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REFLECTION WEEK ONE
I enjoyed being a listener during the first lesson as I wanted to get a clear understanding and
vision of the course outlay and the semester ahead for EDF4325 The Early Childhood
Curriculum. I also wanted to hear what others had to say and their perspective concerning
early childhood education.
WHAT AM I REFLECTING ON
: - The Frameworks, Early Childhood Curriculum and The wonderful world of websites. I am
taking a holistic approach for the first week reflection.
Why
The lesson was important to me in regards to my professional development towards
becoming an early childhood educator. When I am a qualified teacher I would like to have
more knowledge about the frameworks – National and State as it is through the frameworks
that I develop my curriculum. I would also like to research through the internet as much of
the resources and organisations that are provided for early childhood educators to better
equip me as a teacher.
My views towards the frameworks have changed as I am now looking from a different angle
through slightly different lenses. I now understand a framework is a framework which is a
guide to follow to develop a curriculum. A curriculum is already set out for a teacher to
follow. Primary schools follow a curriculum. Early Childhood Education follows a
framework which gives teacher freedom to device the curriculum. I like the way Encarta
Dictionary in Word 2007/2010 describes a framework as “underlying set of ideas: a set of
ideas, principles, agreements, or rules that provides the basis or outline for something
intended to be more fully developed at a later stage.”
How Do I Feel
I feel excited now about the Early Childhood Frameworks, both National and State. I would
like to use the National as an Umbrella but embrace the Victorian Frameworks.
Marina Gardner 23188812 Page 1
I feel a little dis-hearted that primary schools do not have a framework but follow a
curriculum that is already set out.
I would like primary education to adapt a framework similar to pre-school education where
teachers can personally set their own curriculum for the unique classroom made up of a
group of individual children.
READING / WEBLINKS TO EARLY CHILDHOOD POLICY
The Victorian Department of Education and Early Childhood Development (DEECD)
http://www.education.vic.gov.au/
I find this a Fantastic Website which provides parents/guardians and professionals with vital
information about children. The website also provides services and information to children
from early childhood years all the way up to secondary school age children. Services for
different concerns they may have and information on different subjects, topics, games and
activities for children to use and investigate. There were also many links I could navigate to
and with one of the navigations; I ended up at the 5 Outcomes for the Victorian Learning
Framework. I like how the Victorian Frameworks 5 Outcomes are broken into sections for
quick reference and look:
Birth-5years Level 1- Prep Level 2- Grade 1&2.
All though children develop at their own pace in their own way, I think it is good to have a
guide that we can look at for all areas of development to see if children are learning and
developing skills.
WEBLINKS TO EARLY CHILDHOOD ORGANISATIONS
Early Childhood Australia, a voice for young children is a very useful website.
http://www.earlychildhoodaustralia.org.au/
I really like that there is a section for early childhood news which helps not only myself but
other teachers, carers, professionals and families all informed with up to date news and any
changes taking place in early childhood services. This will help with keeping me informed
and up-to-date.
Marina Gardner 23188812 Page 2
I am very excited to investigate and use these websites. As they say in the internet world
------Time to Surf the Web --- WEEEE!!! Here I go!! Riding the Waves!
REFLECTION WEEK TWO
It was a very interesting class and tutorial with rich discussion about families. Family is at
the centre of each child’s life and all families come in different shapes and sizes. Every
family is different to the next and bring rich culture and varying personalities. I have always
found it intriguing working with children and families because families are so different, but
more so now because of the changing society we live.
WHAT AM I REFLECTING ON
The Tutorial and Lecture made me re-think my own views and standards towards families of
children in my care. My views, standards, ethics and principles as an early childhood
educator and how I conduct myself with children and their families has been professional.
However, I want to know take my teaching in another direction by focusing on the program
and curriculum to be more aimed towards family centred practice.
WHY
A child’s family is the most important people in their lives. Families are the centre of their
universe and it is where part of their identity stem from. Focusing on this I now have to say
one of my teaching philosophies, would be Family Centred, so part of my program and
curriculum would have to family centred.
