Assessment in Early Childhood: from “observations” to learning-focused documentation

7 September 20257 September 2025 ~ Storykate ~ Leave a comment

Most of us chose early childhood because we love being with children, not because we dreamed of wrestling with paperwork. Yet assessment sits at the heart of good pedagogy. Done well, it helps us see learning more clearly, talk about it with families, and plan what comes next. Done poorly, it becomes a compliance chore that steals time and joy.

This blog post is a practical reflection on where assessment in early childhood has come from, where it is heading in Australia, and what gets in the way. I keep the key research and references that shaped my original assignment, and I translate them into everyday language for educators who are planning, documenting, and thinking about quality every day.

What does assessment mean in early childhood?

In early childhood settings, assessment is the ongoing process of finding out what children know, can do and understand, and then using that insight to plan, act and reflect. It sits inside a continuous cycle of observing, analysing, documenting, planning and evaluating learning (DEEWR, 2009, p. 17). Educators draw on the EYLF learning outcomes and on knowledge of dispositions, child development and how learning unfolds to make sense of what they see and to plan what happens next (Arthur, Beecher, Death, Dockett, & Farmer, 2013).

Two broad types of assessment are useful here. Formative assessment, often called assessment for learning, is the dynamic, ongoing noticing and responding that links assessment closely with teaching and learning. It is used to give feedback to children, families and educators while learning is happening, and to monitor growth over time (Raban, 2011; Butt, 2010, as cited in McLachlan, Edwards, Margrain, & McLean, 2013). Summative assessment looks back across a period to evaluate progress and the effectiveness of the program, for example, through a well-curated portfolio or a school transition report (McLachlan, Fleer, & Edwards, 2013).

Get my collections of observational templates and samples here https://payhip.com/Storykate/collection/observations-in-early-childhood-education-and-care

From traditional observations to contemporary documentation

Historically, assessment in early childhood was framed as observation through a developmental lens. Inspired by stage theories such as Piaget’s, educators focused on individual competencies across domains like emotional, social, cognitive, physical and language, often using tools such as checklists, rating scales, running records, and time or event samples (Piaget, 1964; Edwards, 2009).

The landscape in Australia has shifted. With the National Quality Framework and the EYLF, educators are asked to understand the frameworks and to adopt assessment practices that make learning visible and support continuous improvement across the service. There is no single mandated format, yet the expectation is clear. Educators need a repertoire of strategies to collect, document, organise, synthesise and interpret information about children’s learning (DEEWR, 2009, p. 17). Learning stories, snapshots, daily reflections, floorbooks and portfolios are now common approaches that centres use to show assessment in action.

Why assessment matters

Assessment serves many purposes across the learning community. It helps educators learn about children’s interests, strengths, needs, backgrounds and skills, so that plans are responsive and intentional (McLachlan, Edwards, Margrain, & McLean, 2013). It guides teaching, shows where to consolidate or extend learning, and supports decisions about readiness for transitions (McLachlan, Fleer, & Edwards, 2013). It informs families and invites them into the learning conversation, and it supports accountability against quality standards. Children themselves can see their growth, revisit experiences and celebrate achievements through documentation and portfolios (Drummond, 2011).

New lenses that challenge old habits

Contemporary approaches invite us to look beyond a single developmental track. Sociocultural, critical and post-structural perspectives consider the whole child in context, value children’s and families’ voices, and support inclusive, culturally responsive practice (Arthur et al., 2013; Nolan & Kilderry, 2010). Many educators now prefer the language of documentation rather than observation, influenced by Reggio Emilia. Documentation opens dialogue and multiple perspectives rather than claiming a single objective truth about development (Arthur et al., 2013).

Vygotsky’s sociocultural theory is especially influential. Children learn through participation in cultural practices with others, and assessment needs to notice those interactions and relationships, not just isolated behaviours (Vygotsky, 1978; Rogoff, 1990; Edwards, 2009). This is why tools like learning stories, floorbooks and rich portfolios can be powerful. They capture context, collaboration and identity, not only milestones or testable skills (Carr, 2001; Warden, 2012).

I find Rogoff’s three lenses helpful when I document: the personal lens for the individual child, the interpersonal lens for relationships and interactions, and the institutional lens for the wider context of the setting and community (as discussed in Edwards, 2009). Looking with all three lenses keeps my analysis grounded in real life, not just in a checklist.

