creating a jigsaw for early learning: developing high quality teaching and learning programs for k-3...
TRANSCRIPT
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Creating a jigsaw for early learning: developing high quality teaching and learning programs for K-3 classrooms
Jean Rice September 2008
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FocusGuidelines for Best Practice in Early Childhood Education
National Indigenous Early Childhood Education Readiness for Schooling Project
Increasing participation, readiness and success for young Indigenous learners
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Guidelines for Best Practice in Early Childhood Education
Background
Purpose
Structure of the book
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STRUCTUREAREAS1.Early childhood learning and development2.Cognitive development3.Social/emotional development4.Curriculum5.Learning & teaching6.Assessment7.Parent/community relationships8.ECE within a whole school
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A closer look - each area has
• Rationale• Development of 5 principles• Links to current ECE class & school practices• Application with a 0-4 years focus• Life long learning link
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The Current ECE Context
Healthy kids
Improving access
Improving quality
Establishing early learning centres
Preparing for school
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Indigenous Early Childhood Education Project
Developing a national framework to describe the enabling conditions that will increase the participation and school readiness of young Indigenous learners moving into Year One
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A Work in Progress
Ready Families + Ready Communities
+ Ready Services + Ready Education
=
Children ready for school
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Children prepared for learning-(examples)
• are active, healthy and safephysical health and well-being
• interact confidently and comfortably social knowledge and competence
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Children prepared for learning(examples)
• understand who they are & like themselvesemotional maturity
• are thinkers and problem solversapproaches to learning
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Children prepared for learning(examples)
• develop and communicate their ideaslanguage and cognitive development
• enjoy exploring and sharing discoveries about the world around them
general knowledge and communication skills
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Ready School: Curriculum(examples)
• commitment to success for all
• bridge to language for learning
• match needs, strengths and interests
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Teaching, learning and assessment(examples)
• evidence based practices
• teacher directed and child initiated learning
• explicit learning focus
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Learning environment(examples)
• supports play based learning
• welcoming and culturally safe
• both indoor and outdoor learning
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School Policies(examples)
• plan for transitions
• continuity: home – care – school
• plan to close the gap
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• strong leadership and advocacy
• culturally competent staff
• diverse home experiences
• children’s cultural identity
Professionalism(examples)
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parents families
community services
Links support children and their families
Creating connections
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Current research : early learning outcomes
• disposition to learn
• mastery
• self concept
• social commitment
• emotional literacy
• physical health and wellbeing
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ECE curriculum focus
• life long learning skills
• holistic development – personal, social, emotional, creative and curriculum objectives
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Quality classrooms(examples)
• diversity in provision for children
• balanced informal/ formal program
• part of a ready school
• closing the gap for Aboriginal children
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Questions and problem solving
• Informal/formal balanced program
• usefulness of the book
• challenges going forward
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Thank you for listening