Oxanda Education

Pedagogy Guide

• Developed in Partnership with Oxanda Leadership Team and Kelly Goodsir Consultancy

Pedagogy Guide This document is a training tool to guide pedagogical conversation across Oxanda early learning centres. It is not designed to be a prescriptive list of do’s and don’ts but rather a springboard to guide professional conversations about teaching and learning in your local context. Pedagogy is underpinned by theory and making these connections with our teaching teams requires regular reflective discussions. We encourage all our teams to use this Pedagogy guide as a guide to develop shared approaches to the implementation of their educational programs in their local context.

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Contents Page

Executive Welcome ………………………………………………………………………………… 3

Oxanda Mission, Values and Philosophy ……………………………………………………. 4

Oxanda Professional Learning Approach ………………………………………………….. 5

Oxanda Studio’s ………………………………………………………………………………………… 5

The Early Years Learning Framework ………………………………………………………… 6

• Play based approach

Oxanda Core Training ………………………………………………………………………………. 7

Meetings & Non-contact time …………………………………………………………………… 7

Educa – on-line communications ……………………………………………………………….. 7

Educational Leadership ………………………………………………………………………………. 8

Oxanda Educational Program Induction ………………………………………………......... 12

• 2, 8, 12-week meetings

Educational Program Induction Checklist ……………………………………………….... 13

Relationships with Children …………………………………………………………………… 15

Separation Distress ………………………………………………………………………………. 18

Supervision ………………………………………………………………………………………….. 20

Behaviour Guidance ………………………………………………………………………………. 23

Transitions and Rituals ………………………………………………………………………………. 26

Visual Routines ………………………………………………………………………………………….. 29

Welcoming Ritual ………………………………………………………………………………………. 31

Mealtimes ………………………………………………………………………………………….. 33

Sleep/Relaxation ………………………………………………………………………………. 35

Learning Environments …………………………………………………………………… 37

Parent Partnerships ………………………………………………………………………………. 41

• Working with families

Documentation …………………………………………………………………………………………. 45

• Planning Cycle

Group Program ………………………………………………………………………………………….. 52

Intentional Teaching ………………………………………………………………………………. 54

Curriculum Organisational Tool ……………………………………………………………………………… 58

Learning Stories ………………………………………………………………………………………… 60

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Executive Letter

It is our great pleasure to welcome you as a valued new member of our team, and we thank you for joining our mission to provide children and their families with the ultimate Early Education Experience. Our owners Adrian and Nancy Fonseca are parents of three children, completely understanding and acknowledging the notion that it takes a big heart to shape little minds. They both recognise that every day you help to inspire and educate our next generation and are committed to recognising, supporting and celebrating the invaluable work that you do. At Oxanda we appreciate that our people are our greatest asset. Just as we strive to inspire the highest potential within every child in our care, we are equally focused upon providing an unparalleled set of professional opportunities and experiences that empower our Educators to achieve their personal best. Our Leadership Team, led by National Head, Rosina O’Brien, is comprised of a remarkable group of passionate and highly experienced Early Education professionals, who together have created a truly innovative Early Years curriculum that embraces proven teaching practices and international philosophies, interwoven with programs and practices unique to Oxanda. Thanks to our outstanding leadership and professional development practices, we can proudly provide our education teams with a highly supportive, inspiring and collaborative working environment. In our mission statement we pledge to “ignite the spirit of learning, friendship and community” and we hope to extend these opportunities to you in every way possible, within a workplace that respects and celebrates the qualities, rights and opinions of each individual.

As an Early Education professional, we thank you for joining our team.

As a human being, gifted with the ability to touch the lives and hearts of young children, we thank you for joining our family.

Together let’s make the world a happier place for our future generations.

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Oxanda Mission, Values and Philosophy

Our philosophy has been developed as a collaboration across our organisation and reflects both our values and mission. It is important that this ‘Pedagogy guide’ is read in the context of our overall mission, values and philosophy. The explanatory book that describes in more detail our educational approach, underpinning theories and priorities for our pedagogical approach should partner with this Pedagogy guide.

“Igniting the Spirit of Learning”

WITH WITH WITH WITH

Children Families Teams Community

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Oxanda Professional Learning Approach

Sustained professional learning in the Early Years underpins professional growth and contributes to transformational approaches to Educational Programs. This improves the long term educational outcomes for children and families across our communities.

We are committed to achieving excellence in every area of our Early Childhood services. We understand in order to achieve excellence, we rely on the people that we employ as part of our team and their commitment to be a learner. We believe deeply in the power of learning as an ignition switch to building a workplace culture that upholds high expectations and reflects current approaches to teaching and learning. Learning transforms not only the individual but also the workplace and igniting the spirit of learning is fundamental to our approach.

Our Educational programs equally value both an educational and care lens. We believe learning happens in the formal and more intentional aspects of our educational program, as well as this Oxanda rituals and practices are reflected throughout the ‘Pedagogy guide’. We believe it is everyone’s responsibility to learn and therefore do not approach change or quality improvement from a top down approach but through a consultative lens. This means we want to hear your professional insight and encourage a climate of robust and respectful dialogue amongst our team. This is the place of learning and growth. *see full philosophy document including ‘explanatory booklet’

Oxanda Studios

Each of our Early Learning services have studios which cater for children between 6 weeks right through to school age. We endeavour not to group children solely by age and thus our studios can offer a mixed age approach. Each studio includes a teaching team that develops and designs the educational program. Each studio has an appointed Lead Educator whom is directly responsible for the overall team, culture and approach. Continuity of care within our teaching team model is how we approach studio changes. Typically, you can expect to stay with the same teaching team and group of children across a period of up to 3 years. This approach supports continuity in relationships with both children and families. Whilst we do consider requests from our teaching team to be placed in a studio of their choice, we first consider the children and the continuity we provide them.

The Early Years Learning Framework (EYLF) and other approved frameworks

Teaching Teams Each studio has a range of qualified and capable Educators. Qualifications range from formal Early Childhood certificates, Degrees and various other specialisations. Each team work together and draw from their collaborative strengths in implementing the educational program.

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All educators employed at Oxanda Education are required to engage the EYLF or other approved framework. Each employee is provided a hard copy of this document as part of their Educational Program Induction Pack. The EYLF is a partnership tool with this teaching and learning guide and will form the basis for learning, reflection and decision-making regarding pedagogy and practice. We view the EYLF as the GLUE that binds all aspects of our educational programs together. We strongly advise against any ‘short cuts’ or ‘cheat sheet’ type approaches when engaging the EYLF and as such educators being guided by the principles and practices in the context of educators and children learning and working alongside each other to achieve learning outcomes. *ensure the settings for online e-portfolios do not allow for click and connect approaches to any approved framework.

The Victorian Early Years Learning and Development Framework (VEYLDF) is a Victorian state approved framework that emphasises continuity of learning as children transition from birth to eight years as a priority. Whilst there are similarities to the national approved framework the EYLF via the learning outcomes we encourage each educator to engage with the practicing principals of the VEYLDF, particularly those working with children in the year prior to school. We acknowledge the links to the Victorian Essential Learning Standards (VELS) and the correlation this has to each child’s learning and development the year prior to formal school. Queensland Kindergarten learning guideline aims to specifically enrich children’s learning in the Kindergarten Year. The Kindergarten Year is the year before the Preparatory Year of schooling. With the view that learning occurs as part of, and is shaped by, the social and cultural interactions between Children, Teachers, Colleagues, Families, Community Members and Professional Partners. It adopts a holistic perspective on teaching and learning that promotes social, emotional, physical, cognitive development and wellbeing, taking the view that children are diverse learners, who are competent and creative meaning-makers.

Play Based Learning Play is a natural and complex form of learning that children engage in to enquire and investigate the world around them. Play-based programs engage a child’s natural desire to be curious, take risks, discover and solve problems. Educators deliberately plan play based experiences to support these valuable educational experiences. This includes fostering positive learning dispositions, skills and knowledge across an integrated curriculum. All Oxanda early learning services foster programs where long periods of play are central and this is achieved through creating small group sizing to maximise opportunities for individualised learning.

Oxanda Policy: Training and Development Policy

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Oxanda Core Training

It is an important part of our shared approach that all employees working with children cover our core training within their probation period if they have not already completed this previously. The core training includes the following:

Meetings Meetings form a significant part of how we come together as a team, engage our philosophy overall and collaborate on various initiatives that occur across each service. Meetings are paid for one hour with dinner supplied and scheduled a year in advance so that each employee is able to ensure their attendance. An agenda is provided a week prior in the staff room which outlines the meeting focus and any preparation tasks. Our meetings target different training needs and purposes:

* Whole Team Meeting Typically focus on some housekeeping but also include educational training. We also review the National Quality Standards and seek all staff input into the Quality Improvement Plan.

* Educational Program Meeting At least each term each studio has the opportunity to come together and develop and reflect on their term intention, Oxanda Rituals and Practices as a team. Developing the research together ensures we stay committed to supporting each team in collaborating on the program and practice.

Non-Contact Time Each studio is allocated a minimum of 2 hours non-contact time each week to document individual records and develop the overall program. Whilst this is a minimum time, we often offer more than this and recognise the valuable time this affords our teaching teams to think, research and reflect as well as document individual learning records. Each studio is guided by the Curriculum Organisational Guide for the allocation of assessments for individual children’s learning journals.

Educa e-portfolios Oxanda early learning services use an e-portfolio system as one medium for communicating the educational program to our families. Educa reduces the time burden once familiar and offers an overview of the ‘what’ and ‘how ‘of the stories that are generated. Parents sign a permission form upon enrolment to allow their child’s individual assessments, photos and video footage to be shared via this electronic medium.

All new employees are provided a brief introduction to the use of e-portfolios.

Use of Technology

Various technology to support the educational program, research and pedagogical goals is engaged in all over three’s studio’s. We are committed to upholding the guidelines for reducing screen time and strictly adhere to using technology only where active involvement occurs. There is no screen time and as a general rule technology is only used where an adult cannot engage that function.

Oxanda Policy: Technology Policy

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Educational Leadership Pedagogical Influence

Background Educational Leadership has raised its profile in the last decade and become a front-line focus for many early childhood services. This has been directly influenced from the National Regulations and National Quality Standards. The focus on leadership is guided by research, which demonstrates the impact of Educational Leadership on outcomes for children. The Effective Leadership in the Early Years Sector study by Siraj-Blatchford & Manni (2007) for example found that:

“In the most effective settings better leadership was characterised by a clear vision,

especially with regard to pedagogy and curriculum” (p.13) Our designated Educational Leader guides and supports the services overall direction in relation to pedagogy and curriculum which is an important aspect associated with improving quality outcomes for children. Often this person will not be the Centre Manager of a service but is distributed to a member of the teaching team whom possess the qualities, skills and knowledge required to effectively engage, collaborate and influence others pedagogically. Developing a service specific position outline for an Educational Leader provides a language to define what this will look like in your service, how it will be supported and what resources are put toward this role. Understanding the interconnecting functions which support the development of pedagogy in the early years offers a starting point to begin conceptualising this important role at a centre level. The 3 functions that is the focus for educational leadership include:

1. Focus on teaching quality 2. Teaching teams + leaders learn together 3. Conversation for change

Teaching Quality There is a direct relationship between children’s intellectual outcomes and ‘the quantity and quality of the teacher/adult interactions to support learning’. This is particularly important to emphasis in the context of play-based programs. (EPPE Study, Sylva, Melhuish, Sammons, Siraj-Blatchford & Taggart, 2004) Educational Leadership is one of the key roles that drives pedagogical knowledge and the application between theory and practice. Exploring questions such as: what is worth teaching and how do we go about teaching are important in the development of a shared approach. These questions should be explored in the context of a services philosophy but also early childhood best practice which includes a focus on:

1. Integrated teaching and learning (VEYLDF) 2. Play based program (EYLF)

3. Intentionality (EYLF)

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Teaching Teams and Leaders Learn Together Bringing teams together in various ways for the purposes of pedagogical conversation is vital to a shared educational approach. Why we do what we do is underpinned by a common language that is cemented in early childhood best practice and current research. Transforming the teaching and learning process can only occur when teams come together on a regular basis to engage in learning and this can only be achieved through authentic trusting relationships. Learning communities are a framework for a group of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills which ultimately improve the outcomes for children’s learning. This model provides a way for Educational Leadership to learn together.

Stages of Team Development

Forming Stage: Team members require time and assistance to become orientated, connected, understand their roles and responsibilities and build trusting relationships. They communicate and interact with each other, ask questions and collaboratively establish goals and guidelines for the team. At this stage, uncertainty is high as people are unsure what to expect and the leader ‘s role is to support members to reduce uncertainty.

Storming Stage: Team members appear to have greater confidence as they seek a shared vision and clarify and understand their roles. Individual personalities and questioning of vision may lead to conflict and disagreement, relating in lack of unity and cohesiveness - while others will be supportive and promote the shared vision. It is important that team members work through changes and find common ground to move forward.

Norming Stage: Team leaders and members have defined their roles and there is team harmony. Conflict fades away and cohesiveness and consensus return. This stage is short as the leader guides the team through ongoing communication, support and expectations of success.

