Some great books about observations here
Category: Resources
e-books, useful templates, inforgraphics, cheat sheets and other wonderful early childhood educator resources
Collaborative leadership & teamwork – the new EYLF principles
Hello educators!
Please welcome the new principle from the EYLF 2.0 – which is based of distributed leadership model and support collaboration and teamwork.
Simply put, leadership is not just something that directors or managers do, any educator can share aspects of leadership and stand up for a challenge. It is very democratic and empowering.
Here is what the EYLF (DET, 2019) states about it (p. 19)
All educators exercise aspects of leadership in their daily work with children, families and colleagues. Educators lead their own ethical practice as they take professional and personal responsibility for their actions and the decisions they make. Collaborative leadership and teamwork are built on a sense of shared responsibility and professional accountability for children’s learning, development and wellbeing. It is a view of leadership that empowers all members of the team to use their professional knowledge and skills in ways that assist everyone to do the best they can for children, families and colleagues in their setting. Collaborative leadership and teamwork are aspects of a positive work culture where a motivation to enact a professional philosophy of cooperation and collaboration enables positive relationships to grow. Children and families are attuned to the work culture of an early childhood setting, which influences their relationships, interactions and experiences within that setting.
Collaborative leadership and teamwork are built on professional and respectful conversations about practice. Educators engage with different ways of thinking and working to critically reflect on their practice both individually and as a team, and contribute to curriculum decisions and quality improvement plans. Children’s learning, development and wellbeing is optimised when educators communicate and share ideas and views about improving practice.
Collaborative leadership and teamwork support a culture of peer mentoring and shared learning where all team members contribute to each other’s professional learning and growth for high quality programs for children in early childhood settings.
I created a quick to check your understanding of this principle and help you learn
Question 1: According to the EYLF 2.0, how do educators exercise leadership in their daily work?
a) By setting strict rules for children’s behaviour
b) By focusing solely on personal growth
c) By taking professional and personal responsibility for their actions and decisions
d) By following a predetermined curriculum
Question 2: What is collaborative leadership and teamwork built upon, according to the EYLF 2.0?
a) A competitive work culture
b) A sense of shared responsibility and professional accountability
c) A hierarchy where only certain individuals have a say
d) A focus on personal interests
Question 3: How does collaborative leadership empower team members in an early childhood setting?
a) By limiting their professional knowledge and skills
b) By encouraging them to work in isolation
c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues
d) By discouraging any form of collaboration
Question 4: What impact does the work culture of an early childhood setting have on children and families, according to the EYLF 2.0?
a) It has no impact on children and families.
b) It influences their relationships, interactions, and experiences within the setting.
c) It only affects educators.
d) It doesn’t influence interactions.
Question 5: How do educators engage in collaborative leadership and teamwork according to the EYLF 2.0?
a) By avoiding conversations about practice
b) By working in isolation
c) By engaging in professional and respectful conversations about practice
d) By imposing their ideas without discussion
Question 6: Why is collaborative leadership and teamwork important for optimizing children’s learning, development, and wellbeing?
a) Because it limits professional growth
b) Because it encourages isolation
c) Because it allows educators to communicate and share ideas to improve practice
d) Because it leads to a competitive environment
Question 7: How does collaborative leadership and teamwork contribute to professional growth within an early childhood setting?
a) By discouraging any form of professional development
b) By limiting input from team members
c) By supporting a culture of peer mentoring and shared learning
d) By isolating educators from each other
Question 8: According to the EYLF 2.0, what is the ultimate goal of collaborative leadership and teamwork in early childhood settings?
a) To create a competitive environment
b) To limit communication between educators
c) To enhance the quality of programs for children
d) To focus solely on individual achievements
Question 9: What do educators critically reflect on when engaging in collaborative leadership and teamwork?
a) Only their personal actions
b) Only the actions of their colleagues
c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans
d) Only the curriculum guidelines
Question 10: In summary, what is the key message of the Principle of Collaborative Leadership and Teamwork in the EYLF 2.0?
a) Educators should work in isolation to achieve personal goals.
b) Educators should focus solely on their own professional growth.
c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.
d) Collaboration is not necessary in early childhood education.