HOW DO I FEEL
Marina Gardner 23188812 Page 3
I feel as a teacher it is always important to reflect. Last year I learnt about Brofenbrenners
Ecological Theory. We spoke about it more in depth today and also have in other tutorials
and lectures this semester. We all have an Ecological System whether we know it or not.
The question is WHO IS IN THE MIDDLE OF THE ECOLOGIGAL SYSTEM. Children and families
need to be at the centre programming the curriculum and everything else needs to derive
from that.
I like how you spoke about getting to know the children’s families in the tutorial. The
children’s families - Beliefs Practices Experiences Perspectives Expertise”, (Tutorial 2, p.5).
Once I know who the children and families are I can formulate my program and curriculum.
And then reflect on the program and curriculum along with my own values, beliefs and
principles.
READING / WEBLINKS – PARENTING ORGANISATION
http://www.eduweb.vic.gov.au/edulibrary/public/earlylearning/prac-family.pdf
This web-link from the Department of Education and Early Childhood Development will help
me stay focused on the goal which is to have a curriculum in early childhood that is Family
Centred. Whenever I feel I am slipping away from a family centred curriculum I will refresh
my focus by reading from the Victorian Early Years Learning and Development Framework
(VEYLDF). VEYLDF Practice principle guide 1 is about family-centred practice. By refreshing
and reflecting this will be able to refresh my program and curriculum.
READING / WEBLINKS – PEER REVIEWED ARTICLES AND POLICIES
http://www.familiesaustralia.org.au/
Supports the over-all well-being of families in Australia and will help me stay grounded and will give
me more insight into Aboriginal and Torres Strait Islander people There are links which in future I
would like to look into concerning Aboriginal and Torres Strait Islander people.
http://www.youtube.com/watch?v=XWg-ZrV3wPk
Marina Gardner 23188812 Page 4
I enjoyed watching the video on Supporting Cultural and Linguistic Diversity. I liked the way
the teachers came together and spoke about the children and their families. The
kindergarten I am doing my placement at is very multicultural, so supporting children’s
cultures, traditions and language is exciting.
REFLECTION WEEK THREE
COMMUNICATION
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DIFFERENT FAMILIES WHO
LIVE IN AUSTRALIA
As we learnt today in the tutorial and lectures I strongly believe it is our responsibility to
communicate. It is our responsibility and duty of care to further enhance our
communication skills as we need to work with a team of people. This includes colleagues,
children and families and other professionals in children services. It is our responsibility to
learn people skills and then put these skills into practice.
The more I learn and get a grasp about the elements that make up the frameworks, the
more confident I am in dealing with people professionally. I found it very interesting to
learn about what actually constitutes a Curriculum and what constitutes Pedagogy.
WHAT AM I REFLECTING ON
I would like to reflect on the Curriculum and Pedagogy.
WHY
I find it rewarding when I come to understand more about the world of teaching. Different
words, practices, legal requirements, and anything that relates to the early childhood
curriculum.
HOW DO I FEEL
I feel like I have achieved something professionally and personally. The more I come to
understand the elements that make my profession of early childhood teaching, the better I
can become at trying to be the best I can be at teaching.
Marina Gardner 23188812 Page 6
Pedagogy
How I Teach
Curriculum
Is What I
Teach
Pedagogy to Influence Curriculum
READING / WEBLINKS
Cutter-Mackenzie, A. & Edwards, S. (2011). Environmental sing Early Childhood Education
Curriculum through Pedagogies of Play. Australian Journal of Early Childhood, 36 (1), 51-59.This was an interesting read about play, the environment and outdoors. It falls into the
principle of belonging being and becoming. As seen in Cutter-Mackenzie & Edwards journal
pg. 53, I also searched in the early childhood pedagogy of belonging being and becoming. I
like these following words as they sum-up the importance of outside learning.