Performing Stage: Leaders and Team members are now in their final stage and committed to their mission and vision. They work well as a team in accomplishing goals and have built strong relationships with team members. They handle differences of opinion well and are happy to listen to other perspectives. Their goal is now to achieve outcomes and achieve their mission and vision. (adapted from Daft and Pirola-Merlo, 2009)

“A boss has the title. A Leader has the people”

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Conversations for Change Educational Leaders engage regular coaching conversations to support both reflective and critical reflective practices amongst their teams. The threads that connect a shared approach to pedagogy are the important conversations and exploration of embedded practice connecting the services overall pedagogical approach. These conversations include both reflective and critical analysis of one’s own teaching and the impact this has on each studio and teaching teams. Educational Leaders use their emotional intelligence to embark on various types of conversations and adopt models such as the GROW method to support their teams through the change process. It is important to make the distinction between coaching and performance management as an Educational Leader, this also highlights the importance of the partnership between Educational Leadership and management roles within the early years. The Educational Leaders primary concern is related to pedagogy & practice – the why we do what we do stuff. Working alongside, co-constructing and within an inquiry model fits bets with the overall approach of an Educational Leader.

Mentoring & Coaching Mentoring or coaching offers a formal framework for Educational Leadership to engage in pedagogical conversations whilst strengthening the skills of teaching teams that result in short and long-term changes amongst individuals and the team.

Five effective approaches to support the coaching relationship include (Sanders et al, 2009) 1. Build a learning relationship 2. Engage in learning dialogue 3. Be intentional 4. Make time 5. Value the experience

What is important to highlight here is that a learning relationship does not just focus on the practical components such as ‘what should be done’ and ‘how it should be done’, but the conversation engages with questions related to “why?”. Moving beyond the technical exchange is important to establish a deeper perspective of teaching and learning and this requires strong inter-personal skills. The GROW model is a tool that can be engaged by an Educational Leader to support pedagogical type conversations whilst working through goal setting and problem-solving approaches. This interconnects with the services approach to professional development and professional learning. In thinking about the Educational Leadership role in your own service you might reflect on the following questions:

1. What are the key areas of focus for the Educational Leader and how is this supported in the workplace? a. Reflective practice & professional learning b. Teaching & Learning c. Curriculum Planning d. Documentation e. Relationships

2. How does the Educational Leadership role connect with the teaching team and leadership of the service?

3. How will the Educational Leader facilitate professional discussion and support new ideas? 4. What role will the Educational Leader play to support and monitor quality?

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Quality Area 7 – Effective Leadership 1. Contributes to positive organisational culture 2. Leaders must fully understand the education & care context 3. Good leaders empower others 4. Good leaders adapt to change and drive continuous

improvement

Templates 1. Documenting coaching conversations template 2. GROW coaching worksheet 3. GROW Questions

Supporting Materials • Educational Leader Position Description – centre based

• Educational Leader Annual Calendar

• FOLDER: Educational Leadership supportive readings and tools is available.

TOOLS to support the Educational Program Centre Manager partners with educational leader in the implementation of these tools.

• Documentation Feedback Cycle – Term 1 & Term 3 cycle of formal feedback

Links to NQS

The Nominated Educational Leader is:

__________________________________________________

NQS 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning

TIP: Add a Photo of yourself – it makes it more

personal and familiar!

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The educational program induction is designed to guide important conversations related to practice and how this connects to each services philosophy, policies and procedures. The supporting material to the induction is detailed in the Educational Program Training Manual. An initial 2-hour educational program induction conversation takes place in the first week of employment and is continued throughout your employment at the service. Regular opportunities to discuss each topic identified below through scenario-based conversation, reflection and experience supports the establishment of shared understandings. We recognise that educators need on-going coaching and support in the important and demanding work they do with children. We endeavour to provide this not only within this induction but also through educational leadership, meetings and ongoing professional networking and training opportunities. Please retain a copy for your own note taking during your initial employment. *EP Induction works in partnership with a services overall induction process.

Educational Program Induction Checklist Philosophy & Pedagogy

Context for Discussion

Educator Name: ___________________________________ Date: ______________________________

Induction Checklist (scheduled 2, 6, 12wk meeting)

1. Philosophy ☐

2. Early Years Learning Framework – (P, P, LO) ☐

3. Relationships with Children* ☐

4. Supervision of Children* ☐

5. Behaviour Guidance* ☐

6. Supporting Transitions ☐

7. Learning Environments – ‘the third teacher’ ☐

8. Parent Partnerships ☐

KEY DOCUMENT: 1. A3 Group Program Book 2. A3 Group Learning Story

Book 3. Curriculum Organisational

Tool 4. Children’s Individual

Portfolio’s 5. Early Years Learning

Framework

Program Practice Discussions 1. Educational Leadership Role 2. Studio rituals 3. Non-contact allocation 4. Family Communication

Strategy 5. Grouping of Children 6. Regular Excursions 7. Enrolment & Orientation

Expert

Personal

Shared

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9. Making Learning Visible:

• Documentation ☐ The Indoor Outdoor Environment Program

• Intentional Teaching ☐

• Learning Stories - A New Zealand Perspective ☐

• Curriculum Organisational Guide ☐

• Children’s Records / Online Portfolio’s ☐ Presentation & Partnership

A Professional Learning Plan is developed at the conclusion of all new employee’s induction period.

PROFESSIONAL INDUCTION PACKAGE (PIP)

All new employees are provided with an Professional Induction Package upon commencement of their employment. Educational program and practice hold a significant part to our overall induction with all new employee’s. Induction of the educational programs at Oxanda occurs formally through a 3-month process and is guided by an Professional Induction Package Checklist. During your induction period we will introduce you to the first 3 modules of our Pedagogy Guide:

1. Relationships with Children 2. Supervision 3. Behaviour Guidance

The Professional Induction Package includes

• Pre-Reading material for the above 3 modules (in pack)

• Assessment task / Reflective questions (in pack)

• National Early Years Learning Framework

• Notebook for observations In order to collaborate with you on a shared understanding and to ensure your orientation to our educational programs is as seamless as possible we schedule 3 formal meetings with you across the first 3 months. These typically occur around the 2-week, 6 weeks, and 12-week mark and are documented on your Professional Induction Package Checklist. It would be expected that you bring with you to these meetings your working notes, questions and scenarios for discussion as related to each module you have read. Learning is an active process and one that when we engage together helps us to establish a shared meaning of our pedagogy as reflected in our organisational philosophy.

Active Coaching / Practice

• Relaxation

• Tea Time

• Meal Times

• Cooking Program

• Learning Environment

• Yarning Circles

• Bush Kinder

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Shared Conversations In sharing our pedagogy of teaching and learning we will all come with different ideas, expectations and approaches. In supporting each educator’s development of pedagogy we recognise that all practice comes from either a place of personal experience and/or is shaped by our educational experience. Either way it informs our priorities, our language and the way we approach teaching and learning. It is through collaboration with each other with guidance of the ‘Pedagogy Guide’ that a foundation where we can explore our personal and expert skills, knowledge and dispositions is formed. This process ensures that we align our shared skills, knowledge and dispositions collaboratively. When all parts are working together, we experience smooth movement in our practices propelling us forward as a team. However, when one part is not in unison with the others we will stall, bunny hop and essentially limit the opportunities for establishing a shared approach overall.

*All Oxanda services has a set of folders that include samples of work that support each of the modules in this Pedagogy guide.

Relationships with Children* Pedagogy of Relationships in the Early Years

Personal

Shared

Expert

Oxanda Policy: Curriculum (pedagogy) and Educators Training Policy

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Background Secure, respectful and responsive relationships are central to children’s wellbeing. Nurturing healthy brain development starts from birth and is critical to the first years of life. This is shaped by positive, reliable and supportive relationships. It is through a widening network of secure relationships that children develop confidence and feel valued and respected. This extends onto children recognising and respecting the feelings of others and the ability to interact positively with others. Educators who give priority to nurturing relationships and providing children with consistent emotional support can better assist children in developing the skills and understandings they need to interact in positive ways - regardless of a child’s age. Brain development science along with various attachment theories provides the basis in which educators establish relationships and make informed decisions about the inclusions/exclusions within their educational programs.

“The way we organize relationships between people has implications” - Loris Mulaguzzi

Providing children with emotional support means responding physically to children experiencing any ‘distress’ and acknowledging their anxiety, distress and concerns. Responsive interactions are demonstrated by providing children with reassurance such as taking opportunities to provide cuddles or close contact activities such as reading books together. Educators ensure they are being ‘present’ and ‘attuned’ in children’s play. Expressing empathy to children is reassuring and supports their ongoing developing emotional competence – so much of what we communicate is delivered through non-verbal means, our actions, temperament and demeanor.

Theory

John Bolwby’s theory of attachment provides four distinguishing features that provide a clear view of what attachment is. It is important as an educator to understand the significance of attachment for children in order to adopt strategies that reflect the needs of individual children.

Proximity Maintenance Safe Haven Secure Base Separation Distress

The child explores their world around them but will

always desire to be near the people they are

attached to

Can return to the comfort of attachment person

when they are faced with threat or fears

The attachment figures provide a reliable base

from which the child can explore and investigate

The child experiences various forms of distress

when they have been separated from their attachment person

Daniel Goleman & Howard Gardener Explore the concept of emotional intelligence which is defined as:

• Knowing one’s feelings and using them to make good life decisions

• Being able to manage moods and control impulses

• Being motivated and effectively overcoming setbacks in working towards goals.

Experts in brain development know that emotions are the ignition switch for learning. Emotions direct our behaviour, shape our values and predispose us to choose one course of action over another. They drive us to action and push or pull us away from certain people, objects, actions and ideas. This clearly shows that emotions drive our behaviour. Ensuring our studio settings provides an

Oxanda Policy: Interactions with Children Policy Respect for Children Policy

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emotionally positive and supportive place for all children and adults alike is crucial. When we are exposed to emotionally negative stressors the fight or flight response locks in and No learning takes place. Survival becomes the key objective. It is important that the language of educators is reflective of support, empathy, understanding and acknowledgment. It would not be appropriate to respond to a distressed child for example by stating, “you are OK” and continuing to walk by. Stopping and connecting with children in ways that respond to their cues requires the educator to be flexible. The way educators adjust their routines to ensure they are able to be responsive to children supports attachment theory. Exploring the following questions in the context of the studio will provide a reflective opportunity to look closely at practices adopted and consider practices that should no longer be used:

1. How often do I make time to ‘delight’ and ‘enjoy’ being with children each day? 2. How do I respond to a child who is distressed? What do I hear myself saying? 3. What do I find the most challenging about being responsive to children in the studio? How

can this change? 4. What barriers are there in my own practice and how might I challenge my practice in light of

attachment theory? 5. How do I invite discussion about how I engage relationships with children? (to strengthen my

strategies) A variety of approaches have been formulated to support attachment theory principles and ask us to organise relationships within the environment in specific ways. The underpinning theory related to attachment has been used to enhance particular pedagogies associated with relationships. Some of these include:

Primary Caregiving Model

Pikler Approach Circle of Security

The aim of primary caregiving is to ensure that each child has a positive child care experience. This is known as ‘secure base behaviour’ where a child will explore the environment and take risks knowing an adult (with whom they have a secure, trusting relationship) is close by if necessary. Setting up a system of primary caregiving establishes an environment in which meaningful and lasting relationships can develop between educators and children as well as between educators and families. These relationships support continuity of care.

• Educators move with children for up to three years.

Dr Emmi Pikler Kent Hoffman, Glen Cooper, Bert Powell

This approach came out of Hungary and focused on the physically developing baby along with treating babies respectfully.

Basic Principles 1. Uninterrupted Play 2. Trusting relationships that

support continuity for children

3. Children are active participants in their learning

4. Stable & consistent routines 5. Respecting that children will

be ready to do things on their own when are ready

6. Problem solving is an active life skill

7. Empathising is valued to support emotional competence

The Circle of Security is a relationship based early intervention program designed to enhance attachment security between parents and children. Decades of university-based research have confirmed that secure children exhibit increased empathy, greater self-esteem, better relationships with parents and peers, enhanced school readiness, and an increased capacity to handle emotions more effectively when compared with children who are not secure. *You must complete circle of security training in order to adopt and apply the tools.

http://www.zerotothree.org/early-care-education/child-care/primary-caregiving-continuity.html

http://pikler.org http://circleofsecurity.net

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Belonging: relationships are crucial to a sense of belonging (EYLF: pp7) Principles: Secure, respectful and reciprocal relationships (EYLF: pp12) Outcome 1: Children have a strong sense of identity (EYLF: pp20-24)

Templates Relationships with children is the heart of the educational program and is made visible through the day to day interactions, climate of the studio and the way educators speak about/with children and their needs. Learning Stories is an assessment tool designed to capture the essence of these relationships within the context of assessment.

• Learning Story Template (see learning story training)

• Transition Story Template

• My First Day, All About Me (Background information to support establishing relationships with children)

Upon enrolment each child/family are offered a transition book to share photos that are significant to children. Bringing these during the first few weeks of orientation support the child and teaching team to get to know one another.

Supporting Material • Article: “Attachment objects” by Kelly Goodsir

• Parent Handout: Separation distress and saying goodbye.

• Environments that support attachment theory

Links with NQS/EYLF

*Regulation 155: Interactions with Children (to be read in conjunction with Oxanda policy)

NQS 5: Relationships with Children 5:1: Relationships between educators and children 5.2 Relationships between children

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Separation Distress Supporting trusting relationships

Background Tearful goodbyes are common during a child's earliest years. Separation distress is a perfectly normal part of childhood development and often starts around 6 months of age. Understanding what your child is going through and having a few strategies in place can help both child and family move through this period as smoothly as possible.

