Transcript Slide 1
BELONGING, BEING & BECOMING The Early Years Learning Framework Team Meeting Package Prepared by Children’s Services Central November 2009 Session One An introduction to the EYLF: The Early Years Learning Framework (EYLF) is a national framework which will ensure quality and consistency in the delivery of early childhood education programs across all early childhood settings. It will cover birth to five years and support transition to formal schooling. Adapted from Belonging, Being & Becoming, EYLF What is it? The framework forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning. It has specific emphasis on play-based learning and recognises the importance of communication and language (including early literacy & numeracy), and social and emotional development. Belonging, Being & Becoming, EYLF p5 Belonging Being Becoming Children’s Learning: Early Childhood Pedagogy and Principles: 1. 2. 3. 4. 5. Secure, respectful and reciprocal relationships Partnerships High expectations and equity Respect for diversity Ongoing learning and reflective practice Belonging, Being & Becoming, EYLF p12 Session Two Practice: • • • • • • • • Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence Continuity of learning and transitions Assessment for learning Belonging, Being & Becoming, EYLF p14 Starting a conversation on Learning Outcomes: Children’s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways. Learning is not always predictable and linear. Educators plan with each child and the outcomes in mind. Belonging, Being & Becoming, EYLF p19 Learning Outcomes: 1. 2. 3. 4. 5. Children have a strong sense of identity Children are connected with and contribute to their world Children have a strong sense of wellbeing Children are confident and involved learners Children are effective communicators Belonging, Being & Becoming, EYLF p19 Session Three OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children feel safe, secure, and supported Belonging, Being & Becoming, EYLF p21 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Belonging, Being & Becoming, EYLF p22 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children develop knowledgeable and confident self identities Belonging, Being & Becoming, EYLF p23 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children learn to interact in relation to others with care, empathy and respect Belonging, Being & Becoming, EYLF p24 Session Four OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation Belonging, Being & Becoming, EYLF p26 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children respond to diversity with respect Belonging, Being & Becoming, EYLF p27 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become aware of fairness Belonging, Being & Becoming, EYLF p28 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become socially responsible and show respect for the environment Belonging, Being & Becoming, EYLF p29 Session Five OUTCOME 3: OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING Children become strong in their social and emotional wellbeing Belonging, Being & Becoming, EYLF p31 OUTCOME 3: OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING Children take increasing responsibility for their own health and physical wellbeing Belonging, Being & Becoming, EYLF p32 Session Six OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Belonging, Being, Becoming, EYLF p34 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating Belonging, Being & Becoming, EYLF p35 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children transfer and adapt what they have learned from one context to another Belonging, Being & Becoming, EYLF p36 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children resource their own learning through connecting with people, place, technologies and natural and processed materials Belonging, Being & Becoming, EYLF p37 Session Seven OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children interact verbally and non-verbally with others for a range of purposes Belonging, Being & Becoming, EYLF p40 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children engage with a range of texts and gain meaning from these texts Belonging, Being & Becoming, EYLF p41 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children express ideas and make meaning using a range of media Belonging, Being & Becoming, EYLF p42 OUTCOME 5: OUTCOME 5: CHILDREN AREEFFECTIVE COMMUNICATORS Children begin to understand how symbols and pattern systems work Belonging, Being & Becoming, EYLF p43 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children use information and communication technologies to access information, investigate ideas and represent their thinking Belonging, Being & Becoming, EYLF p44 Session Eight Talking with Families: HOW do we communicate… HOW do we value and include… WHERE are the opportunities… HOW have we… IS our… Where can we get more information: DEEWR EYLF http://www.deewr.gov.au ACT PSC website www.actpsc.com.au Note: All Clip Art accessed from Microsoft Office Online