Tag: EYLF 2.0

EYLF 2.0 theories explained

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According to the EYLF (AGDE, 2022), educators are informed by the range of theories and approaches when plan for and support children’s learning. Some theories you already know from the previous version of the EYLF (developmental, socio-cultural, feminist, critical), yet there are few new ones to unpack.

Developmental Theories

TheoryKey Concepts and Examples
Attachment TheoryKey theorist – John Bowbly. Focuses on children forming trusting relationships with significant adults. Example: A child forming a strong bond with a primary caregiver.
Social Learning TheoryHighlights how children observe and imitate others’ behavior. Example: A child learning to tie shoelaces by watching an older sibling. A negative example: A child learns to swear because they have heard their family language.
Cognitive TheoryPiaget theory is a tipical example of cognitive theory here. Describes thought processes influencing how children engage with their world. Example: A child using problem-solving skills to complete a puzzle. Stages of cognitive development can be used to decide whether the environment is appropriate for this age group.
EYLF THEORIES

Socio-Cultural Theories

TheoryKey Concepts and Examples
Socio-Cultural TheoriesTheorists that you probably know are: Vygotsky, Rogoff, Bronfenbrenner and Fleer. Emphasise the role of families and cultural groups in children’s learning. Example: A child learning cultural traditions and values from family members; a child has learned how to use a fishing rod , as they went fishing with their granpa.

Practice Theories

TheoryKey Concepts and Examples
Affordance TheoryThe theorist is Gibson. Affordance theory encourages educators to consider the possibilities the environment offers. Example: Providing a variety of materials to stimulate different types of play.
Practice ArchitecturesExamines educators’ understandings, practices, and relationships. Example: Reflecting on how educators communicate and collaborate in a learning environment.
Learn more about affordances theory

The term “affordance” is explained in this video

Ancestral Knowledges

TheoryKey Concepts and Examples
Ancestral KnowledgesWays of knowing shared through history and culture in Aboriginal and Torres Strait Islander traditions. For example, Possum Skin Pedagogy and 8 ways framework. Example: Passing down cultural stories orally from generation to generation.

Place-Based Sciences

TheoryKey Concepts and Examples
Place-Based SciencesRelated to Affordances and Ancestral knowledge theory. Fosters community connections based on local funds of knowledge. Example: Incorporating local cultural practices into the curriculum.

Critical Theories

TheoryKey Concepts and Examples
Critical TheoriesPaulo Freire, Jurgen Habermas. Critical theory challenges assumptions about curriculum and considers how decisions may impact children differently. Example: Questioning the inclusion of certain narratives or perspectives in educational materials.

Feminist/Post-structuralist Theories

TheoryKey Concepts and Examples
Feminist/Post-structuralistOffers insights into power, equity, and social justice in early childhood settings. Example: Examining gender biases in teaching materials and promoting inclusive practices.

Which of these theories are you most familiar with?

Which theory would you like to learn more about?

Reflection, Reflective Practice and Critical Reflection – what is the difference?

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  1. Reflection:
    • Reflection is a process of thinking about and analyzing experiences, actions, or events. In the context of early childhood education, it involves educators and professionals considering their practices and the outcomes for children.
    • Reflection is a broader concept that can encompass various levels of thinking, including examining personal beliefs, values, and assumptions that influence one’s actions and decisions.
  2. Reflective Practice:
    • Reflective practice is an intentional and systematic process of thinking about and critically analyzing one’s own teaching or professional practice.
    • It involves examining the effectiveness of teaching strategies, interactions with children, and the learning environment, among other aspects.
    • Reflective practice is an ongoing cycle that includes planning, acting, observing, and reflecting, with the goal of continuous improvement.
  3. Critical Reflection:
    • Critical reflection takes reflective practice a step further by emphasizing a deeper level of analysis and questioning.
    • It involves challenging assumptions, considering alternative perspectives, and exploring the underlying values and ideologies that influence one’s practice.
    • Critical reflection aims to promote a more profound understanding of the context and issues at hand, leading to more informed and transformative practices.

All three practices are important to becoming effective early childhood educators and plan the best programs for children and families.

What is place-based pedagogy?

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WHAT IS PLACE-BASED PEDAGOGY?

According to Miri Yemini at al. (2023), place-based education (PBE) is a pedagogical approach that emphasises the connection between a learning process and the physical place in which educators and children are located. It incorporates the meanings and experiences of place in teaching and learning, which can extend beyond the walls of the preschool or early childhood centre.