0 – 6 months 6 – 12 months Children under 6 months completely identify with their primary caregiver. They don’t really think about themselves, only what they immediately need: food, love and attention. Young baby’s primary focus is gaining control over their basic movements. First signs of independence start to emerge around 4 months of age, which is when babies learn that when they cry it gets your attention. Crying is a baby’s primary tool for communicating their needs. Young babies learn that how they behave can have an impact on others, namely their primary caregiver.

Around 7 months of age babies start to realise they are independent from their primary caregivers. This is a big cognitive leap. This new understanding brings with it some anxiety, so leaving your baby alone even if only for a minute can cause tears. They do not have the information yet that you will come back. So, sneaking away does not help either, this can often make babies more anxious. Be sure to say goodbye so that your baby can visually see you leave.

12 – 24 months 2 – 3 years Young children’s merging sense of self is still developing. Experience and routine goodbyes have enabled your young child to start to trust that you come back upon saying goodbye. The strong sense of trust that develops supports young children to venture out from you and develop their confidence.

Toddlers continue to struggle for their independence but throughout their seemingly confident exploration if something unpredictable occurs they are quick to fly back into the arms of their primary caregiver. Establishing consistent routines for farewells ensures your toddler can trust in your return.

What Triggers Separation Distress? It is not always possible to identify a cause for separation distress in children however the following points offer some common triggers for children

• Developmental stage

• Being separated from a parent

• Major changes in home life i.e.: moving house, divorce, death in a family

• As a child’s primary caregiver children are attuned to your response to separation and will react accordingly

• Starting new at childcare, moving studios and/or new educators During the separation period children are learning about how to develop healthy attachments to others, trust others whilst also developing skills for being resilient and independent explorers – teaching teams and families working closely together is vital to children’s wellbeing.

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Timing is Everything

Being aware of children's needs for sleep and food and

trying to do departures outside of these times. Try to have a few minutes to settle

your child at an experience or with an educator before

having to leave when dropping off at childcare.

Practice

Introduce new people and places in short intervals. If

your planning on going out in the evening, invite the

babysitter over earlier so they can spend time together. When starting at a new

centre, where possible try to come and do some

orientation visits before you leave yur child on their first

day.

Calm & Consistent

Create a departure ritual with your child when dropping off at childcare, talk about this in the car on the way. Stay calm and confident with your child

when leaving, this will be ressuring to them even

though they may be upset. Use concepts like I'll see you after lunch to help your child

to measure when you will return.

Follow Through

Try to always return when you promise to. This is important

in establishing your child's trust which they will in time come to feel assured of your

return.

Making Goodbyes Easier

Books to support children explore goodbye’s & Separation Anxiety • Owl Babies by Martin Waddell

• The Goodbye Book by Judith Viorst

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Supervision Actively Supervising Children Background We all have a responsibility to protect children in our care from harm and danger. This responsibility comes with any position or role within an early childhood service. Ensuring the protection and safety of children is one of the most important responsibilities an educator working with children has. Whilst keeping children within sight and/or hearing is at the core of supervision practices it is also essential to develop skills that allow you as an educator to actively engage children in their work without compromising the safety of the overall group. Supervision requires a range of skills to be harnessed so that all their senses are active in their supervision practices. This includes knowing the individual children in your studio, the group dynamics and being aware of ‘where’ ‘what’ and ‘who’ in the studio at all times. Effective and frequent communication is a priority in a team working with young children. Each educator understands and communicates their movements throughout the day so that supervision of children is kept at the centre of practice.

Definitions A duty of care is a legal obligation placed on individuals and organisations to take reasonable care of a person who may be affected by their activities

Theory A duty to take reasonable care of a child exists at all times the child is in the care of the service. One part of this reasonable level of care is that the approved provider, nominated supervisor and educator are each responsible for ensuring that children are adequately supervised at all times the children are in the service’s care. This includes when the children are indoors or outdoors on the premises, as well as when they are on an excursion, including an excursion that is a regular outing, away from the service.

P Plan for Supervision. Educators should have an established plan for the effective supervision of children which accounts for the layout, design and positioning of experiences. Positioning yourself and your team in ways that ensure all area’s available to children can be supervised.

L Lead Safe Practice Understanding children’s needs, capabilities and interest in things that challenge them it is important that educators set up experiences with safety in mind. Ensure tools, resources and equipment are used safely.

A Active Supervision Supervision involves more than preventing or responding to potential or actual harm and hazards. It requires the educator to be actively involved with children and have knowledge of what each child is doing at any given time of the day.

Y You are Responsible Children in your care and under your supervision are your responsibility. Staying focused on your responsibilities ensures hazards or potential accidents can be prevented. Communicate with your team when moving from one area to another.

Oxanda Policy: Supervision Policy

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S Set Up Variety Supervision risks can often be prevented when a variety of engaging play spaces are set up related to children’s interests and appropriate to their development. Responsive educators support children’s play whilst they are supervising.

A Assess Risk Benefits Offering challenge within play spaces is important and educators adopt a ‘risk benefit’ approach to ensure children are guided with appropriate rules and safe guards to ensure their safety.

F Formulate Emergency Response Educators are informed and knowledgeable about responding to any potential accidents or hazards in the service.

E Engage with Children When educators are involved and engaged in children’s play they are better able to identify and prevent any potential hazards or risks by making suggestions or supporting children to see the risk and problem solve.

Although the provision of adequate supervision depends somewhat on the children’s ages and abilities, every child at the service should always be monitored actively and diligently. It means knowing where children are at all times. Children of different ages and abilities will need different levels of supervision.

For all service types, a range of factors, including the following, determines the adequacy of supervision:

• Number, age and ability of children

• Number and positioning of adults

• Each child’s current activity, i.e.: physical activity, messy play, water play

• Particular areas where children are engaging in activities i.e.: visibility & accessibility to area’s

• Adults knowledge of each child and each group of children

• Experience, knowledge and skill of each educator

• Need for educator to move between area’s

Strategies Required of educators to actively supervise children include:

• Direct supervision of high-risk experiences i.e. water

• Positioning of educators to maximise supervision

• Listening to children and their play

• Scanning the environment

• Observing children’s play and anticipating what might happen next

• Balancing the range of experiences on offer to ensure effective supervision

“Supervision requires teamwork and constant communication among all educators”

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Templates Each studios Curriculum Organisational Tool includes a Supervision Review Template to prompt a revisit of supervision practices in core areas. This document when completed will reflect the variables and individual rooms supervision needs regarding: sleep, toileting, meals and indoor/outdoor play. Supervision Plans are required to address any individual child who poses a supervision risk or increased supervision from educators. This might include (but is not limited to) behavioural risks such as biting, running out of the room or climbing boundary fences as well as any medical needs requiring additional or closer supervision practices.

• Each Oxanda early learning service has supervision plans that are visible and displayed. These plans show blind spots, high risk areas and any unique needs related to the layout of the outdoors and/or indoor environments.

Links to: Law, Regulations, Standards AND Oxanda Policy on Supervision

1. National Law Section 51 (1) (a), 165, 167, 169, 170, 171, 189

• Adequately supervising children, protecting children from harm and hazards, staffing arrangements, unauthorised people on premises, removal of children

2. National Regulations Regulation 86, 87, 99, 100, 101, 102, 166, 168

• Notification of and to parents of incident, injury, trauma and illness. Conduct of risk assessment for excursion, children leaving the service, authorisation of excursions, children not to be left with visitors, policies and procedures.

3. National Quality Standards Element 2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

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Behaviour Guidance A Guidance Approach by Dr Louise Porter

Background

Working with children requires an educator to have a toolkit of strategies to support children’s developing identities as learners which at the core ‘trusts children to direct themselves and make appropriate choices when given the autonomy and support to do so” (Porter, L, 2008, pp14). Louise Porter’s Guidance Approach offers a framework for educators to develop their skills in guiding and supporting children’s behaviour through respectful interactions. This approach offers a ‘common language’ among educators and provides a basis for practice that supports the Australian Early Childhood Code of Ethics.

The Guidance Approach works from the basis of teaching children considerate behaviour through acknowledgement and guidance strategies. Being considerate towards others has four underlying focus points, which include: self-discipline, emotional self-regulation, cooperation and sense of agency (children being decision makers). The primary philosophy is teaching considerate behaviour knowing that children’s natural inclination is to ‘get along with others’ – working in harmony with others takes practice, guidance and support.

Theory Constructivist theory believes children generate knowledge and meaning from an interaction between their experiences and their idea’s. The learner should be actively involved and not a passive recipient. Jean Piaget states that through a process of assimilation and accommodation children construct new knowledge from their experiences. The educator’s role is to facilitate learning, which requires engagement of the following strategies:

• To ask questions

• To notice and extend learning indirectly

• To provide guidelines

• To create an environment conducive for the learner

• To be in continual dialogue

• To engage in ‘teachable moments’ A child centred approach requires the educator to provide challenge for children in a safe and respectful way so that children are able to find their own solutions to problems, thus encouraging co-operation, the development of life skills, their analytical skills and their capacity to organise themselves. Children are empowered to be decision makers as a result of being attuned to children.

Principles

Guidance Approach beliefs Controlling Approach beliefs • Trusts that children are rational, want to

cooperate with adults, and want to grow and surprise us.

• Disruptions arise from violations of children’s needs, especially the need for autonomy

• Mistakes are inevitable and call for teaching more skilful behaviour

• Aims for considerate behaviour: self-discipline, emotional self-control, cooperation, potency

• Children’s behaviour is governed by their needs

• Distrusts children

• Disruptions are often due to faulty reward regimes

• Behavioural mistakes should not happen and therefore punished

• Aims for compliance and obedience

• Children’s behaviour can be controlled by outsiders

Oxanda Policy: Behaviour Guidance Policy

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Power Source • Adult is a wise leader with supportive

strategies

Power Source • Adult is a boss, with role, coercive and reward

power Methods

• Warm & responsive towards children, harmonious relationships

• Mutual cooperation

• Supports children to manage their emotions and impulses & therefore behave considerately

Methods • Demands compliance

• Applies behavioural controls

• Punishes

• Imposes psychological controls

Adults Feelings • Adults feel in control without having to

exercise coercive power

• Adults have high self-worth (self-ability) and are emotionally balanced

Adults Feelings • Adults feel out of control – this often escalates

behaviour

• Adults are vulnerable to low self-worth and therefore can be emotionally reactive.

Acknowledgement Praise • Guides children to evaluate their own

achievements

• Gives our opinion

• Describes what qualities children display

• Is a personal event that does not show children up in public or compare them to each other but shares in the celebration of their achievements

• Approves of work that meets adults’ standards

• Judges children in their efforts

• Prescribes what children must do to earn adults respect

• Is delivered in a public way to manipulate children into repeating desired behaviour or others into copying praised child.

Guiding children’s behaviour is complex and requires an educator to notice the context of their own behaviour and exercise a level of self-awareness to assess their strategies for guiding children’s behaviour. Educators will always use a tone of voice that is respectful when communicating with children, as well as approaching children to discuss matters of conflict – this is detailed in the services behaviour guidance policy. It helps sometimes to view behaviour through the lens of prevention or intervention to assess the best approach when developing specific strategies to support children’s social and emotional competence.

Prevention Approaches Intervention Approaches It is more effective to prevent difficulties than to correct them once they have arisen. Prevention strategies always consider:

• Responsive Relationships – child/family/educator Taking time to talk transparently with families.

• Physical environment

• Educational program content

• Transitions & timings of daily schedule

Not every incident can be prevented therefore sometimes-supportive interventions are required. Recognising that specific skills are required in order for children to gain mastery in their social competence. Interventions might include:

• Behaviour Guidance/Individual Support Plans

• Supervision Plans

• Inclusion Improvement Plans (IIP)

• Specialist Support Services - reports

Identifying the concern and researching any supporting material to guide the documentation of a prevention plan is important. A prevention plan addresses the context of social behaviour therefore does not isolate a child or children but reflects on quality improvements within the studio which indirectly has significant impacts on how children behave.

• A prevention plan can be used to communicate with families what the studio is doing to address any concerns.

• No names are documented on a prevention plan

Intervention is concerned with consistent strategies to support children, educators and families when behaviour is inconsiderate, impacts physically on other children and/or adults and where specific support needs of children fall outside the training of an educator. An intervention plan is supported by observations and succinctly describes strategies to support children’s emotional and social competence.

• An intervention plan is developed in consultation with families and is reviewed periodically with all stakeholders.