“Outdoor learning spaces are a feature of Australian learning environments. They
offer a vast array of possibilities not available indoors. Play spaces natural
environments include plants, trees, edible gardens, sand, rocks, mud, water and
other elements from nature. These spaces invite open-ended interactions,
spontaneity, risk-taking, exploration, discovery and connection with nature. They
foster an appreciation of the natural environment, develop environmental
awareness and provide a platform for ongoing environmental education” (DEEWR,
2009, p. 16).
Children learn differently outdoors. During kindergarten and childcare sessions I like to have
indoor/outdoor play. I set-up art experiences outside and we take garden tours, recyclable
lessons so children learn more about the environment and the world.
MacMaster, M. (2011). Building Community Connections. Retrieved March 9, 2012 from
Gowrie Australia Website:
http://reflections.realviewdigital.com/?
iid=56501&startpage=page0000016#folio=001
For children to feel like they are part of the community they need to see, hear, touch, taste
and have learning and play experiences within the wider community. This can be done by
having incursions, excursions, mini-movies/performances, play & activity, home-corner,
books and art experiences, to name a few.
Marina Gardner 23188812 Page 7
Added Reference
Department of Education, Employment and Workplace Relations (DEEWR) (2009).
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Canberra, ACT: Commonwealth of Australia.
REFLECTION WEEK FOUR
What fun was this tutorial which was mainly about Play! Play! Play!
Play can mean so many different things to different people. TO ME PLAY IS FREEDOM TO
DO WHAT YOU WANT TO DO WHEN AND HOW YOU WANT TO DO IT. I like the concept that
play gives SKILLS FOR LIFE!! Skills for life happen during playtime All the words the class
used to describe play, was an abundance of individual thoughts we all had about play. I saw
a lot more similarities than differences. I liked the following questions for me to use for my
own understandings and to also pass on information. The following questions are great to
reflect on and can be used for any topic and not just for play: - What is Play? Why is play
beneficial? And, how is play beneficial?
WHAT AM I REFLECTING ON
I am reflecting on what play means to me and how important play is for children and how it
prepares them for today tomorrow and the future.
Child Development Institute Website:
http://childdevelopmentinfo.com/
WHY
Play is important as it is through play children learn about themselves and the world in
which they live. Children learn about different identities, different roles, and new skills and
how to problem solve.
In many ways play is what early childhood education is all about.
Marina Gardner 23188812 Page 8
HOW DO I FEEL
My feelings are a little mixed. I have always known play is good but it has just dawned on
me how important play really is for children to learn. I feel I have let children down in the
past as I never knew the true importance of play for children. But saying this, I have always
let children play and explore as it is so much fun. I would like to add into my philosophy the
importance of play.
READING / WEBLINKS
Child Development Institute Website:
A) Today in class discussion we touched on the older teachings of theorists and the
developmental stages of development. I studied my diploma ten years ago and so much
seems to have changed on what educators and carers should focus on. I have had people
say to me that I cannot use the developmental stages and the development areas of
gross/fine motor skills, cognitive, social & emotional, and language development. People are
trying to steer me away from what I was taught only a decade ago. To me I see the values in
looking from different angles of the developmental norms and developmental areas. It was
so refreshing to hear you say today that what we learnt yesterday about theorists, theories
and development areas are of value with what we learn today. It was music to my ears. It is
what I believe. What I learnt yesterday needs to meet what I learn today and my knowledge
should be taken further in depth of what I already know.
It was refreshing to look into the Ages and Stages of child development in “Child
Development Institute Parenting Today Keeping parents informed on child development,
child psychology, parenting, health and learning” (http://childdevelopmentinfo.com/)
This was important to me as now I know I don’t have to let go of my past experiences and
teachings but embrace them with what I learn today.
