I went into the Toddler Room during the rain, and it was clear the children had so much bottled-up energy. There was screaming, there were behaviour issues, and you could see the educator was trying to run an activity. She even pulled out some sort of balancing cushion for them to walk on. But it was obvious that many of the children just wanted to jump and run. One girl kept running to the little music radio and trying to turn it on so she could dance.
And I had a very reasonable question in my head. Why on earth do they keep children inside every time there is summer rain? It wasn’t even cold outside. It wasn’t hot or cold, it was just rain. Put the children in proper clothing for the weather. It’s called a raincoat. Put on the gumboots and go outside for a walk, for goodness’ sake. Why is this not allowed?
When I was little, we were outside all the time. If you don’t want to dress the children properly, fine, then set up an indoor hall. When I was growing up, we had a Swedish wall, we had rings, we had hoops, we could climb on it, and no one ever fell. People even had Swedish walls in their flats, and many still do. Because yes, sometimes it’s very cold, icy or stormy outside. But that doesn’t mean children shouldn’t move. Everyone understood this, especially in Scandinavian countries. Children need to move, either outside or indoors.
And this is what really annoys me about Australian childcare centres. The owners and managers often think of band-aid solutions or choose risk-averse ways of running their program. I think many educators have barriers that are anchored in their beliefs, stopping them from enjoying outdoor play in any weather. The irony is that ACECQA does not promote indoor play only on rainy days… Look at the resource they recommend – raincoats, gum books, umbrellas, watering cans; chalk; objects to float.
Yet, whenever I wanted to stay out in the rain with the children, the manager would come and ask me to go inside…
Be honest. What happens in your room when it rains?
Options:
We go outside. Puddles are life
Indoors, but we set up climbing and movement play
Mostly indoors because we’re not set up for wet weather
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
Early childhood educators play an essential role in shaping the future of Australia children. It is also a profession in demand and is growing sector. If you love working with children, enjoy being part of a team, and want to make a real difference, early childhood education could be the perfect path for you.
Here are six great reasons to consider this career:
1. Strong Job Demand
The early learning sector in Australia employs thousands of educators, and the demand keeps growing. With over 1.4 million children enrolled in early learning services, there’s a continuous need for qualified professionals. In fact, as of August 2024, there are more than 5,751 job advertisements for Early Childhood Educators on SEEK across the country. The number of service providers also increases each year, ensuring stable job opportunities in the sector. For more details on job prospects in this field, you can visit the Job Outlook website.
2. Learn While You Work
You don’t need prior qualifications to start. Many of my students studying Certificate 3 are already working in the centres. Many employers offer Traineeships or Apprenticeships, allowing you to earn a recognised qualification while gaining practical experience. These opportunities are open to people of all ages, whether you’re just starting out or looking for a career change. When I worked as a trainer and assessor at one non-for-profit RTO, most of my students were women (moms) looking for their first job in Australia after they moved here as a family.
3. Clear Career Path
Starting as a trainee or student who is working towards Certificate 3 in ECEC, you can work in various settings like early learning centres, kindergartens, or outside school hours care. With more experience and study, you could advance to roles such as Lead Educator, Educational Leader, Early Childhood Teacher, Early Childhood Trainer or even Centre Manager. There’s always room to grow and develop your skills, offering a fulfilling and progressive career path.
4. Rewarding Work
As an early childhood educator, you play a crucial role in a child’s social, emotional, and academic development during a critical stage of their growth. Your work makes a lasting impact, helping them become confident, curious, and ready to learn. It’s a deeply rewarding job where you can see the difference you’re making every day.
5. Skilled Migration Opportunities
Australia recognises the importance of early childhood educators and has included this profession in its skilled migration program. If you’re qualified and interested in working in Australia, you may be eligible for skilled migration, allowing you to build a career in a country with a high demand for early childhood professionals. This can be an excellent opportunity for those looking to immigrate and build a meaningful career.
