you may prefer to
choose only one section of this
video to document in your
learning story. A selection of
photographs can be downloaded
from the ‘Assessment
Information’ tab in Blackboard to
accompany your learning story.
Quality Area 1: Educational program and practice
Quality Area 2: Children’s health and safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements
Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and
communities
Quality Area 7: Leadership and service management
9. Assessment 2: Case Study
40%
Due Week 8 - Monday 21 April 2014 BEFORE 11:59pm (WST)
Compile a case study report that examines evidence of the Early Years Learning Framework (EYLF) within an
early childhood setting. Observational notes and annotated photographs of this early childhood setting will
be provided for you within the ‘Assessment Notes’ tab of Blackboard. For this assessment, you will need to
write your case study report and include the following sub-headings:
1.0 Introduction/Synopsis:
2.0 Methodology:
3.0 Findings/Discussion:
3.1 EYLF Outcome 1: Children have a strong sense of identity.
3.2 EYLF Outcome 2: Children are connected with and contribute to their world.
3.3 EYLF Outcome 3: Children have a strong sense of wellbeing.
3.4 EYLF Outcome 4: Children are confident and involved learners.
3.5: EYLF Outcome 5: Children are effective communicators.
4.0 Conclusion:
5.0 Recommendations:
6.0 APA (v.6) Reference List:
7.0 Appendices:
The word limit for this assessment is 1200 words. In terms of overall structure, marks will also be awarded for
correct use of English, spelling, punctuation, grammar, academic writing style and APA (v.6) referencing.
10. Assessment 3: Report 50%
Due Week 14 – Monday 2 June 2014 BEFORE 11:59pm (WST)
The Early Years Learning Framework (EYLF) and National Quality Standard (NQS) invite educators to embed
sustainability into their practice. This involves reducing waste, minimising consumption, caring for the
environment and contributing to a sustainable future. In preparation for your upcoming field experience
placement in a junior primary (6-8 years) classroom, you need to:
Report:
Write a 1000 word report with reference to academic literature, contemporary theories and curriculum
documents that addresses the importance of embedding sustainable practices into our early childhood
programs. Make sure you use the APA (v.6) referencing format to indicate all sources of your ideas
throughout the report. Consistent in-text references are needed to demonstrate clear links to theory.
Reference to dictionary definitions, Wikipedia and Google Internet sites is not accepted at a University level.
Instead, source all academic literature via the Curtin Library database, research-based journal articles and
academic textbooks.
Artefacts:
Create 3 artefacts for your resource file that honour sustainability by using mostly natural, found or recycled
materials where possible.
Artefact 1: A classroom organisational tool such as a class calendar, weather or birthday chart;
Artefact 2: Props or a puppet to accompany a storybook of your choice; and
Artefact 3: A storage item to use during a mat session. For example a story box, story bag, treasure chest or puppet
theatre (made from a shoe, refrigerator or washing machine cardboard box).
Lesson Plan:
Prepare one lesson/experience plan that showcases how you will use at least 2 of the artefacts that you have
created with a junior primary (6-8 years) class. Please use the experience plan template provided within the
Professional Practice Handbook (p. 30).
11. Brainstorming Compass…
N – What do you NEED to
know?
E – What are you EXCITED
about?
S – Any SUGGESTIONS for
the unit?
W – Any WORRIES?
16. Topic 1: School contexts, changes
and contemporary perspectives
Upon completion of this topic, you will have investigated:
Changes within early childhood education;
Contemporary theories of children’s learning that
honour social and cultural contexts; and
National teaching, learning and curriculum documents
[EYLF, ACARA, NQS, MCEETYA].
17. Recognition of
the
importance of
the early years
National
learning and
curriculum
Share your
knowledge of
recent changes
at a
Government
level…
Accountability
requirements
Focus on
equality and
social justice
Increased
requirements
for quality staff
18. Changes at a Government
level
Increased recognition of the importance
of the early years
National early childhood agenda
Australian Early Development Index
[AEDI]
Importance of support for families
Increased requirements for qualified staff
in prior to school settings. Pay disparities
between childcare and school ECE staff can
lead to high turnover rates
A focus on equity and social justice in
education
Aim is high quality education and care
for all
Still inequalities for children in low
socio-economic communities and
remote and Indigenous communities
Accountability requirements
National standards support equity and
social justice but can enforce
standardised practices, predictability
and control, and imply that there is one
set of ‘best practices’ and one way of
measuring outcomes – has the
potential to de-professionalise teaching
practice
Importance of contextually responsive
practices and ethic of care
Issues around what counts as evidence
of children’s learning – need for wide
range of assessment
19. Changes at a Government
leveldocuments
National learning and curriculum
EYLF
ACARA
NQS
MCEETYA
Discussion - Do you think these changes will promote a
push-down of school curriculum or potential for push-up of
early years focus?