Answers:👏👏👏👏👏👏👏👏👏👏👏
- c) By taking professional and personal responsibility for their actions and decisions
- b) A sense of shared responsibility and professional accountability
- c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues
- b) It influences their relationships, interactions, and experiences within the setting.
- c) By engaging in professional and respectful conversations about practice
- c) Because it allows educators to communicate and share ideas to improve practice
- c) By supporting a culture of peer mentoring and shared learning
- c) To enhance the quality of programs for children
- c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans
- c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.
Messing about – the ideas of David Hawkins
We all kind of tired of the same old theories – Piaget; Vygotsky, Skinner. That’s why I am quite excited when I discover someone new, who added a valuable contribution to early childhood education and care and our profession.
Meet David Hawkins! An educator and researcher, David Hawkins is known for his work on the theory of “messing about” and “tinkering.” His ideas about the importance of hands-on, experiential learning have had an impact on emergent curriculum approaches.
Here is a summary of key areas Hawkins was influencing.
- Play-Based Learning: Hawkins advocated for the central role of play in early childhood education. He believed that play is a natural and powerful way for children to make sense of the world around them. Through play, children experiment, imagine, and develop social and cognitive skills. Well, here I agree – nothing compares to free play and play is the context for learning.
- Theory of “Messing About” and “Tinkering”: Hawkins is perhaps best known for his ideas about “messing about” and “tinkering” as essential forms of learning for young children. He believed that children learn best when they are actively engaged in hands-on activities and exploratory play. This approach encourages curiosity, problem-solving, and the development of critical thinking skills. I really love the idea of messing about and tinkering and here is an example of how we do it with children. The key here is that the exploration is unscripted and is very spontaneous. It looks really messy (like REALLY messy)
- Learning Environments: Hawkins emphasised the importance of creating rich and stimulating learning environments for children. He believed that the physical space and materials available to children should invite exploration and discovery. Learning environments should be flexible and responsive to children’s interests. Again, as a teacher and teacher’s educator, I support the concept of rich stimulating environments wholeheartedly!
- Educator as Facilitator: In Hawkins’ view, educators should take on the role of facilitators rather than directors of learning. They should observe children’s interests and activities, ask open-ended questions, and provide support and resources to extend children’s exploration. I also agree with this point, as we are no longer sages on stages; we are mediators; facilitators and reflective thinkers who help children to learn something new every day.
- Influence on Emergent Curriculum: David Hawkins’ ideas have had a significant influence on the emergent curriculum approach in early childhood education. This approach, which values child-initiated learning and flexibility in curriculum planning, aligns with Hawkins’ belief in the importance of following children’s interests and curiosity.
- Author and Speaker: Hawkins wrote several books and articles on topics related to early childhood education, including “The Roots of Literacy” and “The Informed Vision: Essays on Learning and Human Nature.” He also lectured and conducted workshops to share his ideas with educators and researchers.
Now, what is an emergent curriculum? Simply put, it is a curriculum that is based on children’s interests, it is child-focused and very open – ended.
It’s all about starting with what excites the kids. Teachers observe, listen, and engage with children to uncover their interests, questions, and passions. These observations are like treasure maps, guiding educators to create experiences that feed young minds.
Flexibility is the name of the game. There’s no one-size-fits-all lesson plan. Instead, teachers adapt, pivot, and improvise, making learning feel like an exciting adventure rather than a chore.
The classroom is transformed into a rich, interactive environment. It’s a place where children explore, experiment, and collaborate. You’ll find art supplies, science experiments, books, and intriguing materials that spark creativity.
Emergent curriculum isn’t just about academics. It teaches life skills, like problem-solving, communication, and resilience. Children learn by doing, whether it’s building a fort or cooking a pretend feast.
Parents are partners in this journey. They’re invited to share their insights, and together with teachers, they create a supportive community that values each child’s unique gifts.
In the end, emergent curriculum is a celebration of the innate curiosity and potential within every child. It’s a lively dance of exploration, discovery, and joy that lays the foundation for a lifelong love of learning.
