The freedom of the NQF

The NQF is a glorious framework. It is not prescriptive. It does not come with a folder full of templates and a ‘how to’ guide on implementing the NQF. Instead the National Quality Framework does as it says on the package, it provides a framework to work within.

In the same way children need limits and boundaries to work within, and once they know the rules and the expectations they can behave freely within these guidelines, the framework provides this for services. The legislation, national quality standards, and approved learning frameworks are the limits and boundaries, and then there is so much freedom to operate however you would like within that.

You don’t need to do what the service down the road does. You don’t need to do what you used to do 7 years ago. You don’t need to spend thousands of dollars on prescriptive systems that will back you into a corner. You have the freedom to completely revamp what you to do to something that works for your service, your families, your educators and your children.

But with so much freedom and so many options where do you start? How do you know what to do that will benefit your service?

There are 3 key factors that will help you decide what it best for your service…

Key 1: Know the limits and boundaries

Spend some time reading and familiarising yourself with the guiding documents to know what the rules are. This will give you knowledge and therefore power to create something you are confident complies with the requirements.

Key 2: Reflect on current practices

Look at what is currently happening in your service. Is it working? Is everyone getting the most out of the service? Are the educators motivated? Are the children challenged? Are the families happy? This is where you can find out a starting point, based on what areas need to most work.

keyKey 3: Take some risks

Be willing to try new things. There are so many different approaches that you can take when it comes to implementing the NQF, so be adventurous. Try something new. Be innovative and see what happens. (Just make sure to document your plans in your QIP so you are covered if anyone arrives mid revamp.)

If you would like some support with your service, to help develop a service specific program that works for you and your team, RARE can help the following ways:

session breakdown

Sydney July 21st, Newcastle July 28th, Melbourne August 18th, Brisbane September 22nd

Educational Leader

Webinar – August 1st

Or if you would like a more personalised approach then RARE can help with consulting for your service. Contact rachel@rare.support for more information.

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Reflecting on inclusion

There are so many reasons children could struggle to fit into a program in an early childhood education and care service. This could be because of gender, age, race, nationality, physical or cognitive ability. Sadly we tend to subconsciously work within our existing biases. These biases come from the way we were raised, our community’s culture, the media, and marketing. All of this is impacting the way we think and the way we interact with those around us.

Here are some images that will help you understand how these biases form without us realising it…

 Amazing Fun for Boys!!:   

Our biases shape the way we interact with children and the types of expectations we have for them. That elderly people belong in nursing homes. That boys and girls are limited to certain paths in life and choices of activities. That men are bosses. That children are naughty and need to be handled. That different cultures are something to be celebrated once a year.

Before we can create a truly inclusive program we need to look at our current program and service culture and reflect on whether there are any subconscious biases occurring we didn’t realise. We should be reflecting on what messages our current practices sends to the children and families we work with. Are we being truly inclusive and supporting everyone to the best of our abilities?

If you would like to know more about inclusive practice and how to meet the 29 different elements of the NQS that relate to inclusion then please consider coming to my upcoming webinar on May 18th Exploring Equity  to find out practical solutions and reflection points to guide you on your journey.

Exploring equity

 

 

 

 

 

Individuality and the NQF

There are a lot of people out there with a lot of strong opinions about how to implement the Learning Frameworks and the NQS in services. People who are quick to judge other people’s approaches and people who are adamant that the way they do things is the right way. The luxury of the NQF (NQS, Learning Framework and regulations) is that there is no right way, there is no one way, the NQF is not prescriptive. So long as you are working towards the same goal, meeting the requirements, the how will look different to everyone.

Be stubborn about your posts and flexible about your methods:

The EYLF say that “It guides educators in their curriculum decision making and assists in planning, implementing and evaluating quality in early childhood settings. It also underpins the implementation of more specific curriculum relevant to each local community and early childhood setting.
The Framework is designed to inspire conversations, improve communication and provide a common language about young children’s learning among children themselves, their families, the broader community, early childhood educators and other professionals.”  (Belonging, Being Becoming p.8)

No two services are the same, they all have different children, educators, families and communities. Therefore how can 2 services do exactly the same programs and routines? The regulations have even become less prescriptive, because of the understanding that different services have different constraints and resources, which allows for flexibility and independent decision making on how to meet the regulations in your service.

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The NQS is flexible enough to allow for individual service decision making on what works and allows you to meet the elements within it. A mobile service in a remote location which operates out of a local hall and does not have a permanent location or consistency between children enrolled can not, and should not, be expected to run the same as an office based service in the middle of a large city. Having a national framework for the first time means that there has to be an assumption that there will be differences between states and territories who have operated somewhat independently up until recently.