Place-based pedagogy fosters active learning and can be simply explained as an educational approach that is locally driven, community-based, or ecologically focused.

Place-based pedagogy existed long before it became a trend (see Dewey and Froebel approaches). The outbreak of COVID-19, attention to lack of nature exposure and children’s health and mental issues, forced the rapid adoption of alternative learning environments, including teaching and learning outdoors and learning from home.

This approach is rooted in research and aligns with the principles of the Early Years Learning Framework (EYLF) in the Australian context. Here’s a closer look at place-based pedagogy in ECEC based on research and the EYLF:

  1. Connection to the Local Environment: Place-based pedagogy emphasizes the importance of connecting children to their immediate surroundings, such as the local community, natural environment, and cultural heritage. This approach recognizes that learning is most meaningful when it occurs in the context of the child’s everyday life.
  2. Holistic Learning: Place-based pedagogy aligns with the holistic view of children’s development advocated by the EYLF. It acknowledges that children are capable and competent learners who actively engage with their environment. Learning is not limited to traditional classroom settings but extends to the world outside.
  3. Respect for Diversity: The EYLF emphasizes the importance of recognizing and respecting the diversity of children and their families. Place-based pedagogy encourages educators to explore and celebrate the cultural, linguistic, and social diversity present within the local community, fostering a sense of belonging and inclusion.
  4. Active Learning: Research has shown that children learn best through active, hands-on experiences. Place-based pedagogy encourages children to explore, investigate, and problem-solve within their local environment. This approach aligns with research on constructivism and experiential learning.
  5. Collaborative Learning: Both research and the EYLF promote collaborative learning experiences. Place-based pedagogy often involves collaboration between educators, children, families, and the wider community. This collaborative approach enriches children’s learning experiences and connects them with real-world contexts.
  6. Sustainability and Environmental Awareness: Place-based pedagogy can also promote sustainability and environmental awareness. Children learn about the natural world and the importance of caring for it within their local context. This aligns with the growing emphasis on sustainability in early childhood education.

According to the EYLF 2.0, Place-based pedagogy refers to an
understanding that educators knowledge of the setting or context will influence how educators plan and practice. This pedagogical approach is particularly important to Aboriginal and Torres Islander peoples and their connection to land and places should be explored with local Elders and community members in culturally responsive ways.

In many areas, localised Aboriginal culture is
closely aligned to nature and the environment, with
particular emphasis on cycles and patterns and
the effect each has on the other. It is based on an
undeniable link to the land, language and culture.7
These links also affect perspectives. For example,
close ties to Country by some Aboriginal cultural
groups affect the way the land is perceived and
treated; not as a commodity or resource, but as
an extension of the group and something to be
nurtured.

WHAT DOES IT LOOK LIKE IN PRACTICE?

  • Know your place, community and Country
  • Created opportunities for children to explore and interact with the local natural environment. This could include visits to nearby parks, forests, rivers, or other natural settings where they can connect with nature firsthand.

Nature and community are both powerful teachers

  • Educators would begin by acknowledging and respecting the local Aboriginal culture, including the connection to the land, language, and culture. This acknowledgment may involve traditional Welcome to Country ceremonies or other culturally appropriate practices, performed by Elders.
  • Aboriginal culture often places a significant emphasis on storytelling and oral tradition. Educators might incorporate traditional stories, songs, and narratives that convey the interconnectedness of the land, language, and culture into the curriculum. Elders or community members may be invited to share their stories and knowledge with the children.
  • Children would be encouraged to observe and explore the cycles and patterns in the natural world, such as seasons, weather, plant growth, and animal behaviors. This aligns with the Aboriginal perspective, which often recognizes the deep connections between these natural elements. For example, you can find our more about local peoples’ seasons (I use this Bunurong 6 seasons)
  • Children would be taught to view the land not as a commodity but as an extension of the community and something to be cared for and nurtured. Activities may include planting and tending to native plants, cleaning up litter, and participating in land conservation efforts.
  • Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities for physical activity and learning experiences not available indoors. Access to play spaces in natural environments may include plants, trees, edible gardens, open spaces, sand, rocks, mud, water and other elements from nature. These and other outdoor spaces invite open-ended play and interactions, physically active play and games,spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural world and the interdependence between people, animals, plants, lands and waters providing opportunities for children to engage with all concepts of sustainability through environmental education (EYLF, DET, 2022, p. 23).

