Transcript An introduction to the Queensland kindergarten learning guideline
Key messages from the QKLG, Continua and online PD materials
Train-the-trainer workshop: Session 1
Train-the-trainer workshop
The Train-the-trainer workshop acknowledges the: • diverse roles trainers and facilitators play • dynamic and complex nature of early years service delivery • variety of new and interconnected initiatives.
The workshop focuses on quality early years programs .
Train-the-trainer workshop
Session 1
Key messages and introduction to the: • •
Queensland kindergarten learning guideline (QKLG) Continua of learning and development: Queensland kindergarten learning guideline companion (Continua)
• online professional development modules.
Session 2
Facilitating intentional conversations to support the implementation of the
QKLG.
Session 3
Where to from here?
Overview of Session 1
• National and state context • Key messages: – the
QKLG
– the
Continua
– links to online PD materials.
National and state context Melbourne Declaration on Educational Goals for Young Australians
Goal 1: Australian schooling promotes equity and excellence.
Goal 2: All young Australians become: • successful learners • confident and creative individuals • active and informed citizens.
National and state context
Current curriculum materials aligned to the Melbourne Declaration goals: •
Early Years Learning Framework for Australia
(
EYLF
) (for children birth to 5 years) •
QKLG
• Australian Curriculum.
National and state context 2009
•
EYLF
was released.
• Office for Early Childhood Education and Care (OECEC) was formed to manage the national and state agenda for early childhood education and care.
• OECEC asked the QSA to develop and trial the
QKLG
. • •
2010 QKLG trial
QKLG QKLG
(draft) was trialled in 27 kindergarten services. (draft) was also available to services participating in the kindergarten funding pilot program.
• Wide-ranging consultations were conducted. • Feedback informed the final version of the
QKLG
.
Queensland context 2011
• The
QKLG
and supporting document, the are available.
Continua
•
QKLG
professional development materials are available on the QSA website: < www.qsa.qld.edu.au
>.
• Additional professional development materials will be added to the website as they are developed.
QKLG in context
The
QKLG
: • aligns with the
EYLF
• guides curriculum decision making (see
National Quality Standard 1.1
) (
NQS
) • meets Queensland legislative requirements for an approved kindergarten guideline • provides more specific advice for the Queensland Kindergarten Year (the year prior to Prep) • supports teachers to develop quality kindergarten programs • supports early years educators to work collaboratively to deliver the kindergarten program.
Implementing the QKLG
Implementing the
QKLG
in Queensland contexts: • requires a team approach within a service • supports the focus on quality programs as services: – implement the
NQS
– implement the
EYLF
through the
QKLG
• promotes a focus on: – continuity in learning – pedagogy — adult’s role in play, effective teaching and learning in the early years • requires supportive leadership.
QKLG online professional development
QKLG online professional development
Module 1: Getting started
• Introduction to the
Queensland kindergarten learning guideline
• Links to the
EYLF
and the
NQS.
Module 2: Knowing children, families and communities
• Responsiveness to the diversity of children, families and communities • Promoting cultural competence.
Module 3: Planning for learning and development
• Ways to plan for and with children to promote learning through emergent and planned experiences.
QKLG online professional development
Module 4: Observations to guide decision making
• How observation and documentation of learning inform planning.
Module 5: Continuity and reflective practice
• Professional practices that promote continuity in learning and reflection.
Resources
• A variety of resources to assist teachers in their professional practice: – templates and completed samples – professional topics.
QKLG online professional development
Module structure
Queensland kindergarten learning guideline
Introduction
Overview
• Background information about the
QKLG
• Introduction to the
QKLG:
– Purpose – Perspectives and principles – Decision-making practice — processes and elements – Learning and development areas • The
Continua
• Professional practice • Leadership.
Related online professional development
Module 1: Getting started
Explore — A vision for the early years Examine — Introduction to the guideline Engage — Embracing the vision in our service Extend — Leadership: Embracing quality
Purpose The EYLF Vision:
• learning that is engaging • building success for life • belonging, being, becoming.
Outcomes Children:
• have a strong sense of identity • are connected with and contribute to their world • have a strong sense of wellbeing • are confident, involved learners • are effective communicators.
For ages 0 1 2 3 4 5
Purpose The QKLG:
• shares
EYLF
vision: – learning that is engaging – building success for life – belonging, being and becoming • describes five learning and development areas based on the
EYLF
outcomes: – Identity – Connectedness – Wellbeing – Active learning – Communicating.
Purpose The QKLG:
• is more specific than the
EYLF
• targets programs for kindergarten children (the year prior to Prep) • identifies specific knowledge, skills and dispositions (learning areas) • is for qualified teachers (working with an early years team) • guides professional practice • promotes continuity from early learning into kindergarten and into P –3 programs. Ages 0 1 2 3 4 5 Prep to Year 3
Purpose The QKLG recognises:
• and values all early years educators, parents, families and other partners • the teacher’s role as a pedagogical leader who works with a team.
Research link
When qualified teachers work with early years educators, the quality of interactions and children’s outcomes are enhanced. (Siraj-Blatchford, I et al, 2002,
Researching Effective Pedagogy in the Early Years: Research Report No. 356
, Department for Education and Skills, UK, p. 147)
Purpose
The
QKLG
shares the national commitment to: • improving outcomes for Aboriginal children and Torres Strait Islander children • building cultural competence • strengthening all children’s appreciation and understanding of Australia’s first peoples.
Perspectives
“Our image of the child is rich in potential, strong, powerful, competent, and most of all connected to adults and other children.” (Malaguzzi, L 1993, “For an education based on relationships”,
Young Children
, November, p. 10)
Perspectives
The vision “belonging, being and becoming” is enacted by adopting: • the view that interactions between children and adults shape learning • a connected view of: – engaged learning and teaching – the engaged child – the engaged parent – the engaged teacher.