The key to implementing the NQF is not finding fault within what other people do in their services, it is looking at what other people are doing and then reflecting on whether or not that would be suitable for our own service. The key to the NQF is looking internally and reflecting on whether our practices work for our service, and allow each child, family member and educator to reach their full potential. Here are some reflective questions that might help with this…

  • Is what we do in our service complying with the regulations and elements of the NQS?
  • Do the children in our service have opportunities to engage with the program and develop in skills and knowledge across a range of areas?
  • Are the educators in our service being challenged to reach their full potential on a daily basis?
  • Does our service have ways for our families to engage with our program in a meaningful way?
  • Is there something another service is doing that could enhance what we do in our service?

Think before you speak:

Remember that we are all on our own journeys and hopefully trying to do our best every day. The point of networking should be to support and encourage those on a different journey to us, and use suggestions as a reflective moment. We could consider whether it would work in our service, be suitable for our service, or whether we are further along in our journey than others, in which case you can use it as a reflective moment on how far you have come. Networking not about bringing other people down for their efforts and criticising others for being at a different spot in their journey than where we are.

Days like this I am just happy if I can sit upright, speed certainly doesn't matter!:

If you would like help with your journey then please feel free to get in touch with rachel@rare.support or visit www.rare.support/store to see what training opportunities and support documents are available.

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Healthy eating, and not just when we feel like it

We all know that it is our job to make sure we meet the dietary requirements of the children in the food we provide them while they are in care. We also know that we have an obligation to engage children in discussions and activities about healthy eating. It says so in the NQS “Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child” (Element 2.2.1) and the EYLF “Children take increasing responsibility for their own health and physical wellbeing” (Learning Outcome 3).

This is not what I want to talk about, I want to talk about the other areas we bring food into the service outside of the menu or children’s lunches they might bring from home. When we do cooking, or have events, or eat in front of the children, are we continuing to role model healthy eating habits?

Cooking with the children is an excellent activity, that covers all 5 of the EYLF Learning Outcomes and teaches skills such as literacy (following recipes), language (developing new vocabulary), counting and measuring (quantities in the recipe), turn taking, science (watching how the ingredients react together). When you plan cooking activities with the children do you reflect on whether they meet they healthy eating policies of your service?

Here are some great cooking activities children can get involved with and will allow for a lot of discussions about healthy food:

Fruit salad – Children can cut and scoop different fruits and help make a colourful healthy fruit salad.

Salad – Lots of services have their own vegetable patches so why not make a salad. Children are more likely to try foods if they grew them because they are more invested. Don’t forget there are loads of different types of salad including ones with added beans/pasta/rice/meat/cheese etc.

Sushi – This is another simple and easy, yet very healthy, option to make with children, just pre cook the rice

Smoothies – Chop up some different fruits and mix with yoghurt or coconut milk to make smoothies for the children.

Healthy ice blocks – You can buy ice block moulds or www.zippops.com.au sells packs of zip lock icy pole tubes. Just remember juice has a LOT of sugar in it, perhaps water down and add pieces of fruit, or make with left over smoothie!

 

In addition to cooking experiences there are also some great recipes children can help with for resources for play.

Play dough – Make play dough with the children, even if they mix the ingredients and you cook it.

Paint – With just a couple of ingredients children can make their own paints. Try using natural sources of colour too, like flowers and leaves.

Glue – Save money and make some glue with the children.

Goop/slime – Another great opportunity to measure and mix to see science in action.

I’d love to hear what healthy cooking activities you do with the children in your service in the comments below.

 

 

 

The perils of pinterest

Pinterest is an amazing tool for collecting ideas on different activities that can be implemented into your program to follow up on children’s interests and needs. There are loads of great posts and ideas on sensory play, loose parts play, inviting set ups, recipes for paints/doughs/science experiments etc.

But there is a downside to Pinterest. It is also filled with loads of posts of adult lead, adult focused ativities that are eye catching to us as adults, but do not have a child focus. A lot of these activities are from other countries that have a different approach to early childhood education and care, and different programming requirements.