20. Changing worlds & childhoods
•
•
•
•
Technologies are a part of children’s everyday worlds. Increased use of technologies – computers,
mobile phones, digital cameras, Internet, iPods, iPads.
Technologies and globalisation make popular media culture increasingly accessible to children.
Popular media culture provides a shared frame of reference for play.
Children’s agency in their own learning. They are competent users of technology and active agents in
their own learning.
21. Contemporary
perspectives of
children’s learning
Use your textbook and the Internet to research the following…
(1) Sociocultural theory
(2) Postmodernism perspective
(3) Poststructuralism perspective
(4) Sociology of childhood
(5) Reconceptualising early childhood movement
22. Contemporary
perspectives of
children’s learning
(1) Sociocultural theory
Sociocultural theory:
• Recognises that children learn as they participate in everyday
life within their families and communities; and
• Suggests that learning follows different patterns within
different families and communities.
23. Contemporary
perspectives of
children’s learning
(2) Postmodernism perspective
Postmodernism:
Argues that the world is complex and there are no universal
ways of being or doing; and
Examines issues of power and social justice, including issues
of cultural and linguistic capital and dominant discourses.
24. Contemporary
perspectives of
children’s learning
(3) Poststructuralism perspective
Poststructuralism:
Argues that we are not only shaped by our environment but
also shape our own identities – that is, people have agency in
their own lives; and
Analyses the power relationships between discourses.
25. Contemporary perspectives of
children’s learning
(4) Sociology of childhood
The sociology of childhood:
Values each child’s current experiences and their ‘being’;
Focuses on children’s competencies and agency; and
Listens to children’s voices and respects their views –
advocates researching with rather than on children.
26. Contemporary
perspectives of
children’s learning
(5) Reconceptualising early childhood movement
Reconceptualising early childhood:
Challenges dominant knowledge and practices such as
developmentalist perspectives;
Critiques images of the child as ‘innocent’ or ‘evil’; and
Highlights the significance of diversity and difference in
children’s experiences.
29. Effective educators who apply
contemporary theories tend to…
engage in reflective practice,
focus on dispositions and
processes of learning.
critical action and change. They
provide meaningful curriculum
understand the importance of
that connects to children’s social
cultural contexts in children’s
worlds and extends learning.
learning.
engage in intentional teaching,
respect diversity and focus on
drawing on a repertoire of
equity and social justice.
pedagogies.
build effective partnerships with
families, children and communities. document children’s learning in
ways that acknowledge children’s
enhance relationships and
strengths and respond to
collaborative learning
children’s questions.
environments.
We will explore these key points in depth throughout this unit!
30. But it requires change…
The nature of change itself is changing. Dealing with
change is becoming an essential competence for survival
not a periodic or one-off program (Deering, 2006, p. 40).
Past experiences strongly influence our attitude to change
and naturally evoke varied responses from educators,
children, families and organisations.
Each educator’s journey is unique and reflective of the
diversity within the early childhood profession.
Change can be…
a well managed strategic process
• Positive change – voluntary, shared
decision making, resourced and
supported.
a difficult, poorly planned and underresourced process
• Negative change – externally driven,
minimal consultation, penalties,
minimal resource and support.
31. Organisational culture and
change
The MCEETYA, NQS, ACARA and EYLF documents have brought about
many changes in the early childhood sector. It is a school’s ability to
articulate their shared culture of basic assumptions, their shared
beliefs, and orientations that unite staff members and influence how
they will respond to change (Shein, 2004, cited in Arthur, Beecher, Death, Dockett & Farmer, 2012, p. 153).
Challenging current
Different thinking
practice
Key factors in the
development of a
shared vision…
(Deering, 2006)
Building teams
Creating a safe
environment
32. Frameworks for change management
These 5 ADKAR building blocks of change provide a positive and
easily shared framework for ECE educators and organisations to
continue to implement change.
