Tag: early childhood curriculum planning

How the Early Years Learning Framework (EYLF) Helps Educators to Use Their Professional Knowledge

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Hey educators! Want to know how the EYLF helps educators to use their professional knowledge to create meaningful learning experiences for children every day? It’s all thanks to the Early Years Learning Framework, or EYLF! In this article, we’ll explore how the EYLF helps educators to use their professional knowledge effectively.

“First, the EYLF 2.0 gives us clear learning outcomes, like building children’s sense of identity. This helps us plan activities that are tailored to their strengths and interests.It also encourages reflective practice, so we’re always assessing and improving our teaching. EYLF supports cultural responsivement, helping us create inclusive environments that respect children’s backgrounds. By using the EYLF, we collaborate with families and apply our knowledge to provide the best learning experiences for every child

The Early Years Learning Framework (EYLF), a key part of the National Quality Framework (NQF), supports educators in guiding children’s learning and development in their critical early years. More than just a curriculum guide, the EYLF 2.0 is a professional tool that empowers educators to apply their knowledge and expertise to create meaningful learning experiences. I will try to explain how EYLF helps educators to use their professional knowledge, providing insights into its practical application within early childhood education settings. Many of my early childhood pre-service educators struggle to grasp it at the start of their course or career in ECEC.

1. Introduction to the EYLF: A Professional Resource for Educators

The EYLF provides a unified, national approach to early childhood learning across Australia, offering a framework that ensures quality education for children from birth to five years. It sets out key principles, practices, and learning outcomes that support educators in developing children’s sense of identity, well-being, and connection to their world (Australian Children’s Education and Care Quality Authority [ACECQA], 2022). More than a set of guidelines, it allows educators to use their professional knowledge in everyday practice, fostering an environment where children can thrive.

Watch this playlist on the EYLF 2.0

2. Professional Knowledge in the Context of the EYLF

Professional knowledge is vital for educators working in early childhood education. To be viewed as educators, rather than glorified baby-sitters, we need to be part of the professional community. The EYLF helps educators use their understanding of child development, cognitive processes, and social interactions to create engaging learning opportunities. It provides the structure that allows educators to combine their knowledge with the framework’s principles, ensuring every child’s holistic development. Whether it’s through play-based learning or intentional teaching, the EYLF encourages educators to draw on their expertise to adapt to each child’s needs. EYLF raises our status as educators.

EYLF 2.0 explained to a new early childhood educator

3. The Importance of Reflective Practice

Reflective practice is essential in early childhood education. The EYLF highlights the importance of reflection in improving teaching strategies and fostering professional growth. Educators are encouraged to assess the effectiveness of their teaching approaches, considering how their methods align with the EYLF outcomes. This process of reflection ensures educators continually refine their practice, adapting to meet the diverse needs of the children in their care.

For example, an educator may reflect on how a specific activity promotes children’s communication skills, leading to the implementation of similar approaches in the future. Through this reflective cycle, educators enhance their professional knowledge, ensuring their methods stay relevant and effective (Australian Government Department of Education [AGDE], 2022).

4. Applying Professional Knowledge in Day-to-Day Teaching

The EYLF encourages educators to translate their theoretical knowledge into practical strategies that support children’s development. Understanding child development theories like Piaget’s stages of cognitive development or Vygotsky’s social learning theory allows educators to create activities that cater to children’s individual learning styles.

For instance, an educator may use Piaget’s theory to design activities that challenge children’s problem-solving skills at appropriate developmental stages. Similarly, Vygotsky’s focus on social interaction can guide group-based tasks that promote collaboration and communication. If you value place-based pedagogy, then you will promote connection to nature and Country. These approaches demonstrate how EYLF helps educators to use their professional knowledge in creating developmentally appropriate experiences. Learn more about evaluation here https://storykate.com.au/tag/evaluation-in-the-eylf/

5. Collaborative Partnerships and Professional Knowledge

Collaboration is a core principle of the EYLF. Educators are encouraged to engage in partnerships with families and communities, using their professional knowledge to build a deeper understanding of each child’s context. By working closely with parents, educators can tailor learning experiences that reflect the child’s background and interests. These partnerships enrich the learning environment, fostering a sense of belonging for each child.

