Educational Program

Our approach to curriculum decision making has been developed through years of reflection, investigation, inquiry and professional learning. Our transformative practice project included consultation with families and educators and networking with our sector community. Through the use of the Mosaic Approach (Clark & Moss, 2001) we listened to children’s voices to help create an approach to curriculum decision making and documentation of learning that was respectful of their views, opinions and experiences. Through the use of the Early Childhood Australia (ECA) Ethics in Action (Barblett, Hydon & Kennedy, 2017) tool we considered our ethical commitments to children and families and addressed ethical dilemmas that arose throughout our inquiry. In preparation, for the revised National Quality Standard (ACECQA, 2017) our self-assessment and quality improvement processes ensured that we met and exceeded our Legislative requirements.

Educational Program and Practice Policy

The Early Years Learning Framework (the Framework) is used to guide curriculum decision-making and facilitate a shared understanding of children’s learning and development. This enables everyone involved in the service to share their perspectives, understanding of, and support for quality education and care practices. The Pedagogical Leader collaborates with educators in designing an educational program that enables educators to work with children and families to achieve optimal learning and developmental outcomes for children.

Our educational program policy aims to:

  • To use the framework to underpin our everyday practice.
  • To ensure the framework guides interactions with children and families and provides the basis for educators’ pedagogical decision-making, including the experiences that are planned for children and the teaching and learning that occurs.
  • To develop the educational program based on knowledge of each child so that the interactions, experiences, routines and events that each child engages in are relevant to them, respectful of their background and recognise and build on their current strengths, abilities and interests.
  • To ensure that the interactions, experiences, routines and events included in the educational program maximise opportunities for children’s learning.

The Early Years Learning Framework

EYLF

References

Australian Children’s Education and Care Assurance [ACECQA]. (2017). The guide to the national quality standard. Retrieved from https://www.acecqa.gov.au/nqf/about/guide

Clark, A. and Moss, P. (2011). Listening to young children: The mosaic approach. (2nd. Ed.). London: National Children’s Bureau.

Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Barblett, L., Hydon, C., and Kennedy, A. (2017). Ethics in action: a practical guide to implementing the ECA code of ethics. Early Childhood Australia Inc.