The Importance Of The Early Years Learning Framework

Educators’ Guide to the Early Years Learning Framework, culture is central to identity and it is essential for children to develop a strong cultural identity to aid their sense of belonging and sense of who they are (Department of Education, Employment and Workplace Relations [DEEWR], 2010). The Early Years Learning Framework states that culture and family are the fundamental blocks of a child’s sense of belonging and being, and enable the child to have success in lifelong learning (DEEWR, 2009). A strong

The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent

activities on a daily basis from the beginning of early childhood. This essay highlights the importance of Aboriginal education from an early age for both Indigenous and non-indigenous children in Australia through the discussion of three strategise. These include the use of Aboriginal perspective in the curriculum, Outcomes for Aboriginal children and cultural safety in the early childhood environment. It also evaluates the Early Years Learning Framework and how it reflects the inclusion of Aboriginal

of ‘Toward a model of early childhood environmental education: foregrounding, developing and connecting knowledge through Play Based Learning” by Amy Mackezie and Susan Edwards (2013). Researchers want to introduce an innovative learning model in the field of education to help teachers and educator incorporate environmental education while playing in preschool (Cutter & Edwards, 2013). This article engages pedagogical accents allied with environmental education as well as early year’s childhood education

principles for early years provision Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 and 3.4. Scenario: A childcare setting is preparing for their annual self evaluation activity to ensure that it complies with the requirements of the Early Years Framework. You have been asked to prepare the following evidence for your manager: * an explanation of the legal status and principles of the relevant Early Years Framework and why the early years frameworks emphasise

What educators believe and think influences the learning of their students/children. Write an essay that agrees or disagrees with this statement. Every classroom provides a community of learners who offer individualistic styles of learning, unique beliefs and thought processes. Through the curriculum and all experiences within an educational setting, educators have the ability to influence students through their own beliefs and philosophies. Educators have a responsibility to confront and challenge

The state of early childhood profession has rapidly been changing because of the current trends, policies and movements in the rapidly changing 21st century world. This report articulates the key issues of diversity of the early childhood settings, a number of models of early childhood education and care, diversity among people, the status of early childhood profession, the belief that the profession suits female than male, the poor status of the profession and less pay than other professions associate

benefit of children and young people 1.1 Explain the importance of multi-agency working and integrated working. As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the

in learning experiences. The label ‘inclusion’ has traditionally been used to describe bringing children with disabilities into regular settings rather than placing them in ‘special’ facilities’ (Connor, 2006, p8). Inclusion of children who have a disability is essentially about educators recognising that all children have the right to be engaged and valued participants in and contributors to the curriculum. Current policies and legislation in regards to inclusion include Australian

Assignment 2: Investigation of and early childhood issue Introduction Transition and school readiness are complex issues which have a major impact on children’s holistic development. How well this process is facilitated and how practitioners view children’s school readiness will shape and influence their future learning. Early experiences during the transition period from early childhood settings to more structured and formal learning environments have implications for children’s life trajectories