Moreover, collaboration among educators is crucial for professional growth. I love bouncing ideas with other professionals. It keeps me thinking about the same topic from different perspectives and angles. Sharing strategies, insights, and observations with colleagues helps educators expand their knowledge base, improving the quality of teaching and learning in early childhood settings. They may see what you don’t see.

6. Ongoing Professional Development

The EYLF recognises that professional learning is an ongoing journey. It encourages educators to engage in continual professional development, helping them stay informed about the latest research and educational practices. Whether through formal courses or informal learning with peers, this ongoing development ensures that educators are always refining their skills.

For example, advancements in early childhood technology and their implications for learning environments are areas where educators can grow. By staying updated on these developments, educators ensure their teaching remains innovative and aligned with current best practices.

7. Culturally Responsive Practice

The EYLF highlights the importance of cultural competence in early childhood education. It encourages educators to use their professional knowledge to recognise and respect the diverse cultural backgrounds of the children in their care. By incorporating different cultural perspectives into their teaching, educators can create inclusive environments where every child feels valued.

An example of culturally responsive teaching may involve integrating stories, songs, and activities that reflect the cultural traditions of the children. This approach not only enriches the learning experience but also promotes understanding and respect for diversity from a young age.

8. Assessment and Professional Knowledge in Early Childhood

Assessment is a fundamental part of how educators monitor children’s progress. The EYLF encourages educators to use their professional knowledge to assess children’s learning in a way that is meaningful and responsive. This includes observing children’s behaviours, documenting their development, and reflecting on these observations to inform future planning.

By using formative assessments, educators can identify each child’s strengths and challenges, adapting their teaching strategies to ensure every child reaches their full potential. Assessment under the EYLF is not about testing but about understanding each child’s learning journey and supporting them holistically.

9. Child-Led Learning and Professional Guidance

The EYLF advocates for child-led learning, where children’s interests and choices guide the learning experience. However, this approach doesn’t diminish the role of the educator. In fact, EYLF helps educators to use their professional knowledge to scaffold children’s learning, ensuring that play and exploration are connected to the framework’s learning outcomes.

By observing children’s interests, educators can extend learning through carefully planned experiences that build on what children already know and can do. This balance between child-led activities and professional guidance creates a dynamic learning environment that promotes active engagement and meaningful learning.

10. Supporting Holistic Development

One of the core strengths of the EYLF is its focus on holistic development. The framework recognises that children’s learning is interconnected across physical, emotional, social, and cognitive domains. EYLF helps educators to use their professional knowledge to support all aspects of a child’s development, ensuring that children are well-rounded learners.

For example, an educator may use outdoor play to promote physical development while also encouraging social skills through team-based activities. This integrated approach ensures that children’s growth is nurtured in a balanced way, laying a strong foundation for future learning.

11. Emotional wellbeing and Professional Knowledge

The EYLF places great emphasis on emotional wellbeing and safety of children. Educators use their professional knowledge to create environments where children feel secure, supported, and valued. By fostering positive relationships and providing consistent emotional support, educators help children build resilience and self-confidence.

EYLF GIVES US EXAMPLES OF HOW THIS IS DONE

Educators might use strategies like mindfulness, emotional literacy activities, or positive reinforcement to support children’s emotional regulation. These methods demonstrate how EYLF helps educators to use their professional knowledge to create emotionally supportive learning environments.

EYLF 2.0 theories explained

12. Promoting Independence in Learning

The EYLF encourages educators to foster independence in children’s learning. Using their expertise, educators can create environments where children are given the opportunity to explore, make decisions, and solve problems on their own. This autonomy promotes a sense of agency and confidence in children, crucial for their development as lifelong learners.