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Templates Strategies to support guiding children’s behaviour and also a supplement resource to this training module include:

• Studio Agreements – developing a collaborative agreement with children

• Flow Chart – concerns related to children’s development & behaviour

• Behaviour Guidance Strategies – Acknowledgement

• Behaviour Guidance Strategies – Conflict Resolution & Problem Solving Templates for the development of Prevention & Intervention Plans include:

• Prevention Plan

• Individual Support Plan

• Supervision Plan (see also supervision module)

Links to NQS/EYLF

Identity: Children learn to interact in relation to others with care, empathy and respect (EYLF, p24)

Connected Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation (EYLD, p26)

Wellbeing Children become strong in their social/emotional wellbeing

NQS 5: Relationships with Children 5.1 Relationships between educators and children Positive Educator to child interactions Dignity & Rights of the Child 5.2 Relationships between children Collaborative learning Self-Regulation

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Transitions & Rituals Fostering seamless transitions

Background Transition Definition: “the process or a period of changing from one state or condition to another” Everyday children move through transitions and as educators we have the ability to ensure these times are as seamless and smooth as possible. As the definition highlights, transition is about change and we are committed to ensuring children’s confidence with this process is a collaborative one. All transitions require support and guidance in different ways to encourage individual participation and engagement. In establishing relationships with children and families we observe and communicate about each child’s individual patterns and needs when it comes to transitions. We appreciate that a regular pattern each day for meals and relaxation offers predictability for children however we are also responsive to the everyday changes that can alter these patterns on any given day. Here are some of the most significant transitions within the program might be: (but are not limited to)

Arrival/Departure Meal times Group Experiences Toileting Pack Up Time Indoors to outdoors Starting play Re-entering play

Finishing play Moving to school Sleep/Relaxation* Across studios

Grouping children at the beginning and/or end of each day

*See additional documentation which unpacks these particular times in the day

Theory ‘Long periods of uninterrupted play’ offer children sustained periods of learning; where in partnership with attentive and attuned educators’, children have increased time to develop their play behaviours. Reducing the amount of transitions in any given day is an important consideration in supporting children’s learning through play. Effective learning usually occurs over time as children practice and master new skills, concepts and techniques. In any transition, it is important we reflect on these questions:

• Is it important we have this transition (today)?

• Is now the right time?

• What is the best way for me to communicate this transition?

• Who do I need to communicate this to?

• What choices are involved here for children? Underpinning supportive transitions you will need to take into consideration the children’s involvement into the play based program, small groups and Oxanda rituals and timing of transitions and routines. These are elaborated below:

1. Reflect on Play-Based Approaches Providing a play-based program means considering the opportunities that children have to play throughout the day. Play is a natural and complex form of learning which engages children to investigate the world around them. Teaching teams enhance children’s play experiences through their intentional interactions, use of materials and resources as well as preparing the physical

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learning environment. New learning typically builds on previous knowledge and experience and for this reason effective play-based environments plan for and build in continuity, predictability and complexity. Long periods of supported play provide the building blocks for:

• Concentration

• Internal motivation

• Disposition to love learning Whilst children’s play is ‘free’ the interactions are ‘structured’ and therefore the approach to transitions will be in small groups and/or in an individualised way so we reduce unnecessary changes in the day. When the number of times children are required to pack away experiences are reduced, learning becomes more continuous.

2. Create a Ritual

Ritual Definition: “Rituals celebrate all the important aspects of routines while leaving behind the need to rush, tick a checklist or become distracted from the purpose WITH the child” (Christie & Loader, 2017) Whilst routines are an important and necessary part of the everyday early childhood studio HOW we go about them will influence children’s level of engagement and optimise their learning experience overall. Rituals can be defined as special actions that help to navigate emotionally important events or transitions. Rituals also enhance aspects of the daily routines to deepen our connections and relationships.

Tea Time Ritual: Each studio has sourced a tea set which they use as part of an opportunity to sit with a small group during the week to share tea. All teas are herbal or made using natural or home-grown ingredients and this ritual acts as an opportunity to share in conversation around gratitude. Whilst each of our early learning services approaches this ritual in their own way we view this as a unique way to bring small groups together to reflect.

Yarning Circle Ritual: Educators and children sit or stand in a circle and when you hold the stick or totem this gives you the opportunity to talk and for everyone else to listen. This is a harmonious, creative and collaborative way of communicating to, encouraging responsible, respectful and honest interactions between participants, building trusting relationships and provide a safe place to be heard and to respond.

Kinder leadership Program: Kinder children have the opportunity to practice important values of respect, care, valuing difference, responsibility, friendship and including others as they spend time with children in the younger studios. When kinder children feel connected to their environment, they also feel valued and safe and this reduces negative behaviours such as bullying

3. Foster Small Groups Research has always indicated that the 3 most important structural qualities associated with quality in early childhood include: qualifications, staff: child ratio’s and group size. It is important to state

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NQS Educational Program and Practice 1.1.3 – The program, including routines, is organised in ways that maximise opportunities for each child’s learning. 6.2.1 – Transitions: Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.

that small groups in themselves do not create the quality, but the quality lies in what can be achieved with the small group. The small group offers educators an opportunity to be responsive to the individual child, their learning needs, interest and pursuits. Small group learning enhances the building blocks for relationships as well as the context for listening and responding in ways that meet individual learning needs. Dr Louise Porter applies a simple formula for making decisions about grouping and length of time so that each child’s opportunity for learning is maximised. This is worth considering within each studio: Group Sizing – children learn best in groups of sizes that are their age +1

Attention Span – the time you will mostly have a child concentrating is their age x2. (exception: when it’s interesting and engages their curiosity)

4. Consider the Timing The timing of transitions should not be decided by a daily schedule or roster system but be thoughtfully considered each day in the context of the group and individual needs. Working to a roster system can undermine the opportunity that routines and transitions offer to support and teach children. Thinking about the timing of transitions you might reflect as a team throughout the day on:

• The climate of the studio

• The tempo or pace of children (energy)

• Children’s attention & alertness to the experience

• The number of educators available

• Flexibility – how can this moment be engaged in small groups? Being timely with transitions and change reduces any possible frustration and stress that children might experience, or it allows you to guide them through the process in a way that is supportive. Being responsive to the changes in children’s home routines requires ongoing communication with families.

Templates Each time a child starts in a studio (new to a service or new to a studio) a natural opportunity arises to document their story of transition. Writing stories that celebrate the strategies and process a child engages in around transition reflects their identities as learners. As such at the commencement of each year a transition story is documented as part of the assessment process.

• Transition Story (connects to Curriculum Organisational Tool) Occasionally a child might not settle as well and collaborating with parents on the best strategies will ensure a consistent and shared approach to settling a child into the studio. A transition plan makes visible that shared discussion:

• Transition Plan (template to guide the process is provided)

Links to NQS/EYLF

Early Years Learning Framework Practice: Continuity of Learning & Transitions ‘building on children’s prior and current experiences helps them to feel secure, confident and connected to familiar people, places, events and understandings (pp 16)

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Visual Routines “making visible the daily rituals”

Why a visual routine? Routines are an important part of children’s day where they establish predictable patterns in different contexts. Understanding the concept of time can be made visual through showing routines that allow children to predict “what comes next” and respects their desire to be an active contributor to decision making within the educational program. Developing an awareness of time is a complex process that children do not fully grasp until around the age of 10. Children learn about length of time & duration of time best when it is associated with the various actions of their day. Young children “live in time” before gaining an awareness of its passing and are only able to estimate time correctly if they are supported to pay attention to it (see

learning story sample ‘tick tock tick tock’) Making the routine visible affords children the opportunity to seek and make meaning of their day independently. When children are settling into a new environment the visual routine provides a platform, which shows children a predictable sequence of when important events such as their parents return, or meals occur. This is an essential studio strategy for transitioning children at the beginning of the year as well as serving as a communication tool for families.

When is the best time to facilitate a visual routine? 1. At the commencement of the year when a new group has transitioned into the studio. 2. When the routine changes significantly. 3. When children require emotional reassurance of a returning parent.

What does a visual routine teach children? A variety of educational benefits arise from engaging visual routines as part of the program and these might include:

• Social/Emotional learning – predicting patterns of the day provides a safe and secure environment & smoother transition. Through repetition of routines and making the connection to the visual routine it will offer children a sense of trust and confidence as well as making connections between their experiences and time.

• Emerging Mathematic concepts such as patterns, sequencing, time, numeracy concepts with real life application.

• Language and communication of visual routines offers a variety of opportunities which recognise children as effective communicators such as:

1. Observational drawing of routines 2. Photographic evidence of routines 3. Expressive arts representing routines

How do you establish a visual routine with children?

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Always consider the age appropriateness of the children in your group and the best way to make visible the routine before starting the consultation phase (see samples to provoke your thinking).

• Introduce the language of ‘routines’ to children.

• Use questions with children to define what the ‘important’ parts of the day are – document these with children as a way of ‘brainstorming’ the possibilities.

• Once the routine is defined decide how this can be represented in a way that is meaningful for children and age appropriate. Ensure this is at the level of the child.

• Begin to work through each aspect of the routine and making this visible.

• Revisit the routine on a regular basis at group experiences so it is a meaningful tool.

• Present the visual routine in the studio so children can engage with it as needed throughout the day.

The visual routine is an effective teaching strategy to explore with children the daily patterns of the day whilst also providing children reassurance about ‘what happens in this place’.

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Welcoming Rituals What is a welcoming ritual?

A series of actions embedded within a process of change to support children’s shift from one environment to another. Primarily this focus is on the transition of drop off and pick up to the early childhood service.

Why a welcoming ritual? Creating opportunities for children and families to smoothly transition in and out of the studio each day is an important way to connect with each child’s sense of belonging. This transition can often be a time of anxiousness for children and/or parents therefore creating a ritual provides parents a series of concrete events to support their child in adapting to the new environment. This offers that predictable routine that children thrive upon. Rituals are reassuring to children and provide a strong basis for saying goodbye each day.

What does a good welcoming ritual look like? Transition rituals are not limited to the described examples however here are some meaningful rituals when put into practice will positive results in reducing anxiety for children as well as giving parents a positive approach to goodbyes.

Signing –In Age appropriate ways to sign-in upon arrival provide children a way to express “I am here today” See samples to provoke your own ideas appropriate across various age groups.

• It is important to communicate the ‘sign-in’ transition during the week by engaging this tool at small group times and morning meetings. Checking to see that everyone is here today creates another opportunity to welcome children to the group.

Lockers/Pockets Creating the choice for children to choose their own locker spaces for their belongings each day of attendance provides children with autonomy. By using photos or name cards children identify their lockers.

Morning Meeting/Group Times Creating opportunities for children to connect to the larger group and participate in small or whole group experiences is equally important in any play-based program. Each day offering a time to bring the group together to collaborate and share in age-appropriate intentional experiences meets the needs of the group as active learners. These times should always be:

• Interesting, dynamic, intentional and engaging for children – therefore the adult is prepared

• An opportunity to engage the voice of children on various subjects/projects – document children’s ideas

• Age –appropriate – how does this age group learn best and what time frame is suitable is always considered.

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What do ‘welcoming’ rituals teach children? • Belonging: connecting children as individuals within the group context.

• Partnerships: Giving families a concrete process to support children’s connection and ‘goodbye’ routine.

• Literacy: emergent literacy skills such as name/letter identification, writing own name and recognising others. Connecting emergent writing skills to reading “read me what you wrote”

Arrival and Departure Ritual Greet children and adults with a warm, smiling face using names. Display positive body language that is open and inviting and make eye contact. At the end of the day acknowledge, name and discuss the child’s day with meaningful statements to the child.

Mealtimes

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“Paying attention to the nuances that make mealtime rituals a rich experience is one way of creating an ethos of gratitude and respect for the preparation and ingestion of food…. having children wholeheartedly involved is another…” (Loader, M & Christie, T. 2017. Rituals: Making the Everyday Extraordinary in Early Childhood)

Mealtimes are an important and regular part of the early childhood studio each day. The way we approach mealtimes can have significant effects – positively or negatively – on children’s engagement, their view of food and the social climate for learning during this period of the day.

Setting the Environment When children are involved in setting the mealtime table an atmosphere of responsibility and ownership is created. Children, with the use of REAL implements for eating, prepare tables thoughtfully and self-help is encouraged throughout the entire meal. We want to create an authentic meal experience. Creating an environment with easy access to vases, artefacts, plates, cups and utensils allows children to make decisions about how to present the meal table. Equally important is access to clean up processes after the meal. This might include wiping the table down, sweeping and washing up. Viewing the meal time as whole experience from beginning to end and one where children are actively involved ensures a culture of respect, responsibility and enjoyment is fostered.

Progressive Meals A progressive meal is an occasion where food is available over a period of time and small groups of children choose when they eat. Whilst all children are encouraged to access the meal through the prompt of the designated ‘meal educator’ children can determine when they are hungry, finished playing and ready to join the meal table. Progressive meals in a long day environment recognize that children will be hungry at different times of the day and this can often be guided by their arrival times and home routine. Progressive meals are encouraged across all age groups however educator’s responsiveness to group needs on any given day can also mean a group meal experience is provided.

Whole Group Meals Occasions for sharing a meal as a whole group can be about celebrating a ritual, event or special occasion. Bringing whole groups together can foster that community spirit as well as simulate a traditional home like meal. Tables may be clustered together for an occasion or spread around a studio to reflect smaller seating arrangements and on these occasions teaching teams work together to be sitting with all groups so that noise levels and engagement is appropriate to occasion.

Responsiveness to Cues Knowing children and being responsive to their cues for food is important. This can often mean the setting for the mealtime can become larger or smaller on any given day according to the cues of children. Being flexible and attuned to the daily changes in children’s temperaments and need for food requires flexibility. This means that the mealtime ritual is driven by children not the ‘schedule’. Supporting all children to be aware of their body and the role food plays to sustain energy is an important awareness to create. Asking children to wait for unrealistic time frames before they can eat is not being responsive to children’s needs – routines must always be adaptive.