B) The Cultural Nature of human development by Barbara Rogoff would be a good book to
read. I’ve included these two pictures from the reading of the book as they capture
different worlds and different cultures. Age expectations vary considerably from different
nations, cultures and where you live in the world. In these two pictures are these children
Marina Gardner 23188812 Page 9
at play, learning and exploring about the world in which they live? Does age and stage play
a part? My answer to both questions would be Yes and No. Depending what angle you
look. I would like to one day read this book to see if my answer would still be the same.
There is no one way children learn. Children can through institutions/ schools where they
are observing, watching and doing and or they can learn in their community where they are
observing watching and doing.
REFLECTION WEEK FIVE
UNDERSTANDING MYSELF AND EARLY CHILDHOOD SETTING
I was away sick this week. After reading through the tutorial and lecture I decided to do an
interview and answer a few questions myself to help me discover more about my beliefs
and values. I like tutorial 5 power-point page 5 and taken a few questions from there.
Where Am I Now & Where I Want To Be!
“It is important that we have an understanding of our individual self. Why
we got to where we are now? What were the reasons behind you?
Entering the early childhood profession?” (Sukkar, 2012).
I have always liked looking after children. When I was in primary school grade 5, my best-
friend and I used to get all the prep children and make a long train and train around the
Marina Gardner 23188812 Page 10
school. We used to entertain them and create games for them. During class I had to write a
story and draw pictures and make a book, when it was completed the teacher asked me to
read it to the prep children. I started baby-sitting at a very young age. Ten, Eleven, Twelve.
I really enjoyed making children happy.
I worked various childcare positions over the years. It has been a gradual step for me as my
paths led in different directions over the years but here I am now today studying at
university to be an early childhood educator. I should have known back in primary school
years I was born to be an educator. I enjoy watching children play, learn and discover. I like
passing on knowledge and watching them glow and grow.
My cultural heritage
My mother was English Australian and my father was born in Alexandria in South Africa, he
grew up in Egypt. My father’s parents were Greek and my Yana’s mother or father was
French. My maiden name was Triandafillou, Trianda means thirty, fillou means petals.
Thirty Petals translated in Greek means Rose. Triandafillou is Rose. I grew up with an
Australian and Greek heritage. Including one’s heritage and culture, and learning about
other people’s heritage and culture is important to me. Sharing values and customs would
have to be included in my philosophy.
My professional ambitions for the future
There are a few avenues I would like to travel down during the rest of my career. I am
hoping to do an extra year at Uni to also get my primary school qualifications. I have a
scholar-ship which I have to do two years work in kindergarten, which is what I want to do
anyway. I would like to teach in primary schools too. I would like to work with indigenous
children or in a Christian school. If I was younger and did not have my own family I would
have liked to have gone to work in countries that were in need of aid. I like writing songs,
poems and children stories so that is something I would like to do I my spare time when Uni
is over. Wherever the arrows lead and doors open and if it’s right for me I will follow. I
know I want to be with children and teach so I am excited about all the possibilities ahead of
me. The most important thing to me is the gifts I can impart and the memories that the
children will have of me years later will be that I listened to them and I taught them
something new and made them smile.
Marina Gardner 23188812 Page 11
READINGS / WEBLINKS
Module 3: Philosophy
Griffith University. (2010). Module Three: Philosophy.
Retrieved March 25, 2012 from the Early Childhood
Education & Care Website:
http://www.ecceleadership.org.au/node/14
I find this website beneficial in helping guide me with my philosophy. I am aware my
philosophy is like a learning path that changes taking different shapes and forms. My beliefs
and values are always developing and changing by different things I research and learn due
to what experts tell me, all the diverse literature I read, various theorists I believe in due to
their work and research they have done. The web-links and resources from the Philosophy
website take me to different theorists, recommended readings; policies from government
and related websites will take me on a journey to help strengthen and develop my
philosophy.
The Victorian Learning and Development Framework, Birth – 8 years: Learning and
Development Outcomes linked to the Victorian Essential Learning Standards (VELS):
http://www.vcaa.vic.edu.au/earlyyears/vfldoutcomes/
index.html
This website is another quick guide to the 5 Outcome areas for the Victorian Learning and
Development framework and they should play a part in meeting the needs of the children 0-
8 years in my philosophy.