The emergent curriculum approach in early childhood education does not have a single founder or originator. It evolved over time through the work of various educators and researchers who recognised the importance of child-centred, play-based learning. Apart from David Hawkins, the other key researchers who have contributed to the development of this approach include:
- Loris Malaguzzi: While not a founder of emergent curriculum per se, Loris Malaguzzi was instrumental in the development of the Reggio Emilia approach to early childhood education, which emphasizes child-directed learning, collaboration, and the importance of the environment. This approach has influenced the concept of emergent curriculum.
- Vivian Paley: An early childhood educator, Vivian Paley’s work on storytelling and narrative play in the classroom has contributed to the idea of letting children’s interests and stories guide the curriculum.
- Lilian Katz: Lilian Katz is known for her work in early childhood education, particularly in the areas of developmentally appropriate practices and the importance of child-initiated learning. Her research has been influential in shaping the philosophy of emergent curriculum.
What do you think about this new approach? Is it inspiring? How?
To learn more about this amazing approach/theory click on this link https://www.hawkinscenters.org/
10 Exciting Trends in Early Childhood Education: What’s Shaping the Future of Learning
Early childhood education is an ever-evolving field, and staying up-to-date with the latest trends is essential for educators and parents alike. From embracing technology to nurturing sustainability and mindfulness, here are nine trends that are shaping the future of early childhood education:
1. Digital Documentation: Capturing Moments with Technology
Gone are the days of bulky photo albums and scrapbooks. Early childhood educators are now using digital platforms like OWNA, Educa, Storypark, and Seesaw to document a child’s journey. These tools allow parents to stay connected, view their child’s progress, and receive updates on their activities and milestones in real time.
2. Tech-Savvy Learning: Robots, iPads, and Smartboards
Technology has become a valuable teaching tool. From interactive iPads to smartboards that bring lessons to life, technology is enhancing the learning experience. Even robots are joining the classroom, making education both fun and informative.
3. STEAM Education: Science, Technology, Engineering, Arts, and Mathematics
STEM education has evolved into STEAM, with the “A” for arts. Early childhood educators are integrating arts into science, technology, engineering, and mathematics curriculum, encouraging creativity and problem-solving skills from a young age.
4. Sustainability: Cultivating Little Environmental Stewards
Teaching children about sustainability is crucial. They’re learning about caring for the environment, conserving resources, and understanding their impact. The new sustainability principle in early childhood education emphasizes holistic learning, going beyond recycling to explore the interconnected dimensions of environmental, social, and economic sustainability.
5. Bush Kinder: Learning in Nature’s Classroom
Bush Kinder programs are gaining popularity, offering children the chance to connect with nature. It’s not just about outdoor play; it’s about learning life skills, fostering resilience, and developing a deep love for the environment.
6. Gender-Neutral Parenting: Embracing “Theybabies”
Early childhood education is becoming more inclusive. Gender-neutral parenting encourages educators to create environments that allow children to explore their identities without limitations. The “theybaby” movement promotes open-mindedness and acceptance.
7. Yoga and Mindfulness: Finding Inner Balance
Yoga and mindfulness practices are making their way into early childhood classrooms. These techniques help children develop emotional regulation, concentration, and self-awareness. It’s about nurturing mental and emotional well-being from a young age. I’ve heard about Cosmic yoga and the use of ABC kids mindfulness medications and soundscapes. In one centre, there was a magic project with “starry sky” on the ceiling for quiet time.
8. Gardening Programs: Connecting Children with the Earth
Programs like Alexandra Kitchen are teaching children about gardening and where their food comes from. These hands-on experiences promote healthy eating habits and a deeper appreciation for the environment.
9. Reggio Emilia Inspired Spaces: Piazzas and Ateliers
The Reggio Emilia approach has inspired the creation of special spaces for art and mealtime called “piazzas.” These environments encourage collaboration, exploration, and creativity. Ateliers, inspired by the Reggio Emilia style, are art studios where children can freely express themselves through various mediums.
10. Al fresko napping
Outdoor sleeping, also known as “al fresco napping,” is emerging as a fascinating trend in early childhood education. This trend encourages children to take their daytime naps outdoors, embracing the benefits of fresh air and a natural environment for rest.
