Early Years Learning Framework (EYLF)
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Activity 1 To complete this task refer to your reading: Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Within the Early Years Learning Framework (EYLF) there are five principles that underpin practice in early education and care services. Research how each principle is reflected in the practices of your service by talking to your Workplace Supervisor/room leader/colleagues. Think about all aspects of care and education such as policies, procedures, daily routines, programming and documentation, practices and teaching strategies, and the educators’ role. Document your answers on the ‘Principles’ template. Workplace Task 001 Principles Student Name: Service: Secure, respectful and reciprocal relationships: Partnerships: High expectations and equity: Respect for diversity: Ongoing learning and reflective practice: Activity 2 To complete this task refer to your reading: Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Within the Early Years Learning Framework (EYLF) there are eight practices that are used to promote learning. List two practices and document two ways the service/ educators promote learning through pedagogical practice. Practice Example of pedagogical practice 002 Analysing information to inform learning CHCECE009 Use an approved framework to guide practice CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood CHCECE018 Nurture creativity in children CHCECE022 Promote children’s agency CHCECE023 Analyse information to inform learning CHCECE024 Design and implement the curriculum to foster children’s learning and development Activity 1 To complete this task refer to Chapter 9 of your textbook ‘Frameworks for Learning and Development’. Information Collection and Sharing This task requires you to investigate the policies, procedures and processes your service uses to collect and share information. Specifically you are required to investigate: The policies, procedures or guidelines at the service about privacy, confidentiality and ethical issues in relation to gathering and storing information about children and families. The service standards for report writing that are expected in regard to the level of detail required in children’s observations, the wording/language used i.e. no jargon, use of objective/subjective language etc. Describe the process used to share information with the team about individual children’s development and wellbeing. The service standard for safe use of technology, including internet and social media. The strategies that are used by the service to involve parents in their child’s learning and development. The strategies used by the service to ensure that documentation about the child’s learning can be shared with the family. What opportunities do children have to contribute to planning for their learning and development? Document your answers on the ‘Information Collection and Sharing’ template. Workplace Task 002 – Activity 1 Information, Collection and Sharing Describe the policies, procedures or guidelines at the service about privacy, confidentiality and ethical issues in relation to gathering and storing information about children and families. Describe the service standards for report writing that is expected in regard to the level of detail required in children’s observations; the wording/language used i.e. no jargon, objective/subjective language etc. Describe the process used to share information with the team about individual children’s development and wellbeing. Describe the service standard for safe use of technology, including internet and social media. Describe the strategies that are used by the service to involve parents in their child’s learning and development. Describe how educators assess and evaluate planned and unplanned teaching and learning. Describe the strategies used by the service to ensure that documentation about the child’s learning can be shared with the family. Describe the opportunities children have to contribute to planning for their learning and development. 003 Routines and Transitions CHCECE009 Use an approved framework to guide practice CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood CHCECE018 Nurture creativity in children CHCECE022 Promote children’s agency CHCECE023 Analyse information to inform learning CHCECE024 Design and implement the curriculum to foster children’s learning and development Activity 1 To complete this task refer to Chapters 3, 4, 5, 6, 8 and 9 of your textbook ‘Frameworks for Learning and Development’. This task requires you to observe and research creative and effective ways to safely transition children from one experience and/or routine to another. Choose two of the following transitions to observe: Indoor play to outdoor play. Morning tea to play. Outdoor play to lunch. Group to mealtimes. Lunch to rest time. When observing the transition routine document: The strategies used to manage change, including how the environment is structured and how children are moved from one experience to the next e.g. number of children, how the children waiting to move are managed etc. The timing of the transition and whether it is smooth and relaxed or hurried. The strategies the educator used to move the children from one experience to the next e.g. use of songs, rhymes, games etc. How the transition supports children’s safety. Using your reflections and research, document how you would implement a transition experience for children aged between 0 – 2 years and 2 – 6 years. Comment on: How the environment and strategies support the children during the change. How the educator supported the children with change. How the educators engaged the children’s participation in the process. How the transition supports children’s emotional wellbeing. How the transition is tailored to the age, skills and abilities of the individual children within the group. How the educators respond to children who may require additional support or attention during the transition. Document your answers on the ‘Observation and Reflection’ template. Workplace Task 003 – Activity 1 Observation and Reflection Student Name: Service Name: Transition Observation (Strategies and techniques used by educators) Reflection Using the information you have gathered from your observation and reflection to conduct transition experiences what strategies and techniques would you use to manage the transitions and support children 0 – 2 years 2 – 6 years Workplace Task 003 – Activity 1 Observation and Reflection Describe how the environment and strategies support the children during the transition/change. Describe how the educator supported the children with the transition/change. Describe how the educators engaged the children’s participation in the process. Describe how the transition supports children’s emotional wellbeing. Describe how the transition is tailored to the age, skills and abilities of the individual children within the group. Describe how the educators respond to children who may require additional support or attention during the transition. Activity 2 To complete this task refer to Chapters 3, 4, 5, 6, 8 and 9 of your textbook ‘Frameworks for Learning and Development’. You are required to conduct two different transitions • Indoor play to outdoor play. • Morning tea to play. • Outdoor play to lunch. • Group to mealtimes. • Lunch to rest time. Using the knowledge and skills identified in your reflections of Activity 1. Document your answers on the ‘Planning Transitions 1 & 2’ and ‘Reflection on Management of Transitions’ templates. Workplace Task 003 – Activity 2 Planning Transitions 1 Student Name: Service Name: Transition: Document the plan for the transition – Include: Number of children. The timing to be used for the transition such as a pack away alert etc. How the children waiting to transition will be managed. Will the transition require another educator to assist? How will you encourage the children’s efforts? What verbal/non-verbal support can you provide? The strategies to move the children from one experience to the next. List the name and words to the songs, rhymes, games that you will use (think of something creative/a new idea to try). Workplace Task 003 – Activity 2 Planning Transitions 2 Student Name: Service Name: Transition: Document the plan for the transition – Include: Number of children. The timing to be used for the transition such as a pack away alert etc. How the children waiting to transition will be managed. Will the transition require another educator to assist? How will you encourage the children’s efforts? What verbal/non-verbal support can you provide? The strategies to move the children from one experience to the next. List the name and words to the songs, rhymes, games that you will use (think of something creative/a new idea to try). Workplace Task 003 – Activity 2 Reflection on Management of Transitions Reflect on your professional practice during the implementation of the transitions. What did you feel went well? Would you make any changes/adjustments? Were the children transitioned safely/smoothly? Was waiting time reduced? How were the children occupied while waiting? Was the song/rhyme effective? Did you use creativity/new ideas in your transitions? Were they successful? How did you apply the services policy/procedure for transitions? Other points. Using your reflections how do you think you could improve in future implementations of transitions? Comment on how the transition supported the children’s self-help skills, social/emotional development. How did you provide the child/children an opportunity to engage independently in the task? How did you structure the transition to promote cooperation and reduce potential for conflict? Were there any children who required additional support or attention during the transition? If yes, what strategies did you use to assist? How did you encourage the child/children to persist to gain a skill or competence? For example, putting on shoes, remembering steps in the handwashing procedure. Workplace Supervisor Comment: (Please comment on the student’s ability to move the children safely and smoothly, the use of teaching strategies, management of children, assisting children who required additional support, age/stage expectations and appropriateness of the transitions).
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