A balanced toolbox, not a single tool

I support moving away from a reliance on standardised instruments used in isolation toward assessment that shows the whole child in context (McLachlan et al., 2013; Bagnato, 2007). At the same time, I am cautious about throwing out every structured tool. There are times when event or time samples help track patterns for a child with additional needs, or when a short skill probe shows literacy growth clearly. The goal is a flexible toolbox that aligns with our view of learning and the EYLF, with documentation that is strength-based, forward looking and practical for planning.

Vygotsky’s ideas about the zone of actual and proximal development push me to ask “What is next” rather than only “What was achieved”. This shifts assessment from a record of the past to a guide for intentional teaching and rich invitations for learning now and next (Vygotsky, 1978; Raban, 2011; Fleer, 2010, as cited in McLachlan et al., 2013).

What gets in the way

Several barriers make contemporary assessment hard to do well, and most of us will recognise them. Knowledge and confidence sit at the top. The frameworks ask for deep understanding of curriculum, pedagogy and assessment. Many educators are unlearning old habits and rebuilding practice, which takes time and support (Cohen, 1990; Drummond, 2011; McLachlan et al., 2013). Beliefs matter as well. If we still see learning only through a developmental lens, it is easy to drift into ticking outcomes rather than engaging in authentic assessment that actually informs teaching (MacNaughton, 2003; Raban, 2011). Time and workflow are constant pressures. Writing a rich, accurate observation while staying present with children is a demanding professional skill. Services often need better routines and shared systems so documentation supports pedagogy, not the other way around (Kroeger & Cardy, 2006; McLachlan et al., 2013). Technology can help, although funding, privacy and policy sometimes limit what can be used. Finally, support matters. Without time and leadership for coaching and collegial reflection, good intentions slide back to compliance only documentation (Black & Wiliam, 1998; Pugh & Duffy, 2013).

My take

Children’s learning is complex and beautiful. There is no single right way to see it. My sweet spot is a blended approach. I use documentation that invites multiple voices and perspectives, keep families in the loop in non-tokenistic ways and still reach for a structured tool when it answers a specific question. I try to make learning visible for children, families and colleagues, and I treat assessment as a guide for action rather than a static record. In daily practice, this means short, focused observations linked to clear analysis against the EYLF, followed by specific next steps for individuals and small groups. It also means learning stories and floorbooks that capture children’s thinking and collaboration, with space for children and families to add their words later.

When I need to understand patterns, for example, with engagement or access, I will use a brief time or event sample. Regular reflection with colleagues helps me check whether we have noticed the child, the relationships and the setting.

Portfolios then become something children co-author, a place they return to and recognise their own growth. In that kind of culture, documentation is shared, discussed and used to plan. It becomes part of a community of practice rather than a pile of paper on a shelf (Wenger, 1998).

Where to next

I am committed to improving my assessment practice. That means deepening my theoretical understanding, questioning my assumptions, finding workable routines that protect time with children, and asking for professional learning that actually shifts practice. The end goal is a fit-for-purpose assessment toolkit that supports diverse learners and helps educators design learning that matters (McLachlan et al., 2013).

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2013). Programming and planning in early childhood settings (5th ed.). Thomson.

Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. Guilford Press.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.

Butt, G. (2010). Making assessment matter. Bloomsbury Publishing.

Carr, M. (2001). Assessment in early childhood settings: Learning stories. Sage.

Cohen, D. K. (1990). A revolution in one classroom: A case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311–329.

DEEWR. (2009). Early Years Learning Framework (EYLF) Educators’ Guide: A comprehensive guide for Educators in the implementation of the EYLF. Department of Education, Employment and Workplace Relations.

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Australian Government.

Drummond, M. J. (2011). Assessing children’s learning (Classic ed.). Routledge.

Edwards, S. (2009). Early childhood education and care: A sociocultural approach. Pademelon Press.

Kroeger, J., & Cardy, T. (2006). Documentation: A hard to reach place. Early Childhood Education Journal, 33(6), 389–398.

MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. McGraw Hill.

McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children’s learning and development: Contemporary assessment in the early years. Palgrave Macmillan.

McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Cambridge University Press.