What trends are you familiar with? Post your comments below 👇🏼
EYLF 2.0 new principles explained: sustainability
In early childhood education and care in Australia, one standout trend is sustainability, often referred to as Education for Sustainability (EFS). This trend is gaining serious momentum, driven by growing concerns about global warming and our environment.
So, what’s the deal with EFS? Well, the latest EYLF 2.0 (that’s the Early Years Learning Framework) introduces a fresh principle all about sustainability. This principle isn’t just about telling children to recycle; it’s about helping them form a meaningful bond with the environment.
Here’s the important part: Teaching sustainability isn’t just about being eco-friendly. It’s about equipping children with skills they can use in the real world. Plus, it plays a big role in assessments and the rating process, especially in Quality Area Three of the National Quality Framework.
But here’s the twist – many people mistakenly think sustainability is just about recycling. In reality, it covers a wide range of practices. Educators have a vital role in encouraging children and families to develop a deep connection with nature from an early age. And this isn’t limited to recycling; it’s about spending quality time outdoors. That’s why the sustainability trend is closely connected to another exciting concept we’ll explore – nature-based play in schools, sometimes known as Bush Kinder.”
Why did they add this new principle? We already had Outcome 2, you may say…
Understanding the Shift
Teaching children about sustainability is no longer limited to recycling lessons or nature walks. Instead, it has evolved into a multidimensional approach, acknowledging that sustainability is not just about the environment. Here’s why this shift occurred:
1. A Comprehensive Approach
Sustainability is a complex web of interconnected elements, including environmental, social, and economic factors. Teaching children about these dimensions provides them with a well-rounded understanding of the real challenges our world faces.
2. Holistic Development
Modern education recognises the importance of holistic child development. By incorporating environmental, social, and economic aspects into sustainability education, we help children become more informed, empathetic, and responsible individuals.
3. Real-World Relevance
Children need to understand the real-world impact of their actions. Teaching them about the environmental impacts of human activities and the intricate relationships between people, animals, plants, land, and water helps them see the bigger picture.
4. Backed by Research
The shift is not arbitrary; it’s rooted in contemporary research. It reflects an up-to-date understanding of the multifaceted nature of sustainability and the need to address it comprehensively. If you want to read more about EfS, I recommend checking Ann Pelo, Rachel Carson and Tracey Young books.
5. Curriculum Alignment
This new approach aligns perfectly with the Australian Curriculum (V9.0), ensuring that sustainability education is consistent and effective across various educational levels. Win-win!
6. Children as Agents of Change
One of the most exciting aspects is recognising that children have a genuine interest in sustainability and the potential to make a positive impact. By teaching sustainability in a more comprehensive manner, we empower them to become active and informed citizens who can contribute to a fair and sustainable world.
Environmental Sustainability:
Focus: This dimension emphasises caring for the natural world and the responsible stewardship of the environment.
Goals: It involves protecting, preserving, and improving the environment.
Practices: Educators should engage children in activities that raise awareness about environmental issues, conservation, and the interdependence between people, animals, plants, land, and water.
In Practice: Educators should provide opportunities for children to learn about and engage with nature, conservation, and sustainable practices.
Social Sustainability:
Focus: Social sustainability centres on promoting inclusion, peaceful coexistence, fairness, and respect within resilient local and global communities.
Goals: It aims to create communities where individuals live harmoniously and interact respectfully with one another.
Practices: Educators should facilitate experiences that teach children about citizenship, rights, responsibilities, and social justice. This includes promoting equity and fairness in their interactions.
In Practice: Children should be encouraged to actively participate in democratic decision-making and understand their role as members of their communities.
Economic Sustainability:
Focus: Economic sustainability involves supporting economic development without negatively impacting the environmental and social dimensions.
Goals: It strives for economic growth that aligns with environmental and social well-being.
Practices: Educators should help children understand the connection between economic activities and their impacts on the environment and society.
In Practice: Children should be encouraged to consider the conservation and responsible use of resources, as well as fairness in economic practices.