13. Communication and Literacy Development

One of the EYLF’s five learning outcomes is focused on communication. Educators use their professional knowledge to enhance children’s language and literacy skills through activities such as storytelling, discussions, and interactive play. This focus on communication not only supports future literacy development but also strengthens children’s ability to express themselves and engage with the world around them.

14. Ethical Considerations in Professional Practice

The EYLF encourages educators to act with professionalism and ethics, ensuring that their decisions are always in the best interests of the child. By reflecting on ethical considerations in their work, educators ensure they uphold the dignity and rights of each child, creating a respectful and safe environment for all learners.

How EYLF Enhances Professional Practice

In summary, the EYLF is a powerful tool that enhances the way educators use their professional knowledge in early childhood education. By supporting reflective practice, fostering collaboration, and encouraging ongoing professional development, the EYLF helps educators create high-quality learning environments that promote children’s holistic development. It is truly is one of the most professional documents for us, educacators and teachers.

For more insights on the EYLF and its application in early childhood education, explore my other articles on Storykate and watch my YouTube videos on Storykate’s channel for practical tips on implementing the EYLF in your learning environment.

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Check your knowledge of EYLF with this Kahoot!

https://create.kahoot.it/share/eylf-2-0/c4f2b98a-320c-4bf7-8b11-133b30c51168

References

Australian Children’s Education and Care Quality Authority. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia. https://www.acecqa.gov.au

Australian Government Department of Education. (2022). Early Years Learning Framework V2.0. https://www.education.gov.au

Early Childhood Curriculum Models: Reggio Emilia

~ Storykate ~ Leave a comment

When it comes to early childhood education, a thoughtfully designed curriculum is important.
It lays the foundation for a child’s lifelong learning journey. My early
childhood pre-service students are curious about various early childhood curriculum models… What is the Montessori approach and who was
this “Reggio Emilio” guy 🙂

Let’s start exploring them ONE at a time…

We will start with the Reggio Emilia Approach, which originated in the Italian small town of Reggio Emilia. First, let’s learn about where to find the information to learn more about this approach. This is a link to an Italian website, where you will find online learning resources, pictures, background information or information about tours.

https://www.reggiochildren.it/en/reggio-emilia-approach

Here is a link to the Australian Reggio Emilia Exchange

Reggio Australia
Reggio Children (2024) https://www.reggiochildren.it/en/reggio-emilia-approach/

Key Theorist/Origins: The Reggio Emilia Approach originated in Italy in the aftermath of World
War II, with the pioneering work of Loris Malaguzzi, a prominent psychologist.

Loris Malaguzzi , a teacher, an activist, a foundational father of Reggio Emilia Approach


Reggio Emilia key ideas

  1. Child as a capable learner who speaks “100 languages” (ways of self-expression and learning): This approach regards children as naturally curious and competent, actively engaging with the world. Children have rights and are citizens from birth. Children’s rights are foundational for Reggio Emilia’s approach and they inspire everything they do.
  2. Collaboration and partnerships: It places a strong emphasis on collaboration among teachers, children,
    and parents, fostering a sense of community. Reggio Emilia children and educators often go out on excursions, explore the city and their community, and participate in festivals and events.
  3. Documentation: Extensive documentation of children’s learning processes through art,
    photographs, and discussions. The way Reggio Emilia educators document is very unique and it makes learning visible.
  4. Environment is the third teacher, which means all educators’s attention should be focused on creating a wonderous and inspiring aesthetically pleasing environment, that is almost magical.
  5. Project-based approach or inquiry-based learning is the key way to learn.

Role of the Teacher: Teachers in this model are seen as co-learners, observing children
closely and guiding their explorations. They document children’s progress, adding to the
knowledge pool. The teacher is a researcher, a reflective practitioner, and a pedagogista. The
unique position in Reggio Emilia schools is aterlierista, who is a studio art teacher.
Learning Perspective: Learning is viewed as a social process. Children learn through
interactions with others and their environment.
Unique Quality: Extensive use of visual and written documentation, making learning visible.
Challenge: Requires skilled educators who can effectively facilitate child-led learning.
Typically, educators go to Reggio Emilia to learn some important ideas and get immersion via
Reggio Children organisation.
Symbolic Resource: A beautiful display of children’s artwork and photographs symbolises the
Reggio Emilia Approach.