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Educators are Present Teaching teams have processes in place to identify each child’s food intake and ensure their presence at the meal table is about meaningful conversations, enhancing opportunities for social engagement and enjoyment of the meal experience. Educators regularly reflect on their meal time approach to ensure it encapsulates the needs, learning goals and positive climate for children. We want to challenge the ‘typical approach’ associated with meal times in an early childhood setting and focus on meal times as an opportunity to create a meaningful ritual. An ambience is created through children’s strong connection with a meal ritual. Each studio might have the children join hands before starting, express thankfulness for the food, light a candle and blow out to signify the commencement of the meal or share a blessing before eating.

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Sleep/Relaxation

“Drifting off to sleep is a delightful feeling, the body is calm, the mind is still, and the heart is at peace. Sleep and rest during an otherwise busy day of play enables children to rejuvenate for learning and exploration in the afternoon” (Loader, M & Christie, T. 2017. Rituals: Making the Everyday Extraordinary in Early Childhood)

The sleep and relaxation period in an early childhood setting can be an overwhelming experience for a child. The contrast between the home environment and an early childhood setting should be considered in the planning for individual needs and the transitions that might need to be engaged to ensure the child has a positive and harmonious experience. Whilst all sleep and rest practices are in line with centre based policies and recommendations from safe sleeping research it is also important that we consider how we will create a sanctuary which is harmonious for children.

Setting the Environment Creating a calm environment for sleep and relaxation requires planning and thought. An ambience is created through the location for sleep/relaxation, bedding and linen required, music, lighting and mood created in preparation to signify the transition to sleep or relaxation. Teaching teams create a change in their tone, energy and manner to reflect the change in routine and to model the type of climate they want children to also reflect in their behaviour. Mindful adults create the climate for sleep, rest and relaxation and for infants and toddlers that means that we support by co-regulating their emotions and setting the scene for peaceful rest.

Self-Settling Supporting children to settle into sleep can take on many strategies and is often determined by the needs of an individual child. It is our overall goal to support children to self-settle into sleep independently. No one person can or should make another person go to sleep, but a familiar person and ritual can help (Loader & Christie, 2017). Strategies that support these transitions might include a quiet period before moving onto beds, reading a book before sleeping, drawing or sharing an oral story. Some children like the comfort of a quiet rub on their back and with a child’s invitation this soothing approach demonstrates care and responsiveness.

Sleep Circles The act of placing beds in a circular style at sleep times is a symbol of harmony and creating a

sanctuary. Whilst it may seem a small gesture it contributes to a more peaceful environment where a circle represents a sacred place. The ritual of sleep circles is engaged within each studio where the environment allows, and an educator sits in the middle and is available to support the individual child

with any transitions for their sleep.

“Sleep is the best meditation – Dalai lama”

Oxanda Policy: Sleep and Rest Requirements Policy

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Sleeping Outdoors Outdoor sleeping is an approach to sleep and relaxation that we adopt across our early learning services. Current research highlights associated benefits with children’s emotional wellbeing, an extended period of time in nature as well as the reduced association with illness. Sleeping outdoors is a preference for both children and families to make. We consider the weather, needs and wellbeing of each child. Shade is provided in summer and extra bedding on cooler days and months. A comprehensive policy is provided to ensure the full scope of outdoor sleeping is collaborated with parents.

Relaxation Not all children will require sleep and in consultation with both children and families’ relaxation needs are determined. Each day a period of time is allocated to preparing and engaging a relaxation program. This time is about providing a quiet and still space for children to quiet their bodies and mind. Self-regulating throughout the day is an important part of the planned educational program and particularly significant when children move from one state of energy to another. Various small group experiences are provided during relaxation to intentionally teach mindfulness. These include various arts practices such as pom-pom making, weaving, mosaic projects and clay. It is our experience that these types of experiences offer a repetitious and therapeutic quality. Additional to this a formal yoga program is also engaged in.

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Physical Spaces

Relationships

Transitions

Learning Environments Embracing the ‘Third Teacher’

Background Environments for learning are an essential daily teaching strategy. Studios encompass three core components which directly influence children’s learning:

1. Physical Spaces 2. Transitions & Timings (see Transitions module) 3. Relationships (see Relationships module)

To embrace the idea of the environment as a third teacher it is essential to learn and apply the skills required to realise the potential in the physical spaces of each studio. This module explores the possibilities of the physical environment. Being mindful and deliberate about what environments and materials are provided and how these are provided directly effects the potential of learning. Our learning environments provide play-based learning which draws from children’s natural desire to engage in experiences based on their interests, strengths and developing skills. When children initiate play, they are more motivated to learn and develop positive dispositions towards learning. The educator’s role in supporting play-based learning is vital. Links to EYLF: Recognising spontaneous teachable moments as they occur and using intentional teaching strategies such as demonstrating, and engaging in shared thinking and problem solving

Theory Young children feel more relaxed in a home like environment than in an institutional type setting. Environments where many children come together should reflect the identities of those that use the space. How does each child see themselves when they walk into the studio, is part of their story visible? Creating environments for learning requires thoughtful planning and a commitment to moving beyond ‘decorating’ and easy to use commercial displays. Environments are about practical functions and adaptability as much as they are about sparking children’s wonder, curiosity and investigative natures. It is also through the development of genuine relationships that educators can thoughtfully design spaces which reflect the individual ideas and needs of children. When you apply what you know about individual children and it is aligned with design principles the potential for the third teacher is activated and innovative environments just happen!

Oxanda Policy: Physical Environment Policy

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7 Principles of Design (Deviney, J., et al. Inspiring Spaces for Young Children, 2010).

1. Nature inspires beauty • Infusing nature within the indoors provides a blank canvas of open-ended

opportunities to think, create, and investigate.

2. Colour generates interest • Colour can be powerful in both positive and negative ways. Remember that when

using many colours, it can create a chaotic feeling with the visual stimulation.

3. Furnishings define space • Consider the entire room when positioning furniture and always remember to create

authentic spaces with ‘real’ materials.

4. Texture adds depth • Children learn about their sense through exposure to various textures. Use sensory

tables as a place to explore the variety in recycled textures and create landscapes for play.

5. Documentation and artefacts enhance the environment • Awaken spaces with children’s collections – draw attention to their personal gifts in

the space – complement artefacts with anecdotes of children’s voices.

6. Elements heighten ambience • Use of light and sound in the studio are pathways to creating atmosphere. Exploration

of shadows and silhouettes with soft music invite investigation.

7. Focal points attract attention • A child can be drawn into a space by focal points created with architecture, furniture

and its placement, and artwork.

“When everything is emphasised, nothing is emphasised” Aluer

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1. Physical spaces

Consider the layout of the studio to ensure the flow is consistent with the structure of the indoor/outdoor program. Some things to consider might include:

• Boundaries – mats, shelves

• Location of learning spaces and size

• Materials & storage of resources

Learning Spaces represented in the studio cover a range of learning subjects – document a floor plan to include: Science, construction, literacy, dramatic play, manipulative, sensory, music, expressive arts, active play etc.

Arranging materials with intention and as an invitation for exploration:

• Create orderly, beautiful arrangements

• Provide a background for materials

• Store diverse items in matching containers

• Group together similar materials with different attributes

• Give attention to size, scale and level

• Arrange materials to suggest how they might be used

• Reposition materials to spark a new interest

• Display books and other visual representations with materials

• Offer collections of materials to highlight a learning domain (Learning Together with Young Children: Chapter 3, pp 74-85)

Examining the elements and possibilities in materials:

• Select materials knowing it provides a challenge i.e.: ‘what is your image of the child’

• Invent new possibilities for familiar materials

• Draw on the aesthetic qualities of materials

• Choose materials that can be transformed

• Provide real tools and quality materials

• Supply materials to extend children’s interests

• Layer materials to offer complexity (Learning Together with Young Children: Chapter 3, pp 56-74)

Making Learning Visible Making learning visible in a way that invites conversation, reflection and engagement is a complex process. When we make learning visible it is a platform to not only invite dialogue from families and children but a place to challenge our thinking, our doing and our believing. It is in its own way a form of advocacy and in its raw form a place to put ‘learning’ and ‘play’ at the centre of the conversation. Making learning visible is ALL about celebrating a process not a product. It’s about valuing thinking, valuing children’s commitment to discovering who they are and how they can be the best version of them; it is about the child’s identity as a learner and making this visible. As such we are careful to consider how and what we make visible in each studio. We have moved away from displaying all children’s art to celebrating thinking, learning and idea’s in children’s work. This means context, questions and continuity in learning is part of any display across our centres.

A Play Based Approach

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Practice: Learning Environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting and respond to their interest and needs. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions (EYLF, pp15-16) Learning environments for children are equally valued between the indoor and outdoor studio.

An invitation to play is arranging the environment so that it “invites” young children to come to an area in their classroom and explore, investigate, question, examine, participate, touch, feel, and manipulate through as much independent play as the materials can possibly allow.

An invitation to play should: • Capture a child’s curiosity • Be intentional in design and purpose • Be appropriate for the age of children • Include materials that the children can freely touch, manipulate, and explore An invitation to play is not just setting up a pretty table but it is instead intentional in design to foster learning and to keep the child engaged the learning process.

Templates A number of templates have been developed to support ongoing reflection of the learning environment. Every day the learning environment should be observed and adjusted to ensure children’s interests, level of challenge and engagement.

• Floor Plan – designing the overall studio

• Environment Plans – Each term to connect with the Intentions (kept in Curriculum Organisational Tool)

Links to NQS/EYLF

NQS 3: Physical Environment NQS 3.1 The design and location of the premises is appropriate

for the operation of the service. NQS 3.2 The environment is inclusive, promotes competence,

independent exploration ad learning through play. NQS 3.3 The service takes an active role in caring for its

environment and contributes to a sustainable future.

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Parent Partnerships Parents as first teachers

Background Understanding the difference between partnership and participation takes relationships with parents from a one-way approach to a reciprocal approach. Whilst there is nothing wrong with participation our ultimate goal is to establish a strong partnership with each family where decision making for children is collaborative.

Partnership Participation A formal agreement between two or more parties that have agreed to work together in the pursuit of common goals

To be involved or to partake. The act of taking part or sharing in something.

Sharing a common goal regarding children’s learning and development not only communicates partnerships with families but it supports trusting relationships between children, educators and families. Partnerships allow children to see important people in their lives working well together. It is important to recognise that families choose to be involved with the early childhood service at different levels, but this can reflect that partnerships are not all the same but unique to the pursuit of the common goal.

Theory Partnerships start with positive relationships and this involves a commitment in practice to: • Everyone being equal and contributing in different ways • Each person being valued and respected for what they think even if there are differences • Listening and talking to each other • Making an effort to understand and trust other people’s points-of-view. Checking in with each other when making important decisions and educators following a parent lead in decision-making for their child.

Partnerships with families are most beneficial when the following is part of your pedagogy:

Family Orientated Approach

Families and educators are actively involved in the education and care of children. Utilising family knowledge and understanding, resources and strengths assists shared decision making for children in the service. The basis for partnerships occurs when families have a variety of opportunities to share information about their child in an open and collaborative way. It is important for educators and families to:

• Appreciate and value each other’s knowledge and use this in caring for children

• Communicate openly • Share information and decision-making • Recognise and respect diversity

• Build support networks as needed.

Points to Ponder? What formal opportunities are available each year for parents to connect with educators? What focus does ‘orientation’ and ‘transition’ have where families are deeply involved? When a challenge in approach arises how do you invite families in for collaboration?

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Communication

A genuine interest in one another is the building block for partnerships. Communicating well involves a two-way sharing of information, which supports the development of shared understanding. It is only through conversations that we begin to understand the intentions parents have for their children. Important aspects to communicate with families might include: • Beliefs and values in families and services • The child’s interests, strengths and challenging behaviours • Social supports outside of the early childhood service • Early childhood milestones and expected behaviours • Family expectations and circumstances • Service expectations and practices.

Points to Ponder?

Empathy

How do you make time for conversations beyond drop off and pick up time? Do you discuss with families the things that matter to them? How do you approach this? Empathy is the effort made to understand others by considering and respecting their thoughts and feelings. It does not always mean people will agree with each but refers to being able to respect and accept differences. Empathy helps people feel connected with one another and means people are more willing to accept differences, helping relationships and partnerships survive. Ways to be empathetic towards others can include:

• Showing respect for other people’s point of view, even when you do not agree

• Having a sense of goodwill or kindness towards other people • Valuing the experience, knowledge and commitment the other brings to

a partnership • Being aware of the difficulties and challenges others face.

Points to Ponder? How do you talk about the families decisions to others in your workplace when you don’t agree with them? What strategies do you adopt to empathise with others – what do you find difficult?

Respect for Diversity

The concept of diversity encompasses acceptance and respect. It means understanding that everyone is unique, and recognising our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Points to Ponder? What does diversity look like in your studio? How do you move beyond tokenism in the experiences you provide for children?

Considering how parents can be involved with each term’s intention is an essential part of the planning process. When establishing an intention an educator always considers the ways parents and children can be actively involved. Each term the Curriculum Organisational tool identifies parent partnership as an assessment (see ‘documentation module’). This ensures that educators are committed each term to navigating the pathway of partnership with families and making this visible in the documentation – ALWAYS respond in writing to the contributions parent make.

