Chcece 009 Topic 2 Introduction and Exploring the Principles underpinning the learning framework PDF

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CHCECE009 – TOPIC 2 Apply the Learning Framework: Exploring the principles underpinning the learning framework

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© Copyright, 2020 by TAFE Digital

Date last saved: December 2020

Version: 3

# of Pages = 16

Content writer Donna Osmetti Contributors - Belinda Handley, Sarah Morgan Reviewer – Bianca Sergi Instructional and graphic design - TAFE Digital Resource Development Team

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Contents Apply the Learning Framework ............................................................................................. 4

Introduction.............................................................................................................................. 4 Support Children's Learning ..................................................................................................... 5 Exploring the Principles of the Learning Framework................................................................. 7 Principle 1 - Secure, respectful and reciprocal relationships ...................................................... 9 Principle 2 - Partnerships ........................................................................................................ 10 Principle 3 - High Expectations and Equity .............................................................................. 11 Principle 4 - Respect for Diversity ........................................................................................... 12 Principle 5 - Ongoing Learning and reflective practice ............................................................ 13

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Apply the Learning Framework Introduction Within this topic we will discuss:  Supporting children's learning  Exploring the principles and practices of the learning frameworks  Implementing the Frameworks Learning Outcomes  Working in collaboration with others  Holistic approach to implementing the Learning Frameworks

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Support Children's Learning The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning (EYLF p11). The EYLF and MTOP identifies appropriate childhood pedagogy. Pedagogy includes all the decisions that are made concerning teaching and learning. When selecting experiences to further each child’s learning and development, decisions will be informed by educators knowledge and understanding of each child, their families, their local community and the circumstances of the service. Its meaning is ‘to guide’. It is the way educators build relationships, nurture and support children, plan learning experiences for children, facilitate learning experiences, and interact with children to expand their understanding about the world around them. The principles and practices of the EYLF and MTOP guide and inform educators’ decision making to support children to work towards the five learning outcomes.

Central to improving learning outcomes for children is the increase in the educational ability of educators to be involved in high quality interactions with children and the ability to work with families and communities. This means that the way each education and care service implements a framework will be different as the dynamics of each individual service will be different. There will be diverse children, indoor/outdoor play environments, educators will have different beliefs and values, parents will have different expectations. So, the purpose of the frameworks is to guide educators and for them to use the principles, practices and outcomes in their decision making when working with young children.

As all education and care services are made up of different factors and have different purposes, the frameworks bring these purposes together into a national framework to guide and support educators. It is important to remember that there is no one right way to use the framework and the frameworks don’t tell us what to do specifically but should be used as a guidance tool.

Programming Education and care services need to plan what will be part of the learning environment. How they do this is up to the individual but it does have criteria which are linked to the National Law, Regulations, National Quality Standards, Approved Learning Framework and service Philosophy. Looking back at the section Quality Area 1 you will see how many elements focus on what should be in the program and how it should be delivered.

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What stands out is the need to understand who the children are, what their interests are and who they belong to. Some ways to find this information will be through:  An enrolment form  Orientation time with the family and child  Talking to the child through play and routine times  Greeting and farewells with families  Being part of the community  Taking the time to get to know your children and families

The next step is documenting the program so each family has access and can see the ongoing cycle of learning. There are many ways a service can document the educational program and it will be up to the service guided by the Educational Leader to determine how this will occur. See the example - individual child’s observation and a holistic program courtesy of Because it Matters P/L.

© Because it Matters (with permission)

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Program- the 3 Elements © Because it Matters (with permission)

This is an example of a program document that links to the approved framework, documented within the template highlights aspects including the individual child’s observations, planning, as well as within the holistic program it identifies how we are supporting the child’s learning and development. It is also important to remember that there will always be times, throughout the day, for spontaneous experiences with intentional teaching. Whether the experience is planned, or spontaneous, it is vital that Educators be guided by the National Quality Framework.