What does the Reggio Inspired Centre look like?

Originating in Italy, the Reggio Emilia pedagogy quickly spread worldwide. This story is about a kindergarten located on one of the Monash University campuses in Melbourne, Australia that I visited 12 years ago. Around 35 children attend this kindergarten five days a week. The kindergarten, which the director Susan calls “home,” is indeed a home – a standalone building. The atmosphere feels more like a home rather than an institutional preschool with its inherent and very specific smells and sounds.

The design of kindergartens implementing Reggio Emilia principles is unique. The main principle is to make spaces comfortable for communication among adults and children: parents and children, parents and educators, educators and children, and, finally, children among themselves. This is achieved through an “open” kitchen. The chef prepares food where parents can see how it is done and can talk to the chef. The children constantly ask the chef questions, help him or her, and simply chat with them during meal preparation.

On the walls, there are amazing pictures, a painted quilt, portraits of the children, their statements, and drawings. The ceiling is not solid, and even in the evening, it is light here – light penetrates through special hatches. I catch a glimpse of a sunbeam: the setting sun reflected in a CD hanging outside. The room has live flowers, compositions of dried plants, and amazing miniature wooden toys. In the corridor, there are sofas for parents, making it comfortable for educators and parents to communicate.

At the far end of the building, there is a quiet room. Here, children can not only sleep but also engage in meditation (they are taught to relax, as not everyone likes to sleep during the day), simply lie down with a book, or play in the dark with a flashlight.

On a shelf in open access are the children’s portfolios, containing not only traditional drawings but also transcripts of monologues and dialogues, stories recorded by the educator from a child’s words, and photos taken by the children. All these wonderful things are not a one-time experiment but part of the program of many kindergartens worldwide that adopt the principles and approaches of the Reggio Emilia method.

Philosophy of Environment and Relationships

children are curios and agentic. They world is full of wonder for them

“Reggio Emilia” is not a theory of education, a methodology, or a model that can not be easily transferred to any kindergarten. It is so-called place-based pedagogy and is embedded in the Italian context, in the context of the real town of Reggio Emilia. Yet, the centre can work using some Reggio Emilia principles and in this case, they call themselves Reggio Inspired. It is more of an experience of a different attitude towards childhood and child-rearing, which Italians today share with educators and teachers from other countries. Thinkers, designers, artists, parents, and everyone concerned about the future of humanity ponders how to raise free individuals capable of reasoning and thinking without succumbing to propaganda slogans. They believe that children should be made full members of society, not only developing their cognitive abilities but also growing through interactions with the local community and other people. The theoretician of this approach was Loris Malaguzzi, the director of educational programs in Reggio Emilia. He drew on the ideas of Piaget, Vygotsky, Montessori, Steiner, Dewey, and Bruner.

The innovative approach to education in Reggio Emilia is based on the following principles:

  • A child is a person, and every person deserves respect.
  • Children can control their learning and development.
  • Children learn by touching, moving, listening, seeing, and hearing. They should not be restricted in these activities.
  • Children build relationships with other children in spaces where they can explore the world.
  • Children are born part of a community of learners, they learn from each other, from others, from their culture
  • Children should have many ways and means to express themselves (drama, music, drawing, singing, dancing, constructing, conversing).

Here is my video on the role of environment

Inquiry-based learning

A key component of this new approach is research or projects. But Reggio Emilia is more than just a project-oriented approach. This pedagogy is inseparable from the place where it originated (Italy, the city of Reggio Emilia), making it challenging to transfer the design and unique environment where Italian children grow up to other contexts. However, one can try to appreciate a similar attitude towards children as creators. Children in Reggio Emilia do not sit at desks, on carpets, or in circles. And if they do sit, it is not to repeat after the teacher. Here, children are co-authors and the initiators of most projects. The educational program is built around their suggestions. All projects resulting from the activities of children and adults are recorded on video, audio, photographed, and described in diaries so that parents and all interested parties can see these works. Children are viewed as unique beings capable of learning at incredible rates and creating. The intellectual and creative activities of children are highly valued and important. Documentation and reports on projects allow both children and adults to reflect on what they have done. Reggio Emilia is a place for joint experiments and is open. Children are not stuffed with ready-made knowledge, which is a key principle of the approach.