REFLECTION TIME

  • What is a sense of place and why is it important?
  • Has your sense of place influenced aspects of your life and if so, how?
  • Describe how children and adults learn from direct experience with this place.
  • Explain the difficulty that many people have in getting this type of experience.
  • What would children suggest are their special places?

Miri Yemini, Laura Engel & Adi Ben Simon (2023) Place-based education – a systematic review of literature, Educational Review, DOI: 10.1080/00131911.2023.2177260

Collaborative leadership & teamwork – the new EYLF principles

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Hello educators!

Please welcome the new principle from the EYLF 2.0 – which is based of distributed leadership model and support collaboration and teamwork.

Simply put, leadership is not just something that directors or managers do, any educator can share aspects of leadership and stand up for a challenge. It is very democratic and empowering.

Here is what the EYLF (DET, 2019) states about it (p. 19)

All educators exercise aspects of leadership in their daily work with children, families and colleagues. Educators lead their own ethical practice as they take professional and personal responsibility for their actions and the decisions they make. Collaborative leadership and teamwork are built on a sense of shared responsibility and professional accountability for children’s learning, development and wellbeing. It is a view of leadership that empowers all members of the team to use their professional knowledge and skills in ways that assist everyone to do the best they can for children, families and colleagues in their setting. Collaborative leadership and teamwork are aspects of a positive work culture where a motivation to enact a professional philosophy of cooperation and collaboration enables positive relationships to grow. Children and families are attuned to the work culture of an early childhood setting, which influences their relationships, interactions and experiences within that setting.

Collaborative leadership and teamwork are built on professional and respectful conversations about practice. Educators engage with different ways of thinking and working to critically reflect on their practice both individually and as a team, and contribute to curriculum decisions and quality improvement plans. Children’s learning, development and wellbeing is optimised when educators communicate and share ideas and views about improving practice.

Collaborative leadership and teamwork support a culture of peer mentoring and shared learning where all team members contribute to each other’s professional learning and growth for high quality programs for children in early childhood settings.

I created a quick to check your understanding of this principle and help you learn

Question 1: According to the EYLF 2.0, how do educators exercise leadership in their daily work?

a) By setting strict rules for children’s behaviour

b) By focusing solely on personal growth

c) By taking professional and personal responsibility for their actions and decisions

d) By following a predetermined curriculum

Question 2: What is collaborative leadership and teamwork built upon, according to the EYLF 2.0?

a) A competitive work culture

b) A sense of shared responsibility and professional accountability

c) A hierarchy where only certain individuals have a say

d) A focus on personal interests

Question 3: How does collaborative leadership empower team members in an early childhood setting?

a) By limiting their professional knowledge and skills

b) By encouraging them to work in isolation

c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues

d) By discouraging any form of collaboration

Question 4: What impact does the work culture of an early childhood setting have on children and families, according to the EYLF 2.0?

a) It has no impact on children and families.

b) It influences their relationships, interactions, and experiences within the setting.

c) It only affects educators.

d) It doesn’t influence interactions.

Question 5: How do educators engage in collaborative leadership and teamwork according to the EYLF 2.0?

a) By avoiding conversations about practice

b) By working in isolation

c) By engaging in professional and respectful conversations about practice

d) By imposing their ideas without discussion

Question 6: Why is collaborative leadership and teamwork important for optimizing children’s learning, development, and wellbeing?

a) Because it limits professional growth

b) Because it encourages isolation

c) Because it allows educators to communicate and share ideas to improve practice

d) Because it leads to a competitive environment

Question 7: How does collaborative leadership and teamwork contribute to professional growth within an early childhood setting?

a) By discouraging any form of professional development

b) By limiting input from team members

c) By supporting a culture of peer mentoring and shared learning

d) By isolating educators from each other

Question 8: According to the EYLF 2.0, what is the ultimate goal of collaborative leadership and teamwork in early childhood settings?

a) To create a competitive environment

b) To limit communication between educators

c) To enhance the quality of programs for children

d) To focus solely on individual achievements

Question 9: What do educators critically reflect on when engaging in collaborative leadership and teamwork?

a) Only their personal actions

b) Only the actions of their colleagues

c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans

d) Only the curriculum guidelines

Question 10: In summary, what is the key message of the Principle of Collaborative Leadership and Teamwork in the EYLF 2.0?

a) Educators should work in isolation to achieve personal goals.

b) Educators should focus solely on their own professional growth.

c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.

d) Collaboration is not necessary in early childhood education.

