Part 1: Identify learning frameworks
Under the National Law and Regulations, services are required to base their educational program on an approved learning framework.
List the two nationally approved learning frameworks currently used in Australia and the websites they can be retrieved from:
|Approved Learning Frameworks
Explain the differences between the approved learning frameworks identified in question 1:
In your own words, describe the two functions of the Early Years Learning Framework (EYLF) in relation to children’s education and care.
Use the Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework for Australia to guide your response.
The EYLF highlights the vision for Children’s Early Education and Learning. The framework states:
“All children experience learning that is engaging and builds success for life”
The framework then continues to explain the vision under three areas. Identify the three areas and explain in your own words what each area means.
(50 words for all three sections)
|EYLF Vision Aspects
|What this area means
The following question will require you to access the EYLF. Read the following scenario and:
List three EYLF Principles and describe how each Principle relates to the scenario
List three EYLF Practices and describe how each Practice relates to the scenario
(15-25 words per Principle and Practice)
Five-year-old Amanpreet arrives in the morning and walks straight over to the music corner where she hears some Indian music playing. Anna had set this up specifically for Amanpreet as she knew how much Amanpreet loves to dance. Anna asked Amanpreet’s mum for the CD to play.
Her friend Ying is also in the music corner with Amanpreet.
Amanpreet finds some bells on an elastic band and places them carefully around her ankles, she raises her hands in the air and begins to twirl her hands around.
Her bangles and bells make a tinkling sound as she moves through space.
Ying says to Amanpreet: Why are your hands moving like that? Do you want your bangles to make a sound?
Amanpreet says “This is an Indian dance called Kathak. When you dance this dance you have to have bells on your ankles. I saw the ladies dance like this at our Indian group. It’s a love dance”.
Anna says “I like your dance Amanpreet, can you teach me”?
|Name of Principle/Practice
|How it applies to the scenario
The Victorian Early Years Learning and Development Framework has similar ‘Practice Principles’ to the Early Years Learning Framework.
Identify three ‘Practice Principles’ that are demonstrated in the scenario below.
Cody’s grandma, Aunty Betty, noticed that one idea on the children’s program was to plant a vegetable garden. She spoke to the educator and together they agreed she would come to help dig the patch with the children and provide some bush tucker seedlings for the children to plant.
|Put X next to your answer
|Reflective- Reflective practice
|Collaborative- Family-centred practice
|Collaborative- High expectations for every child
|Effective- Respectful relationships and responsive engagement
|Effective- Equity and diversity
|Effective- Assessment for learning and development
|Effective- Integrated teaching and learning approaches
|Collaborative- Partnerships with professionals
Who is responsible for implementing the EYLF? Reference the Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework in Australia or the Victorian Early Years Learning Framework in your response.
To answer the following question, you will need to access the EYLF and read pages 16 to 21.
Educators will use many pedagogical practices to facilitate childrens’ learning. Read the statements below and match it to the correct pedagogical practice term.
Pedagogical practice terms to select:
|Responsiveness to children
|Learning through play
|Continuity of learning and transitions
|Assessment for learning
|Pedagogical practice term
|Educators see children’s learning as integrated and interconnected
|Play spaces in natural environments invite open-ended interactions spontaneity, risk-taking, exploration, discovery
|Educators use strategies such as modelling, demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s learning
|The five learning outcomes provide educators with key reference points against which children’s progress can be identified, document and communicated to families
|The ability to understand, communicate with and effectively interact with people across cultures
|When children play with other children, they create social groups, test out ideas, challenge each other’s thinking and build new understandings
|Educators respond to the child’s strengths, abilities, interests and multiple ways of being and knowing in the world by respecting, valuing, listening and acting on what they observe.
|Educators help support children’s continuity during transitions in how to be and how to learn. By building on children’s prior and current experiences will help them feel safer and secure through the transition period.
There is an international document that recognises the child’s right to play.
Record the name of this document
State the number and title of one article that is relevant to play.