Exploring the Principles of the Learning Framework Principles are those values and beliefs about education and care and the guiding details that support us in making decisions about our work with children and their families. When asked why we do certain things in specific ways, we can respond positively through our understanding of these guiding principles. The principles of the EYLF and MTOP are based on findings from research that continually come to related conclusions around what is important for children. Think about how you interact with children – do you stand over them and tell them what to do or do you get down to their level, asking questions, answering questions and showing an interest? Why do you do what you do? If you said you get down to them at their level, is this because you value them as a human being and are interested in what the child has to say?

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To further understand each of the principles we will look at each of the EYLF and MTOP principles individually. There are 5 Principles which reflect contemporary theories and research evidence concerning children’s learning and Early Childhood Pedagogy. The principles underpin practice that is focused on assisting all children to make progress in relation to the Learning Outcomes. (Belonging, Being, Becoming: The Early Years Learning Framework p 12).

Principles

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LEARNING RESOURCE

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Don’t forget to read the Early Years Learning Framework or My Time, Our Place for a full description of the Principles page 12.

Belonging, Being and Becoming: The Early Years Learning Framework for Australia use link below https://www.acecqa.gov.au/sites/default/files/201802/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf My Time, Our Place: Framework for school age care in Australia use the link below https://www.acecqa.gov.au/sites/default/files/201805/my_time_our_place_framework_for_school_age_care_in_australia_0.pdf

Principle 1 - Secure, respectful and reciprocal relationships As educators, relationships are at the heart of everything we do. Genuine and positive relationships with children, families and each other are essential to children’s learning and wellbeing. This principle highlights the importance of relationships with children, families and other educators. Warm, emotional relationships provide children with a sense of belonging. These secure trusting relationships are characterised by touching, smiling, respect and responsiveness. They offer the opportunity for emotional and physical closeness, providing a secure base for exploration to support the development of a child’s sense of wellbeing. Warmth and affection in early relationships influences children’s ability to control their emotions and support future wellbeing and learning. Respectful interactions occur when educators consider each child as a person, with feelings and opinions. They value the child, their ideas, and the child’s family. Reciprocal interactions involve two way give and take interactions between children and educators. Responsive interactions require both physical and emotional involvement as the educator attends to cues from the child and tries to respond appropriately. This involves understanding each child’s communication – movement, sounds,

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expressions and gestures – providing feedback to these messages, and giving appropriate responses. (Margetts and Raban, 2011)

LEARNING RESOURCE

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You can further explore this principle ‘Secure and respectful and reciprocal relationships’ further though the following link. https://www.acecqa.gov.au/sites/default/files/2018-04/QA5_RelationshipsWithChildren.pdf .

Principle 2 - Partnerships Learning outcomes are most likely to be achieved when educators work in partnership with others that influence children’s lives (EYLF, 2009 p 12, MTOP, 2009 p 23). Partnerships occur when educators work collaboratively with other important people in children’s lives such as families, children, schools, allied professionals (doctors, physiotherapists, and speech therapists) and community members in making decisions about children’s experiences and learning. Working in a partnership involves shared decision making. The knowledge and understanding of each person in the partnership contributes to the decision making and supports children’s learning outcomes. Partnerships can occur between different parties for example and educator and a child, an educator and a parent. Partnerships can involve a number of people such as a number of educators, professionals and community members. Partnerships are based on effective communication which builds the foundations of understanding about each other’s expectations and attitudes, and builds on the strength of each other’s knowledge. Partnerships are characterised by:  Respect and trust  Working towards the same goals  Cooperation rather than competition  Valuing each child’s contribution to the partnership  Willingness to speak and listen effectively to each other  Willingness to consider the point of view of others  Wanting to keep the other person fully informed  A balance of power in which both people are equally important  Having confidence in each other’s ability to do their best

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 Sharing the responsibility for making decisions  Identifying each other’s strengths

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LEARNING RESOURCE

Collaborative Partnerships with Families For further reading on this principle please read the following document NQS PLP E- newsletter No 35 Collaborative Partnerships with families