34. Faces of change
Critical elements of management practice for
successful change:
1.
2.
3.
Engagement
Development
Performance management
‘While key individuals may play leading parts, effective
change means change in the collective attitudes,
behaviours and skills of the many.’
(Turner & Crawford, 1998)
35. Evaluating and modifying
change
Principle Five, ‘ongoing learning and reflective practice’
within the Early Years Learning Framework [EYLF] provokes
educators to be reflective in their practice as it is:
‘a form of ongoing learning that involves engaging with
questions of philosophy, ethics and practice. Its intention is
to gather information and gain insights that support,
inform and enrich decision-making about children’s
learning. As professionals, early childhood educators
examine what happens in their settings and reflect on what
they might change’ (Australian Government Department of Education, Employment and Workplace
Relations [DEEWR], 2009).
36. References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming &
planning in early childhood settings (5th ed.). South Melbourne, Australia: Cengage
Learning Australia Pty Limited.
Australian Government Department of Education, Employment and Workplace
Relations [DEEWR]. (2009). Belonging, being & becoming: The early years learning
framework for Australia. Retrieved from http://education.gov.au/early-yearslearning-framework
Deering, A. (2006). Managing organisational change. Movement Today, Nov/Dec,
AIM. Sydney: Textpacific Publishing.
Rodd, J. (2006). Leadership in early childhood (3rd ed.). Sydney: Allen & Unwin.
Turner, D. & Crawford, M. (1998). Change power. Business and Professional
Publishing: Australia.
Editor's Notes
Discuss the importance of preparing the classroom environment. We will be exploring the importance of the early childhood environment throughout this unit. When we walk into junior primary classrooms, you may notice that there in some classrooms there are little play-based resources as the program is focused on structured paper-based desk work. We must not lose fact that these children are still only 6, 7 and 8 years of age. Play is still a very important of their world. We must therefore find every opportunity to prepare the environment for miracles, not minimums. Be brave and eager to embrace change. Set out a blanket on the floor and role model storytelling with natural materials.
Students to brainstorm on post-it notes around the classroom on the N-E-S & W walls.
Write notes on post-it notes.
Write notes on post-it notes.
Write notes on post-it notes.
Write notes on post-it notes.
You may like to remove this slide and use it as your ‘cheat notes’
Rainbow stickers or stamps on hand – separate students into colour-coded groups to research one of the above documents and share knowledge with class. Handout provided to document discussion. An interesting petition to share on the push down of academic programs into ECE. http://www.change.org/en-AU/petitions/the-hon-christopher-pyne-mp-stop-the-push-down-of-academic-style-programs-onto-our-3-5-year-olds-in-early-education?share_id=PftBEinrcw&utm_campaign=friend_inviter_chat&utm_medium=facebook&utm_source=share_petition&utm_term=permissions_dialog_false
Research sociocultural theory together. Separate into 4 colour groups and research. Present to class. Provide one OH sheet per group. Remind students of the importance of offering a variety of writing surfaces. Paper can be tedious for young children. OH sheets look fabulous on the classroom window!
Record information on O/H projector sheets
Record information on O/H projector sheets
Record information on O/H projector sheets
Record information on O/H projector sheets
Record information on O/H projector sheets
Make zigzag books to record these ideas and share with a group. Remind students to use zigzag books on prac to encourage children to record their ideas in either text or pictures or both.
See Arthur (2012) textbook p. 153. Different thinking… We are often so busy dealing with day-to-day issues that we have little time to think long term. Deering (2006) suggests designating a specific time and to move off site to stimulate “out of box” or different thinking. Why is a different location important? Challenging current practice… Doing things because ‘we’ve always done it that way’ or ‘it works’ or ‘your prac teacher’ did this is not reason enough to continue with current practice. We critically need to ask ourselves ‘why’ we do things the way we do. Staff retreats are often a relaxed way of doing this. Building teams… In order to build teams we must consider individual personalities and knowledge bases. Shared visions for the future is also critical during any staff recruitment process. This is why staff are always so keen to find out about “you” in a job interview! Creating a safe environment… Setting the scene for individuals to express their ideas without fear or judgement is also critical to the process of visioning.