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Children’s Learning: Educators practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning (EYLF pp9) Principle: Partnerships: educators recognise that families are children’s first and most influential teachers (EYLF pp 12)

Templates A number of templates have been developed to support the process of partnerships with families. It is important to understand that templates in themselves will only at best produce ‘participation’ from families. First a relationship is to be established with daily reciprocal communication and then when documentation is put together it is within the context of relationship. Templates available include:

• Family Values (designed to document WITH parents during orientation and/or transition periods)

• Family Holidays & Important Events • Parent Learning Story (see ‘learning story’ module) • Parent Meeting Record

Links with NQS/EYLF

Working with Families

Families are acknowledged as children’s first teachers and therefore active communication; consultation and collaboration is the cornerstone to a strong ongoing and authentic partnership. A critical component to building and strengthening this type of relationship is to ensure management and teaching teams are available to connect and communicate on a regular basis. Respectful, honest and open two-way communication with management and teaching teams assists families to feel connected with their child’s experience at our service whilst also establishing a strong sense of trust and confidence in the care we provide.

An ‘expert’ model A ‘collaborative’ model Sees themselves as the expert and the parents as the passive recipients of expert advice

Recognises that parents bring real expertise about the child, the situation and their assessment of what would work best in their family. Believes that the best outcomes are achieved when the knowledge and skills of parents and professional are shared

Believes there is a right way to parent Believes that there are many different ways of achieving the same positive results. The ‘right’ way is the approach that meets the child’s needs and fits best with the family’s values and goals.

Views child’s misbehaviour as evidence of parental incompetence

Understands that the causes of child behaviour problems are multifaceted and often involve factors that are beyond the parents’ control (e.g.: child’s temperament, disability, social and family factors). Firmly believes that whilst the parents are not to blame, they are always part of the solution.

Expert at identifying deficits and weaknesses Works collaboratively with families and able to identify strengths and resources that could be used to resolve situations. Applies a solution-focused process, investing effort in helping to find solutions rather than getting bogged down in analysing the problem.

NQS 6: Collaborative Partnerships with Families & Communities. NQS 6.1 Supportive Relationships with Families NQS 6.2 Collaborative Partnerships

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Assumes they need to solve the problem because of a deficit in the parents’ problem-solving ability.

Respects the problem-solving capacity of the parent and endeavours to empower the parent further through suggestions, resources and strategies aimed at achieving realistic goals for their child.

Tells the parents what to do Avoids dogmatic positions and is careful about the advice that is given. Acts as a resource for the parents, sharing information, ideas and knowledge, but letting the parents decide what they will do with it.

Impatient with the lack of change and progress and attributes lack progress to the parent’s lack of motivation, effort or consistency.

Understands how much adult behaviour change is required in implementing the simplest parenting strategy, and how hard and uncomfortable it can be to change your own behaviour. Continues to convey optimism in the parents’ capacity to change and succeed.

Does most of the talking whilst parents do most of the listening. Parents’ role in the interaction is passive.

The professional does more listening than talking, particularly in the early stages of a conversation with a parent. Parents’ ideas and contributions are actively sought. Parents strongly influence the focus and pace of any work done together.

Imposes values and beliefs on the parents and judges them against their own standards (e.g.: ‘families should eat their family meal together’)

Respects the parents’ values and beliefs. Refrains from giving personal views and respectfully offers ideas and strategies that parents can use in achieving their own goals.

Is defensive and guarded when parents question them Encourages parents to voice reservations, doubts or concerns, and to express their feelings. Does not take parents’ questions personally.

Likely to attribute negative parental behaviour to character flaws in the parents

Looks for the positive intentions behind parent actions. Believes that parents want what is best for the child even when they appear stuck in self-defeating behaviour

Makes assumptions about the parents’ experiences Seeking to understand the parenting experience from the parents’ point of view becomes the foremost concern. Does not rely on own experience as a parent; it may be very different (different child, different context, different levels of support).

Sourced: Childcare and Children’s Health, Vol 8, No 6, February 2006

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Documentation Making learning visible through meaningful assessment

Background Documentation works in partnership with the practices of an educator and it is not viewed as a separate ‘task’ or ‘function’ of the educational program. Documentation is compiled in a way that suits the skills of the author, invites families to contribute, is an opportunity to revisit learning for children and demonstrates the learning & development of each child in meaningful ways.

Explore the following question within your own team: Who is documentation for? Your responses to this will offer some clues about how to best represent documentation so that you are able to engage the stakeholders in ways that are authentic and collaborative.

ECE Professionals

Children Families Government Agencies

To communicate your perspective of children’s

learning and development

To revisit learning and engage in reflection

To make connections between play and learning

To explain the National Quality Standards (NQS)

To apply your understanding of theory and how it connects to

practices

To enjoy seeing themselves engaging in the things they

are good at ‘the voice of the child is

visible’

To partner with families in making decisions about ‘what learning is valued

here’

To support the application of the Early Years Learning Framework (or approved

framework)

To illuminate a message – as an author of

documentation you choose ‘what’ to document

To make connections between environments,

people, places and things

To invite and connect families to discussions,

feedback and suggestions about the educational

program

To articulate the overall educational program in

place at the service

Documentation Should Be Professional and succinct –

theoretical principles underpin documentation,

invite dialogue and are articulated clearly

Visual and accessible – with large pictures, artefacts to clearly show children what

the ‘story is about’

Easy to read with little ECE ‘jargon’ – should connect the parent to who their

child is, and their identities as learners

Reflective of the NQS Guidelines for

documentation and reveal the intentions of the approved framework

Current & Up to Date Accessible to Children Accessible to Families Consistent & Reliable

The Educational Program The planning cycle drives all documentation and is captured within each service through a variety of methods. The Overview of Documentation illustrates the primary ways where learning might be captured within a service, but the two primary methods include:

• The Group Program – (Indoor Outdoor Environment plan)

• Individual Children’s Assessment (Links to Curriculum Organisational Tool and Learning Stories Modules)

Oxanda Policy: Programming Policy Photograph Policy

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Curriculum Organisational Tool The studio Curriculum Organisational Tool is an organisational tool to document assessments for each child according to each individual services expectation. This is reviewed each term and is the document that brings all assessments and intentions together. Compiled within this book are supporting reflections of learning. The following assessments have been identified as one approach to capturing an overall picture of each child’s learning and development. This framework is designed to be flexible but initially it can provide some guidance whilst a service is deciding on what assessments they choose to utilise within their documentation. (Note: This is one sampling of making decisions around what assessments are collated) The Curriculum Organisational Tool also includes a variety of tools to support the studio in the effective implementation of the National Quality Standards such as:

• Supervision Reviews

• Reflections & Intentions for educational program

• Planning of events Each term a balance of formative and summative assessments combined with snapshots of important events, milestones are documented giving an overview of each child’s learning. The approved framework is embedded within the context of assessment showing how children are progressing within specific learning outcomes, developmental needs, interests, experiences and participation in the program.

Term 1 formative assessment

Term 2 formative assessment

Term 3 formative assessment

Term 4

Transition Learning Story Individual Learning Story Individual Learning Story Individual Learning Story Individual Learning story Group Learning Story Anecdotal snap-shot record Reflection of Learning Includes the following assessments: Summary of Learning – Educator Voice Portfolio Piece – Child’s Voice Parent Reflection – Parent Voice Transition statements

Individual Learning Story Individual Learning Story Individual Learning Story Group Learning Story Group Learning Story Group Learning Story Portfolio Piece* Portfolio Piece Portfolio Piece Parent Partnership* Parent Partnership Parent Partnership Anecdotal snap-shot record Summative Assessment Summative Assessment Parent – teacher interview

summary Parent – teacher interview summary

Anecdotal snap-shot record Anecdotal snap-shot record *Establishing ‘learning goals’ WITH children and families in Term 1 and create a review cycle each term with these goals.

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Documentation What is this? Templates Transition Learning Story Formative assessment

• Learning Story theory applies • Focus is on the process of how a child

settles into a new environment, group or studio.

• What strategies supported the child to settle in and establish their sense of belonging?

1. Transition Story Template

Only required or used as a prompt – this story is naturally partnered with identifying parent and child goals as part of transition.

Learning Goals WITH children and families

• Gathering the child and family perspective is important

• Observation, noticing, listening & asking all help to ‘see’ the pursuits for learning from children and families.

1. Child Learning Goals Preamble 2. Family Learning Goals Preamble

Individual Learning Story Formative assessment

• Leaning Story pedagogy applies • Focus is on the individual child’s

learning • A variety of perspectives are included

1. Learning Story Template

Only required should an educator not be familiar with the planning cycle – it is used as a training tool.

Group Learning Story Can be both Formative assessment & Summative assessment

• Learning Story pedagogy applies • Focus is on the group context or a

project and includes multiple children’s voices

• The environment or particular learning experiences might offer the provocation for the group learning story

1. Learning Story Template

Only required should an educator not be familiar with the planning cycle – it is used as a training tool.

Parent Partnership* Formative assessment

• Parent Partnership principles are followed

• Focus is on embedding parent values within documentation so that it is made visible through the educational program

• Parents are children’s first teachers

1. Sharing Values 2. Parent Learning Story 3. Parent Meeting Record 4. Important Events

Portfolio Piece Formative assessment

• Anecdotal observations support a sample of work/photo – a snapshot of learning

• Focus is on developmental milestones, important events, memorable moments

• Must include a small narrative ‘context’

1. Events 2. STEM Experiences 3. Mathematical Learning 4. Stages of Writing 5. Stages of Drawing

Reflection of Learning Summative Assessment

• Narrative story summarising child’s progress of learning and development throughout the year – links back to individual learning stories

• Is a representation of all stakeholders voices: Educators, child’s & families

1. Reflection of Learning Template (for each age group)

Pedagogical documentation The practice of gathering, analysing, and reflecting on information about a child’s learning experiences in a variety of ways, and making recommendations about how to enhance learning.

Documentation Supports The following processes are part of the support and accountability tools each service can use to strengthen the Educational Program alongside Educational Leadership:

Non-Contact Time – Planning & Learning

Allocated time for planning and learning is given each week to a studio. Where possible planning is done from a team approach where perspectives can be shared, and each person’s skills developed.

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Documentation Reviews At least twice a year each studios’ documentation is reviewed in line with the minimum standards according to the centre’s Educational Program Policy. A consultation document is compiled and discussed with each studio to validate and strengthen any areas within the documentation process. This is a transparent process where educator and leader collaborate through a reflective lens – strengthening the partnership between practice and documentation is the goal.

Presentation of Documentation This document is found in the Curriculum Organisational Tool and offers some guidance on presentation of documentation. It focuses on presenting documentation in a way that celebrates the learning and learner and therefore reducing embellishments and un-necessary colourful templates.

Planning Cycle Graph The fundamental principles of planning follow a natural progression. This graph is part of the Educational Program policy and offers a reflection point when documenting children’s learning.

Curriculum Throughout our educational programs each child’s knowledge, ideas, culture, abilities and interests are thoughtfully planned for ensuring the whole child is represented in each studio. Our curriculum builds upon the interests of the children. Environments for learning are captured through discussions with the children, through community or family events, as well as the known interests of the children. We aim to provide a holistic approach to education and create learning environments that promote curiosity, inquiry and a sense of wonder.

Children’s learning is made visible by the curriculum plan, children’s portfolios, Reflections journals, newsletters and project displays. The EYLF provides teachers with a structure on how to effectively plan and assess learning.

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Programming: A template has been formulated to support the Educational team to develop a curriculum that follows the natural flow of the planning cycle (see Indoor Outdoor Environment Plan). It is through thoughtful and meaningful observations and documentation of children’s learning that educators can understand the ‘whole child’ and therefore make plans to support development. Planning a strong curriculum is a collaborative process, not one person can do this alone. It is through consultation, collaboration and reflection WITH children, WITH families, WITH teams, WITH community that our teaching teams can successfully plan their curriculum linking to pedagogy and frameworks.

Our Environmental Plan is a crucial part of our documentation process that enables educators to communicate the learning that is occurring in each studio. Teaching teams are required to be organised with clear goals in place to support the learning in their studios through the following process. 1. OBSERVE: Teaching teams gather observations/ documentation/ research/ input from a range of sources on the individual and group interests and developmental needs for the children in the studio. 2. ANALYSE: Teaching teams analyse and interpret the data collected to support the reasons behind planning experiences/provocations/learning environments in each studio. A sound knowledge of pedagogy, child development, frameworks and research underpin decision making and supports a holistic approach to planning. 3. PLAN: Utilising the Environmental Plan template the teaching team starts each fortnight with a clear plan of how each studios indoor and outdoor environment will be prepared for learning opportunities. Each learning environment acts as the third teacher. An integrated approach to learning environments means that spaces provide multiple levels of learning across the curriculum. The Environmental Plan should show close attention to the justifications behind each provocation, the resources required to implement the activities and the educational intentions or goals for these learning environments. This ensures continuity in learning as all teachers engaging in our studios can follow the plan to support the curriculum outcomes for each studio. 4. ACT: With the Environment purposefully set up promoting children’s emerging interests, ideas and skills. Teaching teams are responsive to children’s interest and play and are capable of scaffolding through thoughtful and intentional teachings. Modifications to the learning environment are made as the learning continues to evolve each day. 6. REFLECT: Making connections between intentions and children’s play requires the educator to closely listen, observe and notice the important features that emerge. Integrating planned and intentional experiences as well as showing responsiveness to new emerging interests drives the development of a new Environment Plan.

