1.

The Early Years Learning Framework defines play-based learning as: ‘A context for learning through
which children organise and make sense of their social worlds, as they engage actively with people,
objects and representations’

1.2

The term pedagogy refers to the holistic nature of early childhood educators' professional
practice (especially those aspects that involve building and nurturing relationships), curriculum
decision-making, teaching and learning.

1.3

Be a role model
Use your own behaviour to guide your child. Your child watches you to get clues on how to
behave – and what you do is often much more important than what you say.

Show your child how you feel

Telling your child honestly how his behaviour affects you helps him see his own feelings in
yours.

Catch your child being ‘good’

When your child is behaving in a way you like, give her some positive feedback. For
example, ‘Wow, you’re playing so nicely. I really like the way you’re keeping all the blocks
on the table’.

Get down to your child’s level

When you get close to your child, you can tune in to what he might be feeling or thinking.

Listen actively
To listen actively, you can nod as your child talks, and repeat back what you think your
child is feeling.

2.1

eight practices that early

childhood educators should pay particular attention to:
ƒ holistic approaches
ƒ responsiveness to children
ƒ learning through play
ƒ intentional teaching
ƒ learning environments
ƒ cultural competence
ƒ continuity of learning and transitions
ƒ assessment for learning.

2.2

The EYLF defines intentional teaching as ‘educators being deliberate, purposeful and thoughtful in their
decisions and actions’. ƒ It notes that: ‘Intentional teaching is the opposite of teaching by rote, or
continuing with traditions simply because things have always been done this way’

Example:

We had a safety problem—children racing around the bike track with trucks. We could have solved this
by just putting the trucks away or by talking about rules, or by staggering outside play times… ƒ But, we
wanted the children to have the trucks but to use them in a more constructive way… ƒ Children
remembered we had originally ‘set up’ the trucks in the ‘island’ area in the yard that already had
undulations, bark and trees… ƒ So we talked about this with the children and decided together to create
‘a four-wheel drive park’ as many of the children related to this experience… ƒ We discussed what else
we might need to create a park like the one they described—‘fallen logs, rocks and a tent’ —children
offered many other ideas such as somewhere for the baby, the dog…. ƒ Stones were delivered and staff
and children spent three days moving them into place. ƒ Staff and children solved a problem together.
This supports our view that nothing is done to children but done with children.

2.3

solving an everyday problem: Some toddlers didn’t always like the lunch provided; staff worried that
they weren’t getting enough nutrition. In a staff discussion, different views about ‘nutrition’ and ‘what
children should do’ emerged. It was decided to provide a box of refrigerated sandwiches from which
children could select, either to replace the set lunch, or as an addition to it. It was necessary for staff to
put aside personal beliefs and routines to focus on ‘what is the real issue?’ The vignette demonstrates
how everyday practice can be thoughtful and intentional. By giving children choice, staff ‘taught’
children that: ƒ lunchtime routines are about enjoying our food and each other’s company, and learning
to eat and talk together in a civilized way ƒ the personal preferences and views of young children are
respected around here ƒ children’s needs come before staff convenience ƒ young children have
‘agency’—they can influence what happens to them

2.4
 Spontaneous learning means doing an experience or activity that hasn't been planned for
based on the child's needs or interests

Teachable moments occur spontaneously, and they happen all the time. You just have to be
paying attention and be prepared to find ways to make use of them. Teachable moments often
happen when you least expect them.

They frequently come in the form of an innocent or half-hearted question on the part of your
child. (Why are rain clouds dark? How come gas is so expensive lately? What does _______
mean?)

2.5

In education, scaffolding refers to a variety of instructional techniques used to move students

progressively toward stronger understanding and, ultimately, greater independence in
the learning process

 The teacher describes or illustrates a concept, problem, or process in multiple ways to

ensure understanding. A teacher may orally describe a concept to students, use a
slideshow with visual aids such as images and graphics to further explain the idea, ask
several students to illustrate the concept on the blackboard, and then provide the students
with a reading and writing task that asks them articulate the concept in their own words.
This strategy addresses the multiple ways in which students learn—e.g., visually, orally,
kinesthetically, etc.—and increases the likelihood that students will understand the concept
being taught.
2.6

it means how can we create opportunities for children to play further with the experience
they are engaged in. For example, two girls were playing in the sandpit using buckets and
spades to make cake to extend it further you could add kitchen equipment and water so
the sand can turn into wet sand which would create better cakes etc.

3.1

The Early Years Learning Framework defines play-based learning as: ‘A context for learning through
which children organise and make sense of their social worlds, as they engage actively with people,
objects and representations’

One of the most important ways children make sense of their social worlds is through playing with
others. Social play helps children to develop a sense of belonging in a group as they interact with others
and learn how to negotiate rules for positive social interactions.

3.2

 Children make their own decisions. ...

 Children are intrinsically motivated. ...
 Children become immersed in the moment. ...
 Play is spontaneous, not scripted. ...
 Play is enjoyable.

3.3

oung children need extended periods of play uninterrupted by demands to hurry up, clean
up, or give someone else a turn. When children are seldom given the opportunity to play
with the blocks or swing until they are satisfied, they are likely to become uncooperative.
They focus their energy on holding onto toys, being first in line, and staying on the swing!
Time is a tool that can be used to ensure that children feel satisfied.

3.4

Super vision policy

First aid policy
Behaviour guidance policy
Sun smart policy
Water safety policy
Health amd safety policy

Food and Nutrition

Incident Management
Infectious Disease Control and Unwell Children
4.1

 Solitary Play:
 Parallel Play:
 Imitative Play:
 Social Bids:
 Cooperative Play

5.1

Educators create environments that are inviting and inclusive and support children’s exploration,
creativity and learning. What we aim to achieve with standard 3.2 is Environments that support learning
are vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater
for different learning capacities and learning styles and invite children and families to contribute ideas,
interests and questions

5.2

The arrangement and provisions in the physical environment create the context for children’s learning
and relationships. A flexible learning environment supports the holistic way that children learn. Physical
activity enhances brain development, coordination and social and motor skills and helps children to
build confidence in their own abilities and learn to enjoy being active. Exploration of the natural
environment helps children to develop an appreciation of the natural world, an awareness of the impact
of human activity on the environment and to begin to think of ways in which they can contribute to a
sustainable future.

5.5

 Educators have clear and consistent expectations of the role of the children during
routine times.

Educators are focused on interacting with the children

 Children participate enthusiastically and are keen to help educators with routines

1. they provide learning within the routine itself and the specific tasks associated
with the routine;
2. through the process of generalization (i.e., establishing a frame of reference that
can be used to learn other skills and concepts