If you are worried about your level of English, watch this video, where I talk about how I improved my English fast at the beginning of my career.
6. Study for Free or Low Cost
In 2024, eligible people can study early childhood education for free or at a low cost, thanks to government funding. Courses like the Certificate III and Diploma in Early Childhood Education and Care are often covered. Check with your state or territory’s Department of Education to find out what’s available.
Median salary
The median weekly earnings for early childhood (pre-primary school) teachers in Australia is $1,660.
The Bigger Picture
Australia’s early learning sector is vast, with over 16,000 approved early learning centres operating nationwide. These centres cater to more than 1.4 million children, illustrating the significant role that early childhood education plays in the country. The sector’s growth and the high number of children attending services highlight the ongoing demand for dedicated and skilled educators.
You can learn more about the sector and its requirements on the Australian Children’s Education & Care Quality Authority (ACECQA) website. The basic qualification is Certificate 3 in Early Childhood Education and Care, which takes about one year to complete, it includes 160 hours of placement.
Ready to Get Started?
Being an early childhood educator comes with its challenges, but it’s also full of rewarding moments.
If you’re passionate about supporting children during their early years, starting a Traineeship could be the perfect fit.
To learn more, talk to a Registered Training Organisation (RTO) (this is where I work) , TAFE or contact your local early learning services about job and training opportunities. You’ll need a Working With Children Check or Police Check, which your state or territory government can help you organise.
For more details on required qualifications, visit the ACECQA website.
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
HenryGiroux 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? Storykate
Hey educators! Have you ever found yourself completely engrossed in playing musical instruments, painting, creating that perfect lesson plan, tinkering with a new play space, or reading a captivating book and suddenly realised hours have flown by? That state of deep immersion and energised focus is exactly what psychologists call “flow.”
Today, I am going to delve into two important concepts that can help you look at play from a fresh angle: flow and autotelic practice. Both are related to experiences of deep engagement and intrinsic motivation in children, but they have distinct characteristics that can enrich your understanding of how children learn and grow through play.
The concepts of “flow” and “autotelic” practice are both related to experiences of deep engagement and intrinsic motivation, but they have distinct characteristics (Csikszentmihalyi, 1990).
Flow
Flow is a state of optimal experience characterised by intense focus, full immersion, and a sense of energised focus and enjoyment in the activity being pursued. Coined by psychologist Mihaly Csikszentmihalyi, flow occurs when individuals are fully absorbed in what they are doing, to the point where they lose track of time and become completely engrossed in the task at hand (Csikszentmihalyi, 1990). Flow is often associated with a balance between the perceived challenge of the activity and one’s perceived skills, leading to a sense of effortless action and deep enjoyment. In the context of early childhood education, fostering activities that encourage flow can lead to enhanced learning experiences and emotional well-being for children.
Autotelic Practice
Autotelic practice refers to activities that are intrinsically rewarding and pursued for their own sake, rather than for external rewards or goals. The term “autotelic” comes from the Greek words “auto” (self) and “telos” (goal), suggesting that the activity itself is its own reward ([Deci & Ryan, 2000]). Unlike flow, which describes a psychological state experienced during an activity, autotelic practice emphasisesthe inherent value and enjoyment found within the activity itself. In the context of early childhood education, autotelic practices involve providing opportunities for children to engage in activities that they find personally meaningful, enjoyable, and fulfilling. As you can guess, this often involves PLAY.
A child lost in imaginative play, weaving elaborate stories and scenarios with toys or loose parts.
A child exploring a natural environment is fascinated by the textures, colours, and sounds they encounter (yes, nature play often creates a sense of flow).
A child is deeply engaged in a self-directed art project, experimenting with different materials and techniques.
A baby is enjoying making a mess with their pureed food.
Educators can encourage both flow and autotelic practices in their curriculum. This will support children in developing a love for learning, creativity, and self-expression, fostering a lifelong appreciation for the joy of discovery and exploration.
References
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper Perennial Modern Classics.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