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Practice: Assessment for Learning It is the process of gathering and analysing information as evidence about what children know, can do and understand. A variety of strategies are used to collect, document, organise, synthesis and interpret information. Information is rich and meaningful (EYLF)

LINKS NQS/EYLF

NQS 1.2.1 Every child’s learning & development is assessed as part of an ongoing cycle of planning, documenting and evaluation

NQS 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child

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Group Documentation Cycle

Documentation for individuals & groups is planned, put into practice and made visible on a term-by-term cycle (Curriculum Organisational Tool). This makes space for the educational program to be reflected and evaluated within a time frame that allows practices to be adjusted, modified and resourced. Documentation is genuine and done in partnership with practice therefore placing structured time limits around when assessment is to be completed reduces its authenticity. The following gives a guide in the initial phases of learning to show how the group program follows a planning cycle.

Group Program Intentions/Inquiry/Project Indoor/Outdoor

Environment Plans Connections & Continuities

Each Term Frequency 2 weeks Every other day Research is undertaken:

1. Intention Overview 2. Rationale 3. Learning Environment Plan 4. Teaching Strategies 5. Parent Partnerships 6. Making Learning Visible 7. Snap shot anecdotal records

*documentation is kept in the studios ‘Curriculum Organisational Tool folder’

An integrated approach to the learning environment means that spaces provide multiple levels of learning across the curriculum.

• Group Meetings

• Science & Technology

• Communication & Literacy

• Environmental Education

• Imaginative Play

• Relationships

• Active Play

• Construction & Building

• Expressive Arts

• Responsibility

• Rest & Relaxation

• Family & Community Each space is to reflect the emerging ideas and planned intention in an authentic way.

Periodically evidence is documented to capture the implementation of:

• Intention/Inquiry/Project

• An aspect of the environment that has changed

• Emerging continuities in children’s play

A variety of tools to record these anecdotal moments might include

• Photos

• Children’s quotes

• Parents conversations

• Observational Drawings

• Anecdotes

• Mind maps *Connections & Continuities connect to the ongoing development of the program and demonstrate how observations of children’s group play influence the direction of both the inquiry based project and the development of the environment plans

Reflection of the Program Formative and Summative Reflections

Term Reflection DAILY Group Learning SUMMARY Each term you will look back over the big picture of your intention and document your review considering the following areas:

• Children

• The team

• Parents

• Environment These frames a summative assessment of the group program. Each studio will do this in a variety of ways using narrative, anecdotes, photos. It is only from reflection that we begin to form an idea of what’s important to improve on. This is kept in the studios Curriculum Organisational Tool.

A Group Learning Story sharpens the focus on one particular part of the program and the learning that is taking place from a group perspective (formative assessment within the group context) Writing one group learning summary each day delves more deeply into the learning that is taking part, it might also form a ‘change’ in the direction of the program. Making connections between your group program and assessment are an important part of the group planning cycle.

• Group Learning Stories are made available in each studio through EDUCA and this documentation is engaged WITH children as part of weekly reflective practice.

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Projects-Group learning

Projects involve an in-depth investigation of a particular topic, offering teaching strategies that enable teachers to guide children through in-depth studies of real-world topics. Projects have a complex but flexible framework within, where teaching and learning are interactive processes. Teachers and children work together investigating concepts and ideas through a range of different mediums as the project develops with changing ideas and interests. Children feel highly motivated and actively involved in their own learning, leading them to produce high-quality work and to grow as individuals and collaborators.

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Intentional Teaching Deliberate, Thoughtful, Purposeful

Background Being intentional requires an educator to consider, plan and implement purposeful and responsive educational programs. This will come from a place where educators are knowledgeable and engage in knowing more about:

• Childhood development

• Understanding of how children learn best – where play is a vehicle for rich investigation

• The principles, practices and learning outcomes associated with the approved framework

• Individual children’s motivations, interests and needs

• What families prioritise as valuable for learning in their family, community or cultural context Intentional teaching is about coming into the studio each day with purpose. It is about implementing an educational program that provides a balance between the intentions of adults and being responsive to the emergent interests & ideas of children individually and within the group context.

Theory Significant opportunities arise each day in the studio where educators through their interactions purposefully approach a child/ren with specific teaching strategies to support the play at hand. Intentional teaching is about bringing to the conscious a wide variety of techniques, thoughtfully selecting an approach implementing them with purpose in the attempt to maximise a child/ren’s learning opportunity. Being familiar with a variety of teaching strategies enables an educator to be purposeful in their interactions with children and thus support, extend or guide learning in a way that brings out the best in each child/ren. The following details some teaching techniques that should be familiar to each educator:

Demonstrating Describing Encouraging Facilitating Feedback Grouping

Listening Modelling Positioning People

Questioning Reading Recalling

Singing Suggesting Instructing Co-constructing Documenting Empowering

Problem Solving Reinforcing Scaffolding Community Building

Deconstructing Positioning Equipment

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Timing Good teaching relies on good timing. Educators make judgements when they intervene with a question or suggestion and it is through this process of intention that an educator considers what will be gained or lost through the intervention. Some considerations might include: 1. Will the children learn more effectively and more enjoyably if I intervene? 2. Is the child’s learning and enjoyment at risk if I don’t intervene? 3. Is this the best moment to intervene?

Choosing the best teaching technique for a specific child or learning experience is complex. The choice of which teaching strategy can be influenced by: 1. The teaching goals in the studio 2. The child’s developmental age and stage of learning 3. What an educator knows about current and best practice 4. The desire for equity between boys and girls, children from diverse cultural backgrounds, and

children with additional needs.

It is vital to reflect on the teaching strategies you engage, thinking deeply about what you said and did, or did not say or do. This involves considering what you can learn from each approach to improve the effectiveness of teaching strategies in the future. Some of the skills and attributes to be harnessed by an intentional educator might include:

• Knowing specific strategies that support children’s developing emotional competence

• Being present with children and therefore having insight about specific approaches to enhance individuals learning capacity

• Taking advantage of ‘teachable moments’ in the program

• Consults and explores ideas with and alongside children in an age appropriate way – respecting the voice of the child in the decision-making process.

• Being deliberate in entering children’s play to purposefully guide its direction

Documenting Intentional Teaching - Group Program The below model for documenting intentions provides a framework for capturing the thinking behind studio practices and the intentions for the Educational Program. Documenting the thoughts, ideas and thinking around the intentions for the educational program gives credibility to teaching practice, learning through play and develops engagement with the approved framework.

• Each term a minimum of 1 intention is researched and compiled within the Curriculum Organisational Tool.

Intention Overview The overview statement is inserted onto the group program each cycle throughout the term

A small paragraph, which captures your overall educational vision, purpose or intent. Using the approved framework as a provocation is an essential starting point, embedding the language and pedagogy. The intention statement does not include activities or experiences. Each intention should be written in a way that ‘many’ provisions can be explored as a result – this will ensure your intention survives the distance – a long-term goal. An intention can relate to practice-based goals, environments, projects/inquiry, partnerships, and documentation – anything to do with your WHOLE Educational Program where improved outcomes for children are the goal.

Rationale

This is the reason for your intention. Often this is the starting point for an intention. Usually an intention comes as a result of either something that is challenging or something that is working well and can be extended in the Educational Program. Explaining in a few points your primary observations, reflections support the context surrounding the intention. QUESTION: Why is this intention important to include in the program?

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Learning Environment Throughout the term the provisions are periodically put onto the group program

This details the actual plans for implementing your intentions. Include the experiences, teaching strategies, learning environments, investigations or resources would benefit the overall intention? It is the initial phase of planning – the starting point. Each program cycle you will extend, include and develop your provisions – whilst your intention stays the same – the experiences you provide change as you adjust to the interests and learning in response to the child/ren. In planning your intention, it might be worth considering additional aspects such as:

1. Supervision considerations 2. Time Frames or phases of implementation 3. Resource’s required (resource request)

Teaching Strategies

Consider specific teaching strategies that will enhance the intention and experience for each child. What key language/phrases will be used to support children’s connection and understanding to the intention. This demonstrates your knowledge and consideration of children as individual learners. Being aware of how you approach some interactions and sharing these strategies with your immediate team ensures a consistent approach.

Parent Partnership

How might parents be involved in the intention – how will their perspective influence the program; what questions might be considered in prompting parents to engage in conversation related to this intention? When parents are involved in a wider studio project such as the intention it is more natural to provoke engagement in meaningful ways.

Making Learning Visible

What are the big picture ideas that you initially might be able to centre your intention around? A particular table in the room, an artefact, the garden? What ways can you make the learning visible to children – also the ‘thinking’ process. Find a space or an area and target your communications in simple but effective ways on a regular basis throughout the term.

Goals for Learning

Be specific and reflect on what goals you are hoping to explore with children through the development of this intention. Where do these goals derive from? The National Early Years Learning Framework provides a platform to bounce from in terms of goals. You may also find that children and families identify goals that are important to pursue in the program.

References

When developing intentions, it is best practice to research and link ideas to external readings – accessing up to date articles from reputable sources offers an external perspective and gives a point of reference. This supports the development of ideas and links theory to your practice in a meaningful way. Print and attach any readings to your intentions.

Discussion topic… Why are stencils detrimental to children’s development? Should Early Years settings use stencils and pre-cut materials?

Many settings will follow a child led approach, allowing the child full control over their creative activities; however, some may still offer children the opportunity to use stencils or pre-cut materials such as a cut out flower shape to decorate. This may hinder the child’s creative development as they are not given the opportunity to create a representation of their own ideas on how a flower should look. Once these pre-cut designs are displayed in the setting, it can be difficult to tell the difference between children’s art work and they may struggle to recognise which one is their own. It has been found that if children are presented with an image of a flower, or even a real flower as reference, and then allowed to paint or draw it from scratch; they are more likely to recognise their own creation – Some settings call this a provocation. Practitioners may also use plastics stencils in their creative area that children can use to write letters, numbers and shapes; although these are a good way of showing the children what movement is needed to create the letter, number or shape, it is also teaching the child that each one should look exactly as the stencil indicates. This is taking away the individuality of handwriting and puts added pressure on the child to focus on the end result rather than the process.

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Practice: Intentional Teaching. Educators plan opportunities for intentional teaching and knowledge-building. Educators actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills. They document and monitor children’s learning. (EYLF, p15)

Teaching children to write is a sore subject in the Early Years, with many suggesting that it is best to refrain from teaching this skill and allow teachers at school to take on this role. This is because teachers have been specifically taught how to teach children in forming the letters correctly, and if Early Years practitioners teach a child the wrong way first it can be extra difficult for the child to rewire their learning. As previously discussed, children should be enjoying the process of creative learning rather than focusing on the outcome. If the child becomes too concerned about creating the perfect design, it can impact on their self-esteem, confidence and put them in competition with their peers. The child then loses all the positivity of creative play and may choose to opt out in the future due to lack of self-belief. This self-doubt can impact on a child throughout their childhood and into adult life. There are some practitioners in the sector who feel uncomfortable doing particular activities such as creative activities or reading stories aloud. This may come from a previous time when the adult was told they were not good enough or they have compared themselves to another person and felt less superior. As adults, many of us have our weaknesses, but it is important to also concentrate on our strengths and role model to the children to show them that activities can still be enjoyed even if we feel we are not the best at them. By using stencils and pre-cut materials, children will think that the end product should be perfect and removes the opportunity for individuality. Early Years practitioners have a vital role in supporting the children and can leave a lasting impression on young children. This can last into their adulthood and help them to understand that their individuality is special and something to be proud of.

Templates • Intentional Teaching Template (separate template devised to guide ‘teacher as researcher’ –

insert into Curriculum Organisational Tool)

• Indoor/Outdoor Environment Plan – this is included on the cycle of each group program.

Links to NQS / EYLF

NQS 1.2.1 INTENTIONAL TEACHING “Educators are deliberate, purposeful, and thoughtful in their decisions and actions” Intentional Educators are able to explain what they are doing and why they are doing it

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Curriculum Organisational Tool

The Curriculum Organisational Tool is designed as an organisational tool providing a platform to share thinking, show planning and describe pedagogy for the delivery of each studios educational program. It is a tool that encompasses the record keeping of assessment for each child as well as behind the scenes communication, reflections and organisation of the educational program overall.

The Curriculum Organisational Tool is documented and assembled in line with school terms. Each term the studio focuses on the individual assessments as well as their group assessments however each holiday period individual assessments are replaced with reflections and intentions to lead into the following term. This allows for the natural cycle to occur in planning and documenting and offers the time for each educator to look back and consider the strengths and challenges and offer a more insightful and meaningful reflection and review. It is only from a basis of authentic reflection that intentional teaching can be a platform toward genuine educational programs that are based upon a sound and shared pedagogy. Working with children can be a busy time so it is with this in mind that the school holiday periods are allocated for the necessary time to stop – pause – reflect and review on the overall educational program.

Curriculum Organisational Tool includes (as templates that can be modified)

1. Children’s Documentation Presentation Guide 2. Term organisational area’s 3. Term Assessment List 4. School Holiday’s – Week 1 summative reflections followed by week 2 researched term

intentions. 5. Supervision Reviews 6. Resource Request 7. Record of non-contact time

Curriculum Organisational Tool can also include:

1. NQS studio reviews 2. Meeting agenda/minutes 3. Readings/Articles supporting your intentions or pedagogy 4. Support Plans for Children – Behaviour/Supervision 5. Excursion/Incursion Information and evaluations 6. Professional development reviews 7. Anecdotal coaching conversations between studios and educational leadership.

* Each Curriculum Organisational Tool is designed to adapt, exclude and include different information according to each service educational program priorities. It is essentially a book that provides ownership for each studio over their educational program whilst offering a platform for a shared approach to documentation & assessment.