Nolan, A., & Kilderry, A. (2010). Postdevelopmental and professional learning: Implications for understanding the relationship between play and pedagogy.

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186.

Pugh, G., & Duffy, B. (Eds.). (2013). The tools of assessment: Watching and learning. In Contemporary issues in the early years. Sage.

Raban, B. (2011). Assessment for learning: Documentation and planning for the EYLF. Teaching Solutions.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Harvard University Press.

Warden, C. (2012). Talking and Thinking Floorbooks: Using “Big Book Planners” to consult children. Mindstretchers.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Preschool Education in Australia and Vietnam

5 November 20245 November 2024 ~ Storykate ~ Leave a comment

When I was studying towards my kindergarten degree at Monash University, one of the assessments required us to research universal access to preschool education and compare two countries. We had to analyse where Australia sits in this regard and offer suggestions. During this research, I examined early childhood education in Vietnam and discovered how different the approach to pre-formal school education could be.

Let’s look at both similarities and differences in early childhood education approaches in Vietnam and Australia.

Overview of Preschool in Vietnam

In Vietnam, early childhood education is categorised into two main types –

Nurseries (Nhà trẻ) for children aged 3 months to 3 years.
Kindergartens (Mẫu giáo) for children aged 3 to 5 years. Children start school at 6 in Vietnam.

This is a kindergarten in HoChiMin city – the former Saigon.

Fun fact: in Hoi An, children would not go to school, if the weather is too cold – under 13 degrees C, as they travel to school on motorbikes (Honda is the king), it may be too chilly for them to travel.

In the private preschool, the day typically includes more structured learning segments, a wider range of extracurricular activities, and smaller class sizes. Private centres generally maintain close communication with parents, often using digital apps for updates, photos, and feedback.

**Motorbike is the main way children travel to school.**

The kindergarten get closed when it’s 13-14 degrees as Vietnamese parents take children to childcare by scooters. I saw a lot of babies on the motobike in little jackets when it was still 25 degrees outside 6 months childcare 30-40percent of the teachers salary. Grandparents look after your child , also for emergencies neighbours can look after children . They also have home-based centres similar to Australian FDC or Family day care. Home-based centre will generally accommodates infants and toddlers up to 3 years old. Small-scale settings with a caregiver, usually run from private homes. Caregivers focus on basic care, safety, and play-based activities, fostering a warm, family-like environment.

Preschool education is not compulsory in Vietnam. However, the government has made significant strides towards universal access, especially for 5-year-olds, to ensure readiness for primary education. By 2019, 99.4% of 5-year-olds attended preschool, reflecting the success of these initiatives (ECE Accelerator).

Duc (Vietnamese father and a tour guide): in rural and ethnic minority areas, kindergartens and childcare centres are often community-driven, operating in local village facilities. This approach ensures the curriculum aligns with the local community’s cultural practices and lifestyles. In the villages , in the North, we encourage people to have less children ( mountains – poor areas) 1.3 children per family 100000 millions people Welfare in Vietnam is not good . University you can get in for free; but you have to pay for some highly sought professions, like medicine, science, IT.

The curriculum emphasises play-based learning, which is similar to Australian education. It focuses on activities that promote cognitive, physical, and social development, including music, art, physical play, and storytelling. Both state-run and private institutions offer these programs, with state-run kindergartens accounting for approximately half of Vietnam’s preschool system (Education Destination Asia).

Overview of Preschool in Australia

In Australia, the term “preschool” refers to early childhood education programs for children in the year before they start formal schooling. These programs are known as preschools, kindergartens, or early learning centres, depending on the state or territory (Raising Children).

As you probably know, preschool is not compulsory, but the government provides funding to support access. Children typically attend preschool at 4 years of age, with some programs available for 3-year-olds. In Victoria , this commitment to universal access is very strong. The curriculum is guided by the Early Years Learning Framework (EYLF), which focuses on play-based learning to foster children’s social, emotional, and cognitive development (ACECQA). There is a strong focus on nature pedagogies, child safety, inclusion and respect for Aboriginal and Torres Strait Islander perspectives.

Comparison Between Vietnam and Australia

Both countries recognise the importance of early childhood education and utilise play-based curricula to support children’s development.