Saffigna, M., Church, A. & Tayler, C. (2011). Victorian Early Years Learning and Development
FrameworkEvidence Paper: Practice Principle 3: High expectations for every child. Retrieved
March, 25, 2012 from the Department of Education & Early Childhood
Development Website:
http://www.eduweb.vic.gov.au/edulibrary/public/
earlylearning/high-expectations.pdf
Marina Gardner 23188812 Page 12
REFLECTION WEEK 6
RELATIONSHIPS AND INTERACTIONS
Relationships are important for the over-all well-being of children and the foundations of
good relationships are built on respect and trust. Peer relationships are important and need
to be supported and encouraged by teachers. Just as importantly teacher and child
relationships are vital for children to flourish, learn and grow in their education. During my
childhood education I learnt best when I had the support, care and trust of my teacher. This
is still the same today the interactions I have with my teachers are central to my learning.
WHAT AM I REFLECTING ON
I would like to reflect on using Vygotsky’s teaching strategies of Scaffolding and the Zone of
Proximal Development (ZPD).
WHY
Scaffolding children’s play and learning and knowing their ZPD will further enhance their
skills and understanding giving them confidence to further learn more. Scaffolding is all
about feeling the children’s emotions and supporting them. Taking children into the ZPD
when they are ready and building on their self-esteem and their experiences. Knowing and
walking children through the things they are not comfortable with and knowing when to
step back and let them be and do.
HOW DO I FEEL
I am excited as each day I work I aim to be a good educator and carer. I try to build trust in
the children I educate and one way to do this is getting to the children. I try to find out as
much information as I can about the children. Including their likes, dislikes, who their family
is and who their friends are. What they do outside of care and what their hobbies are.
READINGS / WEBLINKS
Kolker, L. (2008). Twelve Characteristics of Effective Early Childhood Teachers. Retrieved
March 28, 2012 from the NAEYC Website:
http://www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf
Marina Gardner 23188812 Page 13
I really enjoyed reading this article as it ties into my own reasons of wanting to become an
early childhood teacher. Whether I knew it or not at primary school age I had a passion to
teach and help children; and I was a child myself. I know it is my calling to be a teacher. The
twelve characteristics that have been derived by 43 early childhood educators’ that they
think are integral and effective for teaching is what makes us all great teacher. Passion
perseverance, risk taking, pragmatism, patience, flexibility, respect, creativity, authenticity,
love of learning, high energy and a sense of humour.
The Early Years Learning and Framework: Professional Learning Program. (2010). Intentional
Teaching. Retrieved March 28, 2012 from Early Childhood Australia Website:
http://www.earlychildhoodaustralia.org.au/eylfplp/newsletters/
EYLFPLP_E-Newsletter_No2.pdf
Belonging, being and becoming is a big part of including children in their education. I like
approaches of intentional teaching. I remember in the first few tutorials we had a group
discussion of what our role was as far as preparing children for school. During that tutorial I
did not say much but listened. I walked away from that tutorial with mixed emotions. I
have always like to prepare children for prep year so individual children do not lag behind
and get confused with school-life. I like to teach them a few basic things with reading,
writing, mathematics, rules and social acceptance behaviour attitudes. My comprehension
and understand now is prep year means preparing children for school life and kindergarten
year is all about play. Saying this, I think there needs to be a little of kinder in prep and a
little of prep in kinder. It is all about intentional teaching and making children feel they are
belonging, being and becoming, and part of decision making in everything they do. I still
want to teach children some basics for prep year; like I prepare children going from the
toddler room to the kinder room, but in teaching and preparing I would like to do this
through children’s play. Setting up activities that is based on children interests with my own
intentional teaching in mind. I guess I have always done this but on a different level. When
I think about it, every step is a step and children are always constantly learning from the
moment they are born.