It is up to us as educators to understand which activities we pin and which we ignore because they are not suitable for our needs and do not reflect the EYLF or NQS. I have come up with the following helpful guide to use when considering which activities to save to our own personal catalogue:

  1. Is the activity suitable for a range of developmental abilities? When we look at activities we need to consider our audience. Can all children participate, even those with additional needs or developing skills? If the activity requires children to possess certain skills and limits involvement from those without these skills, it is unlikely to be useful. The activity on the left is quite structured and requires a particular level of skill or a lot of educator support, whereas the activity on the right is looking at the same subject but allows for varying levels of development to enjoy the same activity.  PhotoGrid_1458874519059
  2. Is the activity open ended? By providing open ended activities we give children choice to make decisions and develop their own sense of agency. A lot of craft activities are very limiting as the children have minimal control over what is happening. This teaches children that their thoughts and opinions don’t matter. Open ended activities are also more inclusive because it is hard to do them “wrong” whereas structured activities can provide opportunities for failure, which is likely to impact positive emotional development. While both posts cover the same skill, weaving, the one on the left is quite controlled and limited, and the one on the right is open ended and allows for children to work on the skill without worrying about the end product being “right”.
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  3. Is the activity meaningful? I always find it helpful to ask why we are doing an activity and what the child is getting out of it. If the activity isn’t meaningful for the child then will they really engage with it? There are lots of pins on Pinterest that ‘tick a box’ in terms of teaching a child developmental skills, instead of providing a meaningful experience of the children to engage fully with, while learning the same skills. The activity on the left is very limiting and may not really be teaching the child about circles, however the one on the right allows children to explore all sorts of different circles in whichever way they choose, making it more meaningful for the child.
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  4. Who is doing most of the work? We often see activities that the child does very little work for, and most of the hard work is done by the educators. We have more than enough tasks to get through on a daily basis without giving ourselves extra work of cutting and finishing off the work of the children. This also sends a message to the child that they are not competent enough to do their own work. For example the activity on the left is done mostly by the educator whereas the one on the right says to the child that they are competent and capable and are free to explore.
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  5. What is the rationale for the activity? Why are you planning the activity and where does the need/interest/skill come from? This is about thinking whether the child is the centre of the planning or you are interrupting the children’s interests to implement activities you think the children should be doing. For example if the children are interested, or need support, in counting and numbers you could do a structured Easter themed activity like the one on the left. Alternatively you could explore a more creative, open ended, child focused activity that has nothing to do with a celebration or theme but has to do with the children’s interest like the one on the right.
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Technology and children

We are told in the Early Years Learning Framework that technology should be incorporated into our programs. “Children resource their own learning through connecting with people, place, technologies and natural and processed materials” in Learning outcome 4. “Children use information and communication technologies to access information, investigate ideas and represent their thinking” in Learning Outcome 5. A lot of us see the word technology and think of what we, as adults, engage with every day such as laptops, computers, tablets, TVs, phones etc.

Why then do we keep getting told that technology use for young children is developmentally inappropriate with facts such as these…

The reason is because technology is not just digital technology. If you look at the glossary in the EYLF under Technology you find “Technologies: includes much more than computers and digital technologies used for information, communication and entertainment. Technologies are the diverse range of products that make up the designed world. These products extend beyond artefacts designed and developed by people and include processes, systems, services and environments.” 

Therefore technology use can be explored in so many different ways. Role playing with technology systems is a great way to support children to understand how technology works. Examples could be:

  • kitchens (ovens, microwaves, fridge, freezer)
  • doctors (xray, stethoscope, medicine, thermometer)
  • office (keyboards, old phones, old laptops)
  • explorers (magnifying glasses, old cameras, metal detectors)
  • shopping (scanners, trolleys, baskets, barcodes on old boxes)Little Tikes Home Corner Shopping Set

Play images from Modern Teaching Aids

All of these can provide the opportunity for children to explore technology and their understanding of how technology works in a play based medium. This will support language development, social skills, problem solving, a sense of agency, and learning about systems in their world which help the children feel more connected to their world.

Not only are these activities play based but they also allow the child to take the lead and develop skills that are age appropriate without doing physical harm to the child’s development. Most children have such steady access to digital technology outside of care that should be supported to embrace technology in other ways while in care. In the same way that if a child had a poor diet at home we would support them by providing a nutrient rich diet while they are in care.

Another way to include technology into play is for children to be given access to old technology and explore it by being provided with tools and the time and permission to take it apart. This allows children to explore, create, discuss, problem solve, develop fine motor strength, become familiar with tools, come up with hypothesise on how the technology works, develop resilience, persist with a task, attend to a task for an extended period, and so many more skills.