Principle 3 - High Expectations and Equity The principles identified in the United Nations Convention on the Rights of the Child remind and challenge us to have high expectations for all children to succeed. (Margetts and Raban, 2011). Educators who are committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and abilities. What does it mean by having high expectations and equity? As educators, having high expectations means that we believe children are skilled, intelligent and able and they will develop and achieve their full potential. Children progress well when they, their parents, educators and the community hold high expectations for achievements and contribution to the society. For this to be achieved we need to know and understand each child, their family and the cultural environment they belong to. Equity means to be fair and impartial. It ties closely to attitudes to diversity and difference and the recognition that some groups in society require additional support to access and participate in education. Educators need to acknowledge that each person whether it be a child, family member of other educator is unique and that some individuals or groups require adjustments to enable them to participate and experience success.

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For example, Billy, who has a communication delay, requires pictures of common objects (i.e. drink, lunchbox, toilet) to show educators to make his needs known. Using these visuals within the education and care setting allows Billy to communicate, supporting his wellbeing and participation within the group. Using this example, it is also important to understand that all people are not the same and if they are treated equally, some will miss out on opportunities and support while others may receive support they do not require. If we didn’t address Billy’s communication needs he would not be able to participate in the daily program as his needs would not be met.

To be able to support children to progress to their full potential, educators need to be able to identify and attempt to redress barriers to equitable participation. Personal beliefs and values have a strong influence on the way people behave, the things they do and how they relate to others. Personal beliefs, values and assumptions about people, the education and care service program and the things we do with children have the potential to advantage and disadvantage children, their family members which can influence the expectations we have for children and their learning. We need to be careful not to let our biases influence what we do and say with children or cause them to discriminate against children on the basis of race, gender, language and other characteristics. This means we need to recognise and respond respectfully and inclusively to the diversity of children and family characteristics and backgrounds. High expectations and equity are achieved and outcomes for children are strengthened when educators, family members and other professionals collaborate and share information and expectations about children.

Principle 4 - Respect for Diversity The United Nations Convention on the Rights of the Child recognises the rights of children to fully participate in society and educational experiences. (UNROC, Article 2). Respect for diversity means valuing and accepting the uniqueness of each person and their individual differences. Consider your friends and family, each individual is their own unique person who has different likes and dislikes who all belong to different family and community groups. Some of these groups, and their ways of being are defined by income, race, ability, language, location gender, social

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norms or structure. The values, beliefs, traditions and rules of the group that is the culture of the group influence peoples belonging, being and becoming. Within cultures, there is also diversity and as educators it is important to recognise that there are many different and acceptable ways of doing something or thinking about something. There are many ways of living, being and of knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. It is important that children and educators learn to interact with and relate positively to people from diverse backgrounds. This includes appreciating and understanding Aboriginal and Torres Strait Islander people and their histories and experiences, as well as children and families from other countries. Children are aware of differences between people at a very young age. Through observing the spoken and unspoken messages of adults and other children, children come to understand the ways in which groups are treated differently. In the early years, children are also learning about fairness and how to treat people and respect for people around them. Educators can think critically about opportunities and dilemmas that can arise from diversity and take action to redress unfairness. They can provide opportunities to explore similarities and difference and consider interdependence and how we can learn to live together.

LEARNING RESOURCE

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Read this interesting article about why it is important to reflect Aboriginal and Torres Strait Islander culture in early childhood programs

https://www.education.sa.gov.au/sites/default/files/persepctives_on_aboriginal_torres_strait_isl ander_cultural_competence.pdf?acsf_files_redirect

Principle 5 - Ongoing Learning and reflective practice The Early Years Learning Framework and My Time Our Place creates an image of the educator as a professional who is committed to providing high-quality care and education of children. This image shows an educator who views children’s lives as being characterised by Belonging, Being and Becoming

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— an educator who builds learning environments and professional pract...