DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Why is a Statement of Why is a Statement of Philosophy so important?Philosophy so important?

Where does a Statement of Where does a Statement of Philosophy fit with the National Philosophy fit with the National

QualityQuality Standard?Standard?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Element 7.2.1Element 7.2.1

A statement of philosophy is developed and A statement of philosophy is developed and guides all aspects of the service's guides all aspects of the service's operations.operations.

Regulation 55Regulation 55--56 56 Quality Improvement PlansQuality Improvement PlansAn Approved Provider must ensure that a Quality An Approved Provider must ensure that a Quality Improvement Plan is prepared for the service that:Improvement Plan is prepared for the service that:……Contains a statement of philosophy.Contains a statement of philosophy.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

There are multiple references about the philosophy statement thrThere are multiple references about the philosophy statement throughout the oughout the National Quality Standards.National Quality Standards.

Everything we do as educators is a reflection of our philosophy.Everything we do as educators is a reflection of our philosophy. Our practice, Our practice, priorities, policies and procedures are all linked to the centrepriorities, policies and procedures are all linked to the centre philosophy.philosophy.

Examples of how services may meet the standards may include for Examples of how services may meet the standards may include for example:example:

•• how the servicehow the service’’s statement of philosophy guides pedagogy and teaching s statement of philosophy guides pedagogy and teaching decisions.decisions.

•• how families contribute to the development and review of the sehow families contribute to the development and review of the servicervice’’s s philosophy, policies and procedures. philosophy, policies and procedures.

•• how a shared understanding of the servicehow a shared understanding of the service’’s statement of philosophy underpins s statement of philosophy underpins everyday practice and decision making and how the statement ofeveryday practice and decision making and how the statement of philosophy is philosophy is used to set directions, build commitment and align actions witused to set directions, build commitment and align actions with the serviceh the service’’s goals s goals and outcomes.and outcomes.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

What do we mean by What do we mean by Centre Philosophy?Centre Philosophy?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

““Statement of philosophy is a statement the Statement of philosophy is a statement the approved provider of an education and care approved provider of an education and care service must ensure is in place. It is designed to service must ensure is in place. It is designed to guide the operation of the service and must be guide the operation of the service and must be available to the staff members of the service and available to the staff members of the service and parents of children attending the service.parents of children attending the service.””Glossary, Guide to the National Quality Standard, October 2011.Glossary, Guide to the National Quality Standard, October 2011.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

StopStopReflectReflectThink Think

What do we do? What do we do? Why do we do it that way?Why do we do it that way?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Talking about practice video clip 1 Talking about practice video clip 1 A philosophy of respectA philosophy of respect

Watch the first video from Early Childhood Australia Early Years Learning FrameworkProfessional Learning Program website,

found at the link below.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

A statement of philosophy should be used A statement of philosophy should be used as a a daily guide for everyone. ( children, as a a daily guide for everyone. ( children, families, educators, staff, management and families, educators, staff, management and

community)community)

What is everyoneWhat is everyone’’s understanding about:s understanding about:

Quality Relationships

Equity Play

Respect Diversity

Partnerships Reflective practice

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Things to considerHow will we value different points of

view? How will everyone own the document?

Intercultural perspectives.

Ethical issues.( Early Childhood Australia Code of Ethics 2006)

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Your statement of philosophy should reflect the Your statement of philosophy should reflect the principles that underpin The Education and Care principles that underpin The Education and Care

Services National Law Act 2010 and the Early Services National Law Act 2010 and the Early Years Learning Framework or MTOP and will be Years Learning Framework or MTOP and will be

underpinned by current theories. underpinned by current theories.

Reviewed annually (self Reviewed annually (self review) or if significantreview) or if significantchanges to your service.changes to your service.

Your Philosophy Statement

Principles of EYLF orMTOP

National Law

Theoretical perspectives.New research

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Principles of the Early Years Principles of the Early Years Learning Framework and Learning Framework and

My Time, Our Place.My Time, Our Place.

Secure, respectful and reciprocal Secure, respectful and reciprocal relationshipsrelationships

PartnershipsPartnerships High expectations and equityHigh expectations and equity Respect for diversityRespect for diversity Ongoing learning and Ongoing learning and Reflective practice. Reflective practice.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

““The EYLF outlines best practice and The EYLF outlines best practice and reflects contemporary early childhood reflects contemporary early childhood research and theoryresearch and theory…”…”

““The EYLF encourages everyone who works The EYLF encourages everyone who works with young children to see themselves as with young children to see themselves as pedagogical leaders.pedagogical leaders.””

The Educators Guide to the Early Years Learning Framework page The Educators Guide to the Early Years Learning Framework page 66

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Is what we believe Is what we believe what we do?what we do?