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What does Reflective Practice Mean?

Reflective Practise: A form of ongoing learning that involves engaging with questions of philosophy, ethics and practise. Its intention is to gather information and gain insights that support, inform and enrich decision making about children’s learning. As professionals, educators examine what happens in their settings and reflect on what they might change or develop. Q: What is your internal dialogue when looking in on your educational program? What informs your questions? How does the P.P.O. of the EYLF influence your thinking and therefore your decision-making?

Critical Reflection: Encourages educators to engage in analytical and diagnostic thinking to honestly and critically reflect in detail on all aspects of the program, their professional practice, and children’s learning and development. Closely examining all aspects of events and experiences from different perspectives, with a focus on implications for equity, inclusion and diversity (NQS 1.2, Feb 2018).

Q: Who are the mentors you look to when seeking guidance? What traits as an educator do you seek to develop in inviting other thoughts and ideas? It is essential to make visible your reflective thinking as it contributes and informs your decision making for your overall educational program. Educational Leadership periodically anecdote coaching conversations in support of each studio’s current overall goals. Offering guidance, resources, reflection and readings to continually engage each team in the learning process, building pedagogical knowledge across the wider team.

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Learning Stories A New Zealand Approach to Assessment

Background Learning Stories are one type of assessment tool used to document children’s learning and development. Learning Stories view children through the lens of strengths and offer a narrative style, which celebrate children’s accomplishments, progress in their learning and development and reflect the child’s developing identity as a learner. Learning Stories should invite and reflect a variety of perspectives offering voices from educators, children, families and where relevant any community stakeholders – it is with all these perspectives that we begin to capture an image of the child in meaningful and rich ways. Whilst Learning Stories are narratives in design, they include a variety of other supporting assessment tools such as graphs, photos, anecdotes and samples of work, all of which connect to the overall documentation of the story. Learning Stories act as a powerful tool for making visible the thinking, theories, and dispositions children engage and documentation becomes the vehicle for further conversation, reflection and analysis. Stories help sharpen the focus on important features of children’s learning and their developing identities as learners.

Theory Learning Stories is heavily researched and documented – it is not simply a photo observation with a story. Understanding the theory, which underpins a story, will offer a framework for each writer to engage in their practice so that they may refine their pedagogy. It is only with applying what you know in practice, will you see learning which is then reflected in the way you document.

Lev Vygotsky Children actively construct their knowledge and learning leads to development. Learning cannot be separated from its social context and learning is enhanced when children are able to interact with others who assist and support them in the learning process (Zone of Proximal Development).

Urie Bronfrenbrenner

A child’s world is influenced by a number of contributing factors and learning is about the way in which children perceive and deal with their environment. There are 4 levels that influence a child’s world: their immediate environment at any given time, the major settings experienced by the child, the wider community, media and social networks and then the national beliefs on the rights of the child and value placed within early childhood.

It is important to highlight that developmental learning is embedded within the context of SKILLS, KNOWLEDGE & DISPOSITIONS. The following actions/behaviours offer a

lens to switch the way you observe children

When observing children your internal dialogue might be: Actions/Behaviours Taking An

Interest Being Involved Persisting with

Difficulty Expressing an

Idea or Feeling Taking

Responsibility

Dispositions Courage / curiosity

Trust / playfulness

Perseverance Confidence Responsibility

A learning story is not defined by a set of rules but rather some guidelines to support your pedagogy – the more you engage your learning on theory and the Early Years Learning Framework it will start to shape the way you reflect children’s learning in documentation. Therefore, a story can be short,

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long, with pictures or without, it can be about a wonderful moment that spans time or a delightful occasion today. What is important is that the story reflects the individual child and their learning journey in authentic and meaningful ways.

Notice

The Narrative – What did you see happening?

• Write about something that matters to the child.

• Describe where the learning occurred.

• Who was involved and how it began?

• Talk about the role the child played and how they participated?

• Use the voice of the child

Recognise

Analysis – changes it from a ‘story’ to a ‘learning story’

• Describe why this story is so significant?

• What is the main learning message?

• Make any relevant connections back to previous learning.

• What learning strategies did the child or adult use?

• Make visible knowledge, skills and dispositions that are evident.

Respond Possibilities & Opportunities

• How you will strengthen, support & add complexity

• Children can also offer what is important to pursue.

Reflect How can I go back to this learning WITH children and families? What points of view do we have now? What has changed?

A Group Learning Story includes more than one child and might focus on a group project or unit of inquiry. A group story supports making visible the group learning within your educational context.

An Individual Learning Story is about the individual child. Whilst others might be included in the story the primary focus is on one child. A learning story can focus on particular features such as ‘transitions’ or ‘curriculum area’s’

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Four D’s of Learning Stories

1. Describing 2. Discussions 3. Documentation 4. Deciding • Recognising

learning in the context of play – what do you see when children are engaged in play?

• Defining learning – is it more than just ‘fun’ or ‘that they really like that’ – delve deeper into defining what you see.

• Describing the connection between what you see and the EYLF is an important distinction

• Discuss learning with other educators to clarify the main message and gain other perspectives

• Discussing learning with families invites important insight

• Use professional language to describe and discuss learning – what reading do you engage to broaden your vocabulary about learning?

• Discussions support deciding on what opportunities and possibilities are worth progressing

• Succinct documentation that reflects the main message and learning within a narrative style

• Supporting artefacts to illuminate key features of the story

• Is documented in a way that considers all stakeholders: Children Families ECE Professionals External Agencies

• Makes learning visible offering powerful message around the image of children and play

Deciding requires an educator to be responsive to children’s cue’s ‘in the moment’ – this means you must be deeply engaged and ‘present’. It is from this place that planning occurs – often in the moment we draw from strategies to strengthen the learning moment – this might include adjusting the environment, including new resources. Deciding what next often happens at the time so including these decisions in the context of the story is important.

Templates A template does not define a learning story however when first documenting learning stories it is sometimes helpful for to have a template to guide you in the planning cycle. The template provided can be used however once an educator becomes confident in understanding the underpinning theory it is best to represent your stories in your own way. Educational Leadership supports the documentation of assessment as a narrative. It is rich in underpinning pedagogy and as such many layers can be explored to support and deepen understanding. Periodically educational leadership will work alongside you to develop together understanding of the narrative assessment.

Links to NQS/EYLF Assessment refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning. (EYLF: Practice; assessment for learning) Educators use a variety of strategies to document and search for appropriate ways to collect rich and meaningful information that depicts children’s learning in context, describes their progress and identifies their strengths, skills & understandings. (NQS)

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How can I support:

Relationships and communication with all children and families Building positive relationships with children, families, and community is an important element of providing a holistic learning environment for children. It is important to have regular, reciprocal face to face conversations, or prompt discussion on line via Educa which are relative to each family and child to gather information in support of each child’s wellbeing and development.

• Regularly Practice active waiting, allowing children sufficient time to ask and answer questions ask open -ended questions (how? why? what if? what next?, tell me more!”)

• Engage in purposeful dialogue which recognises and challenges what children already know.

• Be responsive to what children feel by acknowledging their emotions, responding to their requests.

• Role model respectful communication and relationships to all colleagues.

• Show sincere interest into what children are saying and recap what they have said.

Zone of proximal development -The gap between what a child knows and can do without assistance and what is possible with assistance.

Supervision and Safety for all our children

• For young children, remaining in close proximity

• infants and toddlers who are sleeping will need to be carefully considered to ensure educators can see and hear children.

• preschool age children, the program may involve simultaneous use of indoor and outdoor environments. It is important that educators effectively supervise children in both environments

• Always let studio colleagues know if you are leaving an area for any reason

• Observing children’s play and anticipating what may occur next allows educators to assist children as difficulties arise and to intervene when there is a potential danger to children.

• Scanning or regularly looking around the area to observe all children in the environment ensures that all children are actively supervised. If you are aware of the environment can identify appropriate positions for maximum vision of children.

• Avoid standing with your back to children and undertaking tasks that will distract from supervising children, such as administrative tasks.

• Listening carefully to children and noting any changes of tone or volume in their voice. Noting these changes can assist in supervising children who may not be in direct vision.

Supporting Learning Environments for children

• Materials, resources and equipment to be organised to be easily assessible to children and then reset -learning takes place from beginning to end (resetting)

• Organisation of play spaces to varied and flexible to enable children to bring materials from on areas to another

• Display representations of visual arts, photographs, print in areas reflective of use and learning

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• All documentation to be proofread before displaying to avoid any detraction from celebrating the children s learning

• Frame children’s drawings, painting, collage etc with documentation supporting learning

• Visual documentation of children learning reflects what is valued and respected by educators, children and families and displayed for children to view.

• Have comfortable spaces for both Adults and children

• Keep furnishings, walls and floors neutral and bring colour with cushions, equipment and materials

• The use of natural materials where possible

• Having a range of open-ended materials- loose parts to encourage problem solving, creativity and interest.

• Use planned-learning experiences as opportunities to invite children to use their imagination and explore with loose parts

• Provide a fast variety of open-ended materials such as water, paint, sand, playdough, clay, paper and markers, collage materials, loose parts allow children to express their emotions, ideas and representation about the environment around them

• Get down low to look at the space form the child’s level

• Ensure the outdoor space is a continuation of the indoor learning environment.

• Accommodate flexible play spaces that include quiet, active, wet and dry areas, small and large groups.

• Large blocks of uninterrupted time that allows children to choose activities, organise their materials, involve in learning and extension of learning.

• Avoid activities that require children to take individual turns and that require wait times.

• Organise planned small group learning experiences in the morning after most children have arrived and in the afternoon before most of the children depart.

• Plan for at least one small group learning experience in the AM and PM program each day.

• When organising large group activities please note that all children do not need to participate.

Meal times

• Children (including toddlers) become involved in the meal preparation such as setting the table, creating ambience, including flowers, art and creative artefacts.

• Organise clean up so that children (including Toddlers) take part, scraping plates, rinsing plates, clearing table after meals

• Children make decisions about where to eat and what to eat.

• Provide appropriate size utensils and servicing spoons, dishes which are heat proof and easy to pass around so that children serve themselves.

• Engage in conversation with the children about what they are eating and acknowledge children’s non-verbal communication cues.

• For younger children offer spoons to encourage children to feed themselves.

• Do not rush the children who take longer.

• Give opportunity for children to try and feed themselves.

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Planning, documentation and evaluation

Programming Cycle is an ongoing cycle of gathering information (data collection), questioning, acting/doing and reviewing Educators use the planning cycle to prepare the environment, offer learning experiences, and reflect on what and how children are learning.

• Collect meaningful information about children capturing the voices, actions, how they are interacting in the environment, peers and educators which will then provide a picture of the child’s experience and learning in context.

• Collect a minimum of two meaningful observations of children a day

• Observations gives insight into how children think, learn and make sense of their world and this information creates the basis of each studios program

• Notice how children are using materials, physical space, time, incorporating ideas.

• Encourage children to share their thoughts, ideas, describe their own learning

• Listen and observe through non-verbal communication-what may they be thinking, feeling and experiencing?

• Gathering information may include, audio/video recording, drawings, photos, conversations with families and other educators.

• When taking photos focus the camera on the children and what they are doing. Try not to capture the background as it does not contribute specifically to what the children are doing.

• Review all information collected and review against EYLF/approved EYLF outcomes and developmental milestones to support in effectively assessing children’s play and learning.

• Begin with a specific learning goal that is connected to the collected data.

• Individual learning goals for individual and groups of children can be scheduled daily, weekly, bi weekly or monthly.

• Planned experiences are our way of thinking, therefore taking into consideration our children it may need to be redesigned and be spontaneous (teaching moments).

Acting /doing • Child/children’s identified goals are planned for and plans are often extended on each day in

response to the children’s needs and emerging interests

• Facilitate learning experiences- may be planned for a specific day, time, others are spontaneous and happen as children explore the people and their surroundings.

• Pre-planned learning experiences are evident in documenting daily, linking to prior planning

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Reviewing • Daily anecdotes are recorded on what and how children are learning, evidence of this

thinking, notes of ideas, questions that children raised and explored, identify educators words and actions influence learning experiences, reflect on what might need to be changed, removed or added to meet the needs of an individual child or group of children. Reflect on centre philosophy, code of ethics and what this means for curriculum decisions.

• Educators analyse and interpret evidence they have collected from planned and spontaneous learning experiences. EYLF/Approved EYLF learning outcomes and developmental milestones assist to identify children’s learning.

• Educators reflect on curriculum issues and challenges with each other • Reflect on what worked, why and what comes next with other educators

Assessment of learning Children use documentation to retell past experiences and to recognise their own learning achievements. Children are to have access to paper or hard copies of portfolios that include learning stories Confirms what children know, understand and can do.

“Children don’t need new toys – they need new experiences”

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Identify early developmental delays

• Review each child’s developmental progress using EYLF and Developmental milestones

• Complete summative assessment of child’s portfolio

• If the milestones listed in the ‘seek advice section are not observed for a child in that age range, consult with your Educator Leader and Centre manger to arrange a meeting with families and to seek advice from early intervention professionals.

• Make referrals to local services as agreed with the family

• Seek input from service providers with the child (with the family’s consent) to enhance and appropriately plan the learning program to contribute to achieving the child’s specific learning and development goals

• Review goals regularly with the family and service providers to monitor and celebrate progress.