Let’s talk about key differences

Neither country mandates preschool attendance. However, Vietnam has achieved a higher rate of universal access for 5-year-olds through government initiatives (ECE Accelerator).
Australia’s EYLF provides a national framework emphasising outcomes like belonging, being, and becoming. Vietnam’s curriculum also focuses on holistic development but may have different thematic emphases reflective of its cultural context. For example, in Vietnam, there is a strong focus on international school programs and these preschools cost more, they cater for smaller classes and follow international frameworks like the International Baccalaureate (IB) Primary Years Programme (PYP) or the Early Years Foundation Stage (EYFS) from the UK. English is usually the primary language of instruction, with Vietnamese as a secondary language. The routine is diverse, including structured learning, outdoor exploration, art, music, and physical education. There’s a greater emphasis on multicultural understanding and global awareness. International preschools often have more advanced facilities, such as swimming pools, libraries, and indoor gyms, aiming to develop a wide range of skills.

Vietnam’s early childhood education system combines strong cultural values, government support, and international pedagogies, making it unique and responsive to the country’s cultural context and educational goals. This blend supports not only cognitive skills but also emotional and cultural development, setting it apart from more uniform models seen elsewhere. Vietnam’s kindergartens and childcare centres feature several unique activities rooted in the country’s traditions, culture, and local way of life.

Traditional Folk Games (Trò Chơi Dân Gian) – Children play games like Ô ăn quan (Mandarin Square Capturing), Rồng rắn lên mây (The Dragon-Snake Game), and Nhảy dây (Jump Rope). These games promote coordination, teamwork, and problem-solving while teaching children about traditional Vietnamese culture and values. Teachers introduce these folk games during outdoor play sessions, often accompanied by singing traditional songs.

Water Puppetry (Múa Rối Nước) Exposure – Teachers sometimes use water puppetry to introduce children to traditional Vietnamese legends, historical events, and cultural stories. In some kindergartens, children may have opportunities to create simple puppets and try basic puppetry, giving them hands-on experience of this art form. This centuries-old art form has deep cultural significance in Vietnam and offers a unique way for children to engage with traditional stories and folklore.

Lunar New Year (Tết) Celebration Activities

As part of the Tet celebration, children participate in making Bánh chưng, a traditional sticky rice cake wrapped in banana leaves. This activity teaches them about the importance of the Lunar New Year and cultural symbols of prosperity. Some centres offer lion dance workshops, where children learn basic dance movements and enjoy performances as part of Tet celebrations. During Tet, children engage in traditional Tet games and participate in calligraphy sessions, learning to write lucky words in Vietnamese script.

Bamboo Dance (Múa Sạp) – Children try the Múa sạp, a bamboo dance where they must jump rhythmically between two moving bamboo poles held by others. It’s a popular activity during cultural festivals in kindergartens. The dance enhances children’s physical coordination, rhythm, and teamwork, while also immersing them in a traditional Vietnamese celebration. Here is an example

Silkworm Raising and Sericulture Lessons. Some kindergartens, particularly in silk-producing regions, introduce children to sericulture by letting them observe silkworms growing and spinning cocoons. This activity connects children to local traditions and natural processes, highlighting the significance of silk production in Vietnamese culture.

Planting Rice. In rural kindergartens, children often have a chance to participate in rice planting activities, learning the traditional ways of preparing the soil and planting rice seedlings. In some areas, children may also engage in planting vegetables or herbs in school gardens, which teaches them about agriculture, food production, and nature. These activities provide children with a deeper understanding of Vietnam’s agrarian roots and the role of rice as a cultural staple.

Kite-making is a popular activity, especially in coastal regions. Children learn to make traditional Vietnamese kites using bamboo frames and colourful paper or cloth. : After making their kites, children often participate in kite-flying events, celebrating the Vietnamese tradition of kite flying, which symbolises freedom and joy.

These unique activities highlight Vietnam’s rich cultural heritage, connecting children to traditional practices, arts, and values, while also promoting practical skills, cultural awareness, and community participation.

As a teacher, I think it makes a lot of sense and aligns with Vygotsky theory of development – children learn what community needs, the skills are culturally appropriate and they shape the curriculum of early childhood centres.

How to write group observations of learning

Featured ~ Storykate ~ Leave a comment

Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.

Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.

Dancing – is the perfect time to observe children

What Are Group Observations in Early Childhood Education and Care?

Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.

Why Use Group Observations in Childcare?