Reggio Emilia focuses on Arts: Atelier or Studio

Another feature of Reggio Emilia’s kindergartens is the “atelier.” These spaces are equipped with various materials for crafts that are freely accessible. These can include brushes, paints, plasticine, clay, shells, twigs, wool, paper, and stones. The atelier is a place where a child can express themselves.

Reggio Emilia: The role of the teacher

Educators in Reggio Emilia are also unique. Their role differs from the traditional one. They are not sources of knowledge or role models but co-authors with the children. In the process, they learn, and their approach evolves. They are constantly developing, which includes attending seminars, lectures, and courses on ceramics or art, music, and drama. Their main role is to be patient observers and co-participants in children’s projects. Teachers ask children questions that stimulate them to seek their answers. There is always an element of spontaneity in such activities.

Partnerships with families and community

Parents also actively participate in the development of children, not only their own but also others. They are also a kind of educators in this kindergarten. Teachers, called pedagogistas in Reggio, consider parents as the first and main educators of their children. Parents are informed of any changes in the program; moreover, they are participants and co-authors of this educational program.

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Storykate

Nature-Inspired Sensory Play for Children: 5 ways

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Have you ever noticed how children seem naturally drawn to explore the world around them with all their senses? That’s because sensory play allows them to learn and connect with their environment naturally. It’s more than just fun; it’s a fundamental part of their development, creating not only sensory integration but supporting a sense of wonder!

Sensory play engages a child’s five senses – touch, sight, sound, smell, and even their body awareness (proprioception). As they explore textures, sounds, and smells in nature, they’re not just having fun; they’re building a deeper connection with the world around them. It’s like they’re constantly asking, “Who am I? Where do I fit in?” through their senses. As a teacher, I offer children a lot of opportunities of play and when I can I use nature as my co-teacher. For example, I pick up natural loose parts and offer children to engage in slow play – or exploratory learning, as they interact with the materials found in nature.

This list offers some ideas to spark curiosity and ignite a love for the outdoors through sensory exploration. I hope this will spark some creativity and support you in your planning.

1. The Barefoot Trail

Find a safe, grassy area and ask children to take their shoes off. Make sure that the area is free from sharp glass or other hazards, yet includes a variety of textures, like soft grass, smooth stones, or crunchy leaves. Challenge children to walk through blindfolded (with their permission), focusing on the feeling of the earth beneath their feet (proprioception).

2. The Listening Walk

I do it as an adult every single day when I walk my dog. Take a nature walk with children, but this time, focus on sounds. Ask children to close their eyes (with permission) and listen carefully. Can they identify birds singing, leaves rustling, or the distant hum of insects (hearing)? Discuss the different sounds and how they create a unique soundscape. If you are stuck indoors during the rain, lie down on the floor and ask children to identify all the sounds they hear.

3. The Texture Treasure Hunt

Invite children on a nature walk with a focus on textures. Encourage them to touch different elements – the smooth bark of a tree, the rough surface of a rock, the soft petals of a flower (touch). Talk about the descriptive words they can use to describe these textures (bumpy, smooth, soft).

4. The Scentsational!

Nature is filled with incredible smells! During your next walk (bush kinder session or excursion), encourage children to stop and sniff the pine needles, freshly cut grass, gum tree leaves, or fragrant native flowers (smell). Discuss the different scents and how they evoke certain feelings.

5. The Nature Mandala

Collect colourful leaves, pebbles, and flowers on your walk. Use these natural materials to create a beautiful mandala on the ground or a flat rock. This activity incorporates creativity with a connection to the natural world (sight & touch).

Share your favourite types of nature play in the comments below!

Storykate