If using digital technology with children they should be limited to the amount during the day, and also have opportunities to make the activity a social one through shared use, and intentional teaching such as asking questions.

Hopefully this article has provided some opportunities to support children’s engagement with technology in your service, and reflect on what your definition of technology is. It is often helpful to look at the educators reliance on technology during the day too. How often are adults on phones, tablets, computers or attached to a digital camera instead of having meaningful interactions with the children, because we are role models and should always think of whether what we say to children matches what we do.

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Reflective practice

facebook post

I posted this onto my facebook page this morning as I saw it as a good starting point to talk about seeing the value in each child’s work and not just as wasted paper, especially when children are just starting out and going through the process of learning how to hold a pencil, how to draw, how to control their muscles, how to plan what they would like to put onto the paper, and how to replicate shapes and patterns.

It has started a few comments about cutting up children’s work, which is not at all the angle I was meaning to take with this post, however that it the beauty of reflective practice. It is about working together with others to share ideas, gain feedback, express opinions and learn from each other. To be open to the opportunities that come our way and be willing to gain something from each opportunity.

So what started as a post about valuing each child’s efforts has become an opportunity for reflective practice.

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For some it might be that educators reflect on their own practices and thoughts around “scribbles” and how they value these in their service. For others it might be about understanding other’s views and being willing to allow these to be discussed openly. For me it has been about expressing myself more clearly.

The freedom of the EYLF means that there is no right or wrong way of implementing it, and everyone out there in their own service is on their own journey with how their practices embrace and reflect what research has shown us is best for the children. This is important for us to acknowledge when it comes to reflective practice, because we might be further along the journey than others, or have taken a side path to focus on a different area that requires more focus or is of particular interest.

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To those who are further ahead in your journey, using my post as an example, then cutting up children’s work is not supportive or respectful of the child’s efforts. You could even say writing on a child’s work without their permission is disrespectful. However for those just starting to explore children’s voices and efforts, moving from throwing the work into the bin to making something out of it is a good starting point.

Every day we are faced with suggestions, comments, documents, or instructions that challenge us and our own ideas and thoughts on different subjects. Through open, unbiased, unemotional dialogue it allows us all to reflect and grow. That growth could be learning a new skill, understanding another person’s perspective, developing our negotiation skills, or learning more about ourselves as an educator. The true value then comes from implementing the lesson so you continue to grow and develop as a person, an educator, a team, and as a community of learners.

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I would love to hear ways you incorporate reflective practice into your services, or even into your own personal journeys.

If you would like to know more about reflective practice please check out my webinar on May 24th. Click here for more information. 

Behaviour Guidance – An educator focused approach

When talking about behavioural issues in childcare I hear lots of focus about the negatives of it all from educators who are worn down and discouraged. How frustrating children with challenging behaviours are for the educators. How it isn’t fair that the educators have to put up with these challenging, sometimes aggressive behaviours. How the other children shouldn’t have to put up with this. How the parents should be doing more. How the educators didn’t sign up for this.

I would like to start by acknowledging that I too have worked with children with challenging behaviours in my 15 years experience, and I am not saying that there aren’t days that are harder than others. I would like to focus on the educators though and respond to some of these negatives that I hear and try and turn the mentality around to a more useful conversation…

A positive attitude will lead to positive outcomes. rebeccaminkoff.com:

“How frustrating children with challenging behaviours are for the educators” – If you think the behaviours are frustrating for you, imagine how the child feels. Their body is being overwhelmed by emotions they don’t know how to process nor do they understand. Our role as educators is to support the child and help them understand what is going on with them, and provide them with tools that they can use to better manage situations. We must also focus on the positives of every child, especially those children who are constantly hearing “no” and “stop” and “don’t”. We must congratulate the good, celebrate their efforts, throw a party every time an alternative response is explored successfully.

One of many very powerful truths! And so many teachers do not understand this. :(:

“How it isn’t fair that the educators have to put up with these challenging, sometimes aggressive behaviours” – The role of the educator is to connect with all children, and some children take a bit longer to connect with, and need a different approach, but it is definitely worth making those connections. Once a child feels supported and has a trusting relationship with at least one educator, they are likely to feel more secure and have less extreme behaviours. This is because the educator can notice the signs and triggers earlier and step in to help support the child before the behaviour escalates. The other benefit of developing a strong relationship with children with challenging behaviours is that they have a safe space to feel their emotions, and may even come to an educator to seek support from an educator when they feel a trigger occur.

