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LifeSpan Development Programing and Planning EARLY CHILDHOOD - Coggle…
LifeSpan Development
Programing and Planning
EARLY CHILDHOOD
ECEC programs - birth to 5yrs
Government regulated
Non-compulsory
At locations not child's home
Subsidised by government
General expectation children will benefit
achieve better outcomes at school-age
Higher scores in receptive vocab
National Quality Framework
(ACECQA)
National partnership agreement 2009
Universal access year before school entry
Delivered by university trained teacher
Proficient teacher accredication (BOSTES, 2016)
Belonging, Being and Becoming: the Early Years Learning Framework for Australia
(DEEWR, 2009)
15hrs a week, 40 weeks a year
https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care-0/earlyyearslearningframework
National Quality Standard (NQS)
assessment and rating process
Physical environment
Licenced services required to register with ACECQA
Governance and leadership
Collaborative partnerships with families and communities
Relationships with children
Staffing arrangements
Chidren's health and safety
Educational program and practice
CURRICULUM: 'plan or intend... but also includs unplanned, spontaneous interactions and experiences as well as routines and transitions: that is, the curriculum is what acutally happened each day'. (Garvis et al pg 521)
Carla Rinaldi, Marilyn Fleer
Magda Gerber, Emmi Pikler
Early Years Learning Framework
Children have a stong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of well-being
Children are confident and involved learners
Children are effective communicators
PURPOSE: 'provide broad direction for educators to facilitate children's learning' (DEEWR, 2099, p8)
NQS Educational program and practice
Program
Program learning opportunities
Approved learning framework
Child-centred
Practice
Responsive teaching and scaffolding
Child directed learning
Intentional teaching
Assessment and Planning
Critical reflection
Information for families
Assessment and planning cycle
As a result, the curriculum that children experience in their ECEC program will be stongly influenced by the educators' understandings, beliefs and ieads about learning and development and how they put hthese idealogies and ideas into practice (Garvis et al, pg 522)
Learning stories
Progresses through stages of engagement
(becoming involved)
intentionality (causing something)
Observation
Reflection/analysis of what was observed
Future planning
Play based curriclum