1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.

2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.

3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.

How to complete group observations of learning?

To make the most of group observations, it’s important to have a plan.

I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
Relate your observations to early learning frameworks to ensure they align with educational goals.

EXAMPLE 1

Pollock style painting

Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.

The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”

Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.

Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.

Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.

Possibilities for extensions and future learning

After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:

Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.

Example 2

Example 3

Observation of art experience (group level)

“Like Pollock” Splat Painting

Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.

Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.

Analysis

This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.

Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.

What’s Next?

Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.

Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.

If you need help in learning how to write learning stories using EYLF – here is your video

Buy the essential guide to writing observations

How do I teach early childhood students to do observations?

Why Every Early Childhood Centre or Program Should Have Cooking Classes for Children

9 August 20249 August 2024 ~ Storykate ~ Leave a comment

When I worked in Montessori Kindergarten, I was impressed how washing and cutting vegetables with real knives and boards was part of the program. Children used to pick up herbs from the garden, wash the dishes and participate in cooking preparation, serving meals and sharing them as a community. I was hooked.

This reminded of my good old days spent with my beloved grandma, baking pies, picking up parsley from her garden, juicing apples and “helping” her to make traditional russian dumplings – pelmeni. These memories were not only treasured, but impacted my love for gardening and importance of home made cooked meals, traditions of cooking together and how it could teach children life-long skills and dispositions. This convinced me that cooking classes should be part of every early childhood centre’s program. Here’s why.

Cooking: Lifelong skills

Cooking with kids is more than just preparing food; it’s an educational experience. In that Montessori classroom, I saw how cooking sparked curiosity and fostered growth. That’s why I introduced it as part of my own ECE curriculum when I became a kindergarten teacher. Children weren’t just following recipes—they were developing cognitive skills like problem-solving and decision-making. This aligns perfectly with the principles of the Early Years Learning Framework (EYLF 2.0), which emphasises holistic development and learning through play and real-life experiences .

Part of your program can be excursions to local farm markets or supermarkets to get the ingredients for cooking

Building Confidence and Independence

There’s nothing like the pride on a child’s face when they’ve made something themselves. Cooking teaches kids independence and boosts their confidence, showing them they can accomplish things on their own. This supports Outcome 1 of the EYLF 2.0, which focuses on children developing a strong sense of identity and confidence . Children love different food and they love talking about it.

Creating Lifelong Healthy Eating Habits

Involving children in meal prep is a great way to introduce them to healthy eating. When kids participate in cooking, they’re more likely to try new foods and develop a lasting appreciation for nutritious meals. This directly connects with EYLF Outcome 3, which highlights the importance of promoting children’s health and wellbeing , with the added suboutcome requiring us to support children to take increasing responsibility for their health.

Hands-On Sensory Learning

Cooking is a fantastic way for children to develop sensory and fine motor skills. Tasks like chopping, stirring, and measuring engage their hands and eyes in a fun and educational way, laying the foundation for skills they’ll use later in life. This kind of hands-on learning is essential for meeting the National Quality Standard (NQS) set by ACECQA, which advocates for diverse and meaningful experiences that enhance children’s development .

Food is part of the culture and family traditions. It is the best way to connect with the families.

Fostering Creativity

The kitchen is a place where kids can unleash their creativity. Whether it’s decorating cookies or inventing a new dish, cooking allows them to experiment and express themselves. This creative exploration ties into EYLF Outcome 4, encouraging children to be confident and involved learners .

Cooking is more than just a fun activity; it’s a powerful tool for teaching children essential life skills. From boosting confidence to fostering creativity, cooking offers countless benefits that make it an invaluable part of early childhood education. If you’re involved in early childhood programs, consider adding cooking classes to your curriculum. The rewards are well worth it.

Why not learn about sorting before you start peeling those veggies?

For further guidance on aligning your program with the Early Years Learning Framework (EYLF 2.0), visit the EYLF 2.0 overview. Additionally, to ensure your program meets the National Quality Standard, consult the Australian Children’s Education & Care Quality Authority (ACECQA) resources.

Watch my video on how to support healthy eating in your centre

Critical pedagogy of Henry Giroux

2 July 20242 July 2024 ~ Storykate ~ Leave a comment

Critical pedagogies are mentioned among the most important pedagogies educators should rely on the EYLF 2.0 (AGDE, 2022): “critical theories that invite educators to challenge assumptions about curriculum, and consider how
their decisions may affect children differently” (p.13).