It seems counterintuitive. It can be very difficult at times. It's easy to say "Fine, I'm done," and walk away. But our relationships with our kids are what provide the foundation on which we stand to lead, teach, and guide them. It's always the starting point to making any change.:

“How the other children shouldn’t have to put up with this” – Our role as an educator is to support all children engage with the program. Children with challenging behaviours should be supervised more closely to limit the likelihood of their negative responses to situations, impacting the other children. It is also a key learning opportunity for all children to discuss more appropriate ways to negotiate or work through what is happening in a way that supports each child’s needs. Often we immediately remove the child with the behavioural issues, instead of understanding what happened and exploring whether another child triggered the behaviour through their own actions. We are here to support children develop social skills and not being present to witness and respond to these instances, and just assuming the child with the most aggressive response needs to be removed, is reinforcing inappropriate behaviours in others, not developing suitable skills and tools.

Not usually too keen on using the Minions to illustrate random quotes but I do like this one, Nell:

“How the parents should be doing more” – To this I have two different approaches. The first is that perhaps the parents are not equipped to do better and the child being in care is the best place for the child to be. It is then the role of the educator to fill in the gaps and support the child with as many tools to help them process their thoughts and feelings as possible. The second approach is to apply empathy, if the educator was living in the shoes of the parent for 24 hours how would they cope? It is all well and good to judge from outside, but put yourself in their shoes, and provide support, empathy and positivity wherever possible. In both instances parents need support, not judgement. Parents do not want to come in every day to hear about their child’s behaviours they are fully aware of. They want to hear about the positives, what they did well today, the things you threw a party for. Focus on those behaviours.

But having to remember some people were just raised differently, really? You wanna get that started. I think we know each other's parents pretty damn well.:

“How the educators didn’t sign up for this” – Most educators got into early childhood education and care to make a difference in a child’s life and help support them in their development. You can’t pick and choose which children you want to make a difference to. It is most rewarding to make a difference to those children who need more help, and you can change the trajectory of their whole lives. Reflect on what it is you signed in for and how best you can implement this.

Great article about patient parenting while dealing with aggression in children:

It is the role of the educator to support the children, families and their colleagues. We often try to place blame instead of working together as a team to meet the needs of the child. We all have the ability to shift our mindset and for this to work, it needs to be a service level decision so everyone is on the same page and can motivate each other, instead of feeding off each other’s negative energy.

I have been asked whether I will do a behaviour guidance webinar, and I am reluctant to, because I believe this is something that needs to be targeted one service at a time, where specific behaviours and specific viewpoints can be put on the table and discussed openly with a consensus being agreed upon on how to move forwards. For this reason I would rather work with services and help meet their needs, than do a generic webinar that wont allow for the specifics to be discussed and may leave participants with more questions than answers.

If you would like service specific help with behavioural issues you are experiencing in your service, and the educator’s mindset around these issues, please feel free to get in touch with me at rachel@rare.support. I would love to help support you with this, either through doing in-house training, or through a skype style meeting with your team, depending on where you are located.

This post is available for free download from http://rare.support/resources as a PDF

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The rest of the EYLF – Practices and Principles

So now we know more about the Learning Outcomes, and hopefully many of you have found the glossaries useful, I’d like to talk about the rest of the Early Years Learning Framework. So many of us have just become so used to flipping past the first pages in the book and getting to the Learning Outcomes in the back. In this post I’d like to explore why, and what damage this does.

The learning outcomes are at the back of the EYLF, and if you read the whole document it explains why it is important to understand the whole document to help children belong, be and become. Yet pretty much every service I have heard discuss their program only uses the Learning Outcomes in their documentation, and the vast majority of them only link to these outcomes using codes, signs, cut and paste quotes, or even pre-designed templates and apps.

Often it is because there is so much going on in services these days between staffing issues, increased documentation requirements, constant policy and procedure changes, increasing needs of families and children as the world gets more complex and demanding, to name a few. The program has often been established and running for quite some time and when a new curriculum or framework comes in then there isn’t the luxury of time to implement it in the most beneficial way. Who has time to read every page of every document that has been produced an delivered to services, reflect on current practices, and explore the best ways to implement these documents into the service.

This approach, which I understand completely, has several flaws:

  1. If you are only going to look at the learning outcomes then you should at least really look at them otherwise why use the document at all if no-one in your service understands it. To tick a box? When using the learning outcomes they should be understood and reflected in all aspects of the routine.
  2. If you only look at the learning outcomes, you are only looking at the children, the rest of the EYLF supports educators and services to help children achieve the outcomes. If you aren’t at least considering the Practices and Principles, whether or not you refer to them, you could be limiting the role of the educators.
  3. When there is finally a nationwide framework that allows services the freedom to create their own specific curriculum and programming systems, we are limiting ourselves to quick, generic, one size fits all solutions because they are the easy option.