Principles that guide practice
• • • • High expectations and equity Respect for diversity Holistic learning Respectful relationships • • • • Continuity in learning Shared decision making Intentional teaching Reflective practice • • Builds continuity by integrating:
EYLF
principles and practice Queensland P –3 principles and practice.
Related online professional development
Module 2: Knowing children, families and communities
Explore — Knowing children and embracing diversity Examine — Making connections Engage — Action plan: Valuing children, families and communities Extend — Building connections
Decision-making practice
Decision-making practice
• • • • • • • Teachers’ decision making: is dynamic and interconnected is informed by their perspectives is framed by principles involves short- and long-term decisions is informed by their professional knowledge focuses on balance between emergent and planned learning is inclusive and responsive.
Decision-making practice
• • • • •
Elements: responsiveness
to children building inclusive
partnerships
creating inclusive learning
environments
developing learning
contexts
— play, real-life engagements, and routines and transitions promoting children’s
learning and development
.
• • • • •
Processes: planning
and organising for learning
interacting monitoring
and co-constructing learning and documenting children’s learning
assessing
children’s learning
reflecting
on learning and practice.
Related online professional development
Module 3: Planning for learning and development
Explore — Planning a kindergarten program Examine — Planning using an emergent curriculum approach Engage — Planning from a child’s interests Extend — Making learning visible
Module 4: Observations to guide decision making
Explore — Exploring observation Examine — Examining observation practices Engage — Observation in practice Extend — Engaging partners in observation
Decision-making processes
• • • • • Specific advice is provided about the decision-making processes:
planning
and organising for learning
interacting monitoring assessing reflecting
and co-constructing learning and documenting children’s learning children’s learning on learning and practice.
Decision-making processes Informed decision making
Decision-making elements
Specific advice is provided about the decision-making elements: • responsiveness to children • building inclusive partnerships • creating inclusive learning environments • developing learning contexts — play, real-life engagements, and routines and transitions • promoting children’s learning and development.
Learning and development areas EYLF outcomes
Strong sense of identity Connected with and contribute to their world Strong sense of wellbeing Confident and involved learner Effective communicator
QKLG areas
Identity Connectedness Wellbeing Active learning Communicating
Identity Connectedness Wellbeing Active learning Communicating
Promoting continuity of learning and development
• • • • Teachers promote continuity by: using the continua to make judgments about learning progress sharing information about children’s learning throughout the year promoting the understandings, skills and dispositions that help children to make smooth transitions collaboratively developing a transition statement to summarise and share information about learning to support transition into the Prep Year.
Related online professional development
Module 5: Continuity and reflective practice
Explore — Continuity of learning and development Examine — Promoting continuity and reflection Engage — Continuity and reflection in practice Extend — Leadership: Continuity and reflective practice
Exploring the learning and development areas
Learning and development areas Areas Identity Connectedness Key focuses
• sense of security and trust • independence and perseverance • confident self-identity • positive relationships with others • respect for diversity • respect for environments
Wellbeing Active learning
• autonomy and wellbeing • care, concern and positive interactions • health and safety • physical wellbeing • positive dispositions and approaches toward learning • confidence and involvement in learning • being imaginative and creative • exploring tools, technologies and ICTs
Communicating
• exploring and expanding ways to use language
*
• exploring literacy in personally meaningful ways • exploring numeracy in personally meaningful ways * In the Communicating learning area, children communicate using first language, signed (alternative) or alternative augmentative communication (AAC) and Standard Australian English (SAE) as or when appropriate. Nonverbal children may substitute alternative or AAC for words.
Exploring the learning and development areas
Learning and development area Key focuses Related
EYLF
learning outcome
Exploring the learning and development areas
Significant learnings (related to one key focus) Key focuses Intentional teaching ideas Knowledge, skills and dispositions
Continua of learning and development
Continua of learning and development
Continua of learning and development
Supports teachers to make informed judgments about a child’s learning and development based on a collection of evidence of learning.
Sample continuum of learning and development
Continuum of learning and development
Teacher-provided “collections of descriptions”: • support teachers to make judgments about learning that are
consistent
with those of other teachers • are
examples
, and teachers add their own examples.
Professional practice
Professional practice
The
QKLG
provides additional advice related to: • intentional teaching (Appendix 1) • making decisions to support children with additional needs (Appendix 2) • teachers’ thinking processes that support children’s learning (Appendix 3) • transition statements (Appendix 4).
• • It also provides: a glossary references and readings.
Professional practice
The
QKLG
promotes ongoing reflective practice, including reflecting: • on what we know about children • on the effectiveness of the program (evaluation) • on practices to improve outcomes for children • with colleagues.
Leadership — promoting professionalism
Leaders can facilitate the implementation of the guideline by: • maintaining effective and ongoing communication with all staff • valuing the diverse expertise and skills of all staff • providing time and support for colleagues to work together to identify and negotiate roles and responsibilities • being open and flexible, so staff can explore new ways to plan, interact, monitor and assess learning • identifying and building on strengths • maintaining and encouraging a positive approach to change and challenge/s • supporting collaborative planning for quality improvement • celebrating and sharing successes.
Leadership — promoting professionalism
The online professional development materials expand on the following aspects of professional practices:
Online professional development materials
Getting started Knowing children, families and communities Planning for learning and development Observations to guide decision making Continuity and reflective practice
Module
1 4 5 2 3 In addition, a resources section provides: • a wide variety of materials to support professional practices • templates and samples of transition statements, planning and observation.