Marina Gardner 23188812 Page 14
REFLECTION WEEK SEVEN
DOCUMENTING CHILDREN’S LEARNING
WHAT AM I REFLECTING ON
I am reflecting on multiple methods of documentation. Multiple methods including
documentation I have used in the past and documentations I am learning now to record
children’s play and learning experiences.
WHY
I would like to learn about various documentation methods and tools to use in my early
childhood setting for the benefits of everyone. The more I learn about different
documentation methods and tools the better it will be in knowing the children and how they
learn and where the next step is to where they are going. I want to share these
documentations with the staff, children, parents and in some situations the wider
community.
HOW DO I FEEL
Excited in learning new methods and tools recording children’s day, development and play
in learning. I am excited in being able to learn and use these methods and tools and to
share them through my own documentation.
READINGS
Arthur, L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2012). Programing and planning in
early childhood settings (5th ed). Cengage Learning, Melb, Vic, Australia.
I read chapter 9 – Documenting and Assessing Children’s Learning
Documenting takes time so time management when documenting is important. I do believe
documenting and recording children’s experiences is the educator’s responsibility but I also
believe it should be in partnership with other staff, families and even children.
“Documentation of children’s learning provides a record of children’s experiences and
learning that facilitates discussion amongst children, families and educators” (Arthur et.al.
Marina Gardner 23188812 Page 15
p,284). This is the main reason why we document children’s learning, so they can be shared
for discoveries and further learning. I really enjoyed your tutorial/lecture for Documenting
and Assessing Children’s learning. I am finding this very relevant and I am getting excited
and looking forward to using it in placement.
Baldu, M. (2010). Making Learning Visible in kindergarten: Pedagogical Documentation as a
Formative Assessment Technique. Teaching and Teacher Education, 26 (7), 1439-1449.
I enjoyed this reading as it provided me with deeper understanding, knowledge and the
importance of documenting and recording children’s experiences. As sighted in the reading
Regio Emilia and Caldwell viewed and shared about the importance of documenting
children’s learning. Documentation is vital and part of the early childhood setting. Over the
years of working with children I am starting to see the importance behind documenting
children’s learning experience. Pedagogical Documentation is a platform to learning and
reveals a plan to put into place and follow to take children’s learning further. In planning in
the past I first wrote the program then observed the children, for the sake of observing
because we had to document. With this new information and over the last year I now
observe the children first then record where the program will go. I program for the
children’s needs, likes, their interests, how they are learning and where they need to
develop. I observe to see what they know and need to know and how they are enjoying
their play. I let the children show me what they want to learn so I can plan. In many ways
they lead and I follow. I scaffold the children’s learning. Knowing and using a multiple of
tools and methods for documenting makes for an enriched program.
Marina Gardner 23188812 Page 16
REFLECTION WEEK EIGHT
This week is all about planning for next week kindergarten placement. I feel anxious,
excited and eager to begin and finish my placement. I downloaded from blackboard and
saved from the study-guide the information you put up for this week tutorial [Seven Tools]
which are from Early Years (EYLF).
WHAT AM I REFLECTING ON
I am going to look at program planning in early childhood education. It has been over seven
years since I have actually written out programs and plans in children services. Back then
you wrote the program then wrote observations of the children to see how the program
went. Times have changed and it is not the early childhood teacher who determines the
program it is the children through their learning and interests and through teacher’s
observations of this that determines the program (as explained earlier). The written work
has all reversed just like the program.
WHY
Children and families are the most important people in the early years and in early
childhood education. I really want them to be my main focus when I am a teacher and for
them to point me in the directions they want to go. I want this to show in the planning. I
think it is important for children and parents to feel they have a say in the program as the
program is for them. I want the children to enjoy their year/years before they enter the
school curriculum.
HOW DO I FEEL
I feel nervous and excited about the next two weeks. To be honest I would like to do the
EYLF program/planning readings and not think too much about next week.