Answers:👏👏👏👏👏👏👏👏👏👏👏

  1. c) By taking professional and personal responsibility for their actions and decisions
  2. b) A sense of shared responsibility and professional accountability
  3. c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues
  4. b) It influences their relationships, interactions, and experiences within the setting.
  5. c) By engaging in professional and respectful conversations about practice
  6. c) Because it allows educators to communicate and share ideas to improve practice
  7. c) By supporting a culture of peer mentoring and shared learning
  8. c) To enhance the quality of programs for children
  9. c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans
  10. c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.

EYLF 2.0 new principles explained: sustainability

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In early childhood education and care in Australia, one standout trend is sustainability, often referred to as Education for Sustainability (EFS). This trend is gaining serious momentum, driven by growing concerns about global warming and our environment.

So, what’s the deal with EFS? Well, the latest EYLF 2.0 (that’s the Early Years Learning Framework) introduces a fresh principle all about sustainability. This principle isn’t just about telling children to recycle; it’s about helping them form a meaningful bond with the environment.

Bug hotel is one of the projects to do with children

Here’s the important part: Teaching sustainability isn’t just about being eco-friendly. It’s about equipping children with skills they can use in the real world. Plus, it plays a big role in assessments and the rating process, especially in Quality Area Three of the National Quality Framework.

But here’s the twist – many people mistakenly think sustainability is just about recycling. In reality, it covers a wide range of practices. Educators have a vital role in encouraging children and families to develop a deep connection with nature from an early age. And this isn’t limited to recycling; it’s about spending quality time outdoors. That’s why the sustainability trend is closely connected to another exciting concept we’ll explore – nature-based play in schools, sometimes known as Bush Kinder.”

Why did they add this new principle? We already had Outcome 2, you may say…

EYLF principles, practices and learning outcomes (DET, 2019)

Understanding the Shift

Teaching children about sustainability is no longer limited to recycling lessons or nature walks. Instead, it has evolved into a multidimensional approach, acknowledging that sustainability is not just about the environment. Here’s why this shift occurred:

1. A Comprehensive Approach

Sustainability is a complex web of interconnected elements, including environmental, social, and economic factors. Teaching children about these dimensions provides them with a well-rounded understanding of the real challenges our world faces.

2. Holistic Development

Modern education recognises the importance of holistic child development. By incorporating environmental, social, and economic aspects into sustainability education, we help children become more informed, empathetic, and responsible individuals.

3. Real-World Relevance

Children need to understand the real-world impact of their actions. Teaching them about the environmental impacts of human activities and the intricate relationships between people, animals, plants, land, and water helps them see the bigger picture.

4. Backed by Research

The shift is not arbitrary; it’s rooted in contemporary research. It reflects an up-to-date understanding of the multifaceted nature of sustainability and the need to address it comprehensively. If you want to read more about EfS, I recommend checking Ann Pelo, Rachel Carson and Tracey Young books.

5. Curriculum Alignment

This new approach aligns perfectly with the Australian Curriculum (V9.0), ensuring that sustainability education is consistent and effective across various educational levels. Win-win!

6. Children as Agents of Change

One of the most exciting aspects is recognising that children have a genuine interest in sustainability and the potential to make a positive impact. By teaching sustainability in a more comprehensive manner, we empower them to become active and informed citizens who can contribute to a fair and sustainable world.

Example of implementing sustainability into practice

Environmental Sustainability:

Focus: This dimension emphasises caring for the natural world and the responsible stewardship of the environment.

Goals: It involves protecting, preserving, and improving the environment.

Practices: Educators should engage children in activities that raise awareness about environmental issues, conservation, and the interdependence between people, animals, plants, land, and water.

In Practice: Educators should provide opportunities for children to learn about and engage with nature, conservation, and sustainable practices.

Social Sustainability:

Focus: Social sustainability centres on promoting inclusion, peaceful coexistence, fairness, and respect within resilient local and global communities.

Goals: It aims to create communities where individuals live harmoniously and interact respectfully with one another.

Practices: Educators should facilitate experiences that teach children about citizenship, rights, responsibilities, and social justice. This includes promoting equity and fairness in their interactions.

In Practice: Children should be encouraged to actively participate in democratic decision-making and understand their role as members of their communities.

Economic Sustainability:

Focus: Economic sustainability involves supporting economic development without negatively impacting the environmental and social dimensions.

Goals: It strives for economic growth that aligns with environmental and social well-being.

Practices: Educators should help children understand the connection between economic activities and their impacts on the environment and society.

In Practice: Children should be encouraged to consider the conservation and responsible use of resources, as well as fairness in economic practices.

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