I personally believe that the learning outcomes should be the first element of the EYLF services explore, but 5 years on I would like to think services are now confident enough with the outcomes to moves onto practices and then principles.

practices

If you would like to know more about the Practices and Principles I have created overview documents for each that are available in my online store. You might also be interested in the webinar I am hosting on 2nd March on moving beyond the outcomes. I will explore this in more detail and explain the practices and principles in greater detail. You can purchase a spot for the webinar in the store too. You will receive free copies of the Practices and Principles overviews and a certificate of attendance.

If this post has inspired you to reflect on your practices and you would like to design a service specific program or curriculum, good on you! If you would like any help with this please don’t hesitate to contact me.

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Learning Outcomes Series – Outcome 5

outcome 5

Here we are at the final outcome. I hope you have enjoyed this series. There has definitely been an overwhelming response from you all with lots of positive feedback and hundreds of you requesting the PDFs. I also have a webinar series that would be perfect to show at staff meetings on ways the educator can ensure they support children to reach each outcome. For more information please get in touch with me. They are $25 each or $100 for all 5.

Children interact verbally and non-verbally with others for a range of purposes.
This one often gets used for young infants, however it is important to recognise communication skills in older children too.

  • Verbally: With words, saying something, whether accurate speech of developing speech (e.g.”ook” for book)
  • Non-verbally: Using gestures, eye movements, body language or non-verbal sounds. Could be pointing, taking someone to an activity, crossed arms, stomped feet, smiling.
  • Range of purposes: This could be for a basic need like a baby crying when hungry, expressing emotions, communicating likes and dislikes, engaging with friends, answering a question etc.

 

Children engage with a range of texts and gain meaning from these texts.
This goes beyond reading a book and needs to be looked at with a broader perspective than that.

  • Engage with: More active than just being there when text is present. It could be pointing to the text, turning pages, joining in with songs, responding to words, recognising words, remembering texts, all depends on the developmental level of the child.
  • Range of texts: Books, magazines, signs, posters, logos, written names, written numbers, comics, technology, songs, rhymes, verbal stories.
  • Gain meaning: This could be a child recognising their name, learning a logo always means the same thing, understanding the pictures help explain the text, recalling a text when given visual cues. Children can gain a range of different meanings and it isn’t just the reading of words. They could learn the actions for a song based on how the match the text.

 

Children express ideas and make meaning using a range of media.
This is where children start to be creative with language.

  • Express ideas: This could be telling stories, making up songs, dances, felt board stories, role playing with puppets etc.
  • Make meaning: Children start to understand how their world works. Role play and imaginative play is a key example of how children can make meaning of language through creative scenarios, e.g. stethoscope, x-ray etc.
  • Range of media: This can be anything from books, pencil and paper, puppets, felt boards, and many more.

 

Children begin to understand how symbols and pattern systems work.
This one allows children to start to develop pre-reading skills.

  • Begin to understand: Is starting to show initial signs. Patterning is difficult so don’t be expecting miracles!
  • Symbols: This is anything that is always representative of the same thing, for example logos, letters, numbers, shapes, road signs.
  • Pattern systems: This can be patterns in nature, beads, games, rhyming/clapping patterns. It is about starting to release the nature of how they repeat in sections.

 

Children use information and communication technologies to access information, investigate ideas and represent their thinking.
Once again this one is often used when children are on a computer/tablet. But that is not all that it is referring to.

  • Information and communication technologies: This is anything from phones, faxes, computers, laptops, digital cameras, etc.
  • Access information: This could be looking something up on the internet or sending an email to someone to get information, or pretending to ring someone on the phone.
  • Investigate ideas: This is where children explore how they think technology and their world works. Could be pretending to use technology in their play. Or taking photographs to investigate different view points.
  • Represent their thinking: This is using these different forms of technology to share ideas with. Could be by taking photos, explaining something, looking for the right image on the laptop, or using the technology items in play to represent their ideas of how they work.

Well, that brings me to then end of my Learning Outcomes Glossary Series.

Hopefully this has been helpful and don’t forget if you would like a copy of these please go to my website and they are on the Shop page. Don’t forget while you are there to look at my embedding the EYLF program, these documents supplement that perfectly.

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