The EYLF Early Years Planning Cycle
Department of Education, Employment and Workplace Relations (DEEWR) (2010).
Belonging, Being and Becoming: The Educators’ Guide to the Early Years Learning
Framework for Australia. Canberra, ACT: DEEWR.
Marina Gardner 23188812 Page 17
I find it very useful the planning cycle. I like that it explains under each heading what to
write. This will be good for knowing how to plan and planning.
OBSERVATION QUESTION PLAN ACT REFLECT
Observe the Ask questions Plan what Put plan How did
it Children about the observation to do into action all go
I hope to use a program formula similar to this one as it makes sense to me. I will however
see what they use at my placement, which is Hallam Kindergarten.
REFLECTION WEEK NINE
This week has been all about observing and putting everything I have learnt into action. I
have also been observing my mentor Jodie and the other staff to see if they follow teaching
methods similar to what we are learning at Uni. I was impressed by how professional they
were as educators/teachers. Their focus was the children in the kindergarten and the
families.
WHAT AM I REFLECTING ON
It is all about how I communicate with staff, children and families. The children are my main
focus that is why I want to be an early childhood teacher. I would also like to focus on the
early childhood program, taking observations and then writing up a plan.
WHY
To be a teacher and educator is what I am working hard at achieving. All my time is soaked
into studying. I need to get familiar with how everything is done so I know how to do it
when I am a qualified teacher. I will be using Hallam Kindergarten’s planning and
programming. It is similar to the what we have been learning.
Marina Gardner 23188812 Page 18
HOW DO I FEEL
I feel really good. I am getting familiar with how things are done in the real world. I have
been working with children for many but not as a kindergarten teacher. It is all new and
exciting putting into practice the framework and outcomes.
REFLECTION WEEK TEN
It is always important to evaluate and reflect on observations that have been taken and
recorded and any programs that have been implemented. The power of examining
something is to judge the importance of what is in the observation and program. This will
help to see what was learnt, what was demonstrated, where children are in the outcome
areas and where to go next.
WHAT AM I REFLECTING ON
The importance of evaluating and reflecting information collected is to enrich children’s
programs. I like the formula: Observe Question/Analyse/Interpret, Plan, Act/Do and
Reflect/Review. It is similar to the formula I wrote in reflection week 8 which was taken
from EYLF. The formula can be changed and reworded. I find using this technique will
always show the importance of the observation and will help me see what is in the
observation. Once I see that I can find answers and questions to help with the planning.
WHY
I would like to get in a good habit of always reflecting and evaluating so I can provide
children with a rich early childhood program. It is important for children to receive the best
possible education program we can offer.
HOW DO I FEEL
Very happy with my learning progress and putting what I have learnt into practice.
Marina Gardner 23188812 Page 19
REFLECTION WEEK 11
What I Learnt Most
Framework / Outcomes
My Own Philosophy
Family Centred Early Childhood Curriculum
The Importance of a Play-Based Curriculum
How to Navigate Professional Development Sites
I have learnt so much in this unit Early Childhood Curriculum. Everything I have learnt I have
been able to put into practice.
I have become more familiar with the framework (EYLF). I said in my first week’s reflection I
would like to use the National Framework as an umbrella to the Victorian Framework. I
must confess I have dwelled more into the National so far, but would like to look more into
the Victorian as it is for children 0-8years. As I am aware the Victorian is more in depth than
the National. My next mission is to be to become just as familiar with the Framework as I
am with the National Framework. I am already halfway there
I want to make it my mission to always strengthen my philosophy, adapt it when needed
and changes take place and to put into practice. My philosophy means so much to me
know.
A family centred education program is important to me. Interaction and communication is
the key to a successful curriculum.
Play-based early childhood program is how children learn and make meaning of their
learning.
To keep up-dated and to seek information professional government websites are filled with
valuable resources and information for educators and parents to navigate.
Marina Gardner 23188812 Page 20
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