I already talked abot critical pedagogies in my video The Truth about Critical Pedagogies https://youtu.be/fMTPGKuamNc

Henry Giroux is certainly one of the most influencial theorists of critical pedagogies and critical theories. His ideas have greatly influenced the field of radical, critical pedagogy, focusing on equality, democracy, and justice – values that are crucial in early childhood education. So… let’s talk about him!

Who is Henry Giroux?

Giroux earned his doctorate in 1977 from Carnegie Mellon University, specialising in curriculum theory and the sociology of education. His career spans teaching at Boston University and Miami University in Ohio, where he became a professor of pedagogy and an honorary researcher. Later, he was a chair of the Department of Secondary Education at Pennsylvania University.

Key ideas

Giroux’s work revolves around several core themes relevant to early childhood educators. They are

Equality and Democracy. Giroux believes that education should foster a democratic society where every child’s voice is valued, regardless of their background. Do you think EYLF V2.0 also promotes that?
Cultural politics and critical pedagogy.He advocates for an education system that acknowledges and incorporates diverse cultural perspectives, ensuring that all children feel represented and respected. Repsect for diversity is embedded in the EYLF V 2.0
Teachers as intellectuals. Giroux sees teachers as transformative intellectuals who help shape a more just and equitable society.
The concept of otherness. Giroux’s key idea of “otherness” is all about culture or social positioning of groups as an element of democratic participation.

According to the philosopher and theorist, education should go beyond school boundaries and instantly become a part of social life, giving it an inevitable political context. It is not a neutral concept (which is similar to the ideas of Paulo Freire) and shuold not be taken for granted.

Education, Giroux argues, is not just a simple means of cultural reproduction but serves those who hold power in society, facilitating their access to power and rights. Giroux insists that education should be seen as a state of resistance, mobilising activities of struggle for liberation from cultural hegemony, which stigmatises, isolates, and alienates significant segments of the population.

Giroux’s radical pedagogy requires a new vision — one that celebrates what does not yet exist, what is possible, looking beyond immediate givens to the future and fighting for new possibilities for humanity.”

Critical Pedagogy in Practice

In his works, such as “Ideology, Culture and the Process of Schooling” (1981) and “Theory and Resistance in Education” (1983), Giroux promotes critical thinking and awareness. For early childhood educators, this means encouraging children to question and explore the world around them, fostering a sense of curiosity and critical awareness from a young age.

Democracy and participation

Giroux’s vision of democracy is about equal participation for all, which is essential in early childhood settings. By creating inclusive classrooms where every child feels heard and valued, educators can lay the foundation for a more democratic society. This involves recognising and celebrating “otherness” – the diverse cultural and social backgrounds that children bring to the classroom. Giroux highlights the importance of this by stating, “the notion of ‘otherness’ concerning culture or social positioning of groups as an element of democratic participation is essential.” This is aligned with the ideas of Reggio Emilia project and rights – based education, anti-bias curriculum approach.

Educators and children voice

Giroux’s approach empowers both educators and children. Teachers are seen as key agents in promoting social justice and equality, while children are encouraged to engage critically with their community and society. This helps build a community of learners who are aware, engaged, and committed to making a positive impact. Giroux states: “schools should be places of cultural production and transformation, where an individual or group expands their powers and freedoms, becoming a member of a just society that guarantees personal and collective autonomy.”

Key Works

One essential book by Henry Giroux is “Theory and Resistance in Education” (1983), where he explores many of the critical ideas discussed above.

Final thoughts

I think, that Henry Giroux’s radical pedagogy offers valuable insights for early childhood educators. His principles of equality, democracy, and critical awareness, can help you, as an educator, to create more inclusive and empowering learning environments.

Giroux’s work reminds us that education is not just about transmitting knowledge but about shaping a just and equitable society, starting with our youngest learners. I wonder how you can add Giroux’s ideas into early childhood education philosophy and program?
I think it can help foster a generation of children who are not only knowledgeable but also critically aware and socially responsible.

Watch Henry Giroux videos

For more insights from Henry Giroux, you can watch his video here.

What do you think about Henry Giroux ideas?
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Tag: early childhood teacher Australia