Go to the Educator’s Guide to the EYLF and download from the CD document 7 -Linking theoretical perspectives and practice.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

““Different theories about early childhood Different theories about early childhood inform approaches to childreninform approaches to children’’s learning s learning and development. Early childhood and development. Early childhood educators draw upon a range of educators draw upon a range of perspectives in their workperspectives in their work…”…”

““Drawing on a range of perspectives and Drawing on a range of perspectives and theories can challenge traditional ways of theories can challenge traditional ways of seeing children, teaching and learning..seeing children, teaching and learning..””

The Early Years Learning Framework page 11The Early Years Learning Framework page 11

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Watch the second video from Early Childhood Australia Early Years Learning FrameworkProfessional Learning Program website,

found at the link below.

Talking about Practice Talking about Practice -- Part 2 Theories Part 2 Theories Behind our work.Behind our work.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Developmental TheoriesDevelopmental Theories

Key people are Piaget, BowlbyKey people are Piaget, Bowlby Focus on describing and Focus on describing and

understanding the processes of understanding the processes of change over timechange over time

Ages and stages in a specific orderAges and stages in a specific order Individual childrenIndividual children Children learn through their Children learn through their

exploration and play with concrete exploration and play with concrete materials materials

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

StrengthsStrengths Provides guidelines for assessing Provides guidelines for assessing

childrenchildren’’s development s development Scientific approach Scientific approach Assists planning for Assists planning for ‘‘next stepsnext steps’’

because planning supports what because planning supports what the child is currently ready for. the child is currently ready for.

Can help identify issues for some Can help identify issues for some childrenchildren

CautionsCautions Culturally bound, mainly WesternCulturally bound, mainly Western Increasing linking of development Increasing linking of development

with ages, leading to view of with ages, leading to view of children being ahead or behindchildren being ahead or behind

Ignores contexts Ignores contexts

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

BeliefsBeliefs

Children progress through recognisable Children progress through recognisable stages in their journey to adulthoodstages in their journey to adulthood

If educators understand ages and stages If educators understand ages and stages they can better support childrenthey can better support children’’s s development development

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Behaviourist theoriesBehaviourist theories

Key people: Skinner, PavlovKey people: Skinner, Pavlov Focus on behaviour is learned Focus on behaviour is learned

and can be unlearnedand can be unlearned Changes in childrenChanges in children’’s s

behaviour occur because of behaviour occur because of the responses they get to their the responses they get to their behaviourbehaviour

Use of rewards, praise, Use of rewards, praise, withdrawal of attentionwithdrawal of attention

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

StrengthsStrengths Valuable for teaching some Valuable for teaching some

behaviours, eg crossing a roadbehaviours, eg crossing a road Focuses on developing positive Focuses on developing positive

behaviours, often through positive behaviours, often through positive reinforcement (rewards)reinforcement (rewards)

Repetition and practice supports Repetition and practice supports learninglearning

There is a reason for behaviourThere is a reason for behaviour

CautionsCautions Focuses on behaviours rather Focuses on behaviours rather

than dispositions and attitudesthan dispositions and attitudes Does not take account of cultural Does not take account of cultural

contextscontexts Can focus on managing Can focus on managing

behaviour rather than examining behaviour rather than examining underlying causesunderlying causes

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

BeliefsBeliefs

ChildrenChildren’’s learning is helped by the use of s learning is helped by the use of rewards, praise and consequencesrewards, praise and consequences

If educators learn to recognise and If educators learn to recognise and manage childrenmanage children’’s behaviour children will s behaviour children will learnlearn

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Socio cultural theoriesSocio cultural theories

Key people: Vygotsky, Rogoff, Fleer, Key people: Vygotsky, Rogoff, Fleer, MalaguzziMalaguzzi

Relationships and participation are Relationships and participation are central to learningcentral to learning

Children are active agents and Children are active agents and contributors in their different social contributors in their different social groupsgroups

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

StrengthsStrengths Attends toAttends to cultural contexts, cultural contexts,

including the familyincluding the family Recognises that children have Recognises that children have

strengths, knowledges, skills, strengths, knowledges, skills, dispositions and understandingsdispositions and understandings

Learning occurs in relationship Learning occurs in relationship and through scaffoldingand through scaffolding

CautionsCautions Could lead to a focus on only the Could lead to a focus on only the

social aspect of childrensocial aspect of children’’s s learninglearning

Accepting cultural mores without Accepting cultural mores without challenging social inequalitieschallenging social inequalities

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

BeliefsBeliefs

Children are capable, competent learners Children are capable, competent learners and create their world with more and create their world with more knowledgeable othersknowledgeable others

Educators can recognise what children Educators can recognise what children know within their own situations and build know within their own situations and build on iton it

Learning Links 2010

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Watch the video clip from Teacher Watch the video clip from Teacher TV at TES resources.TV at TES resources.

Discuss what learning theories you Discuss what learning theories you saw the educator drawing from.saw the educator drawing from.

TES Resources Website: Developing TES Resources Website: Developing Communication for Language and Communication for Language and ThinkingThinking

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Are we where we think we are?Are we where we think we are?

0

5

10

15

20

25

30

35

40

Matuationist Behaviourist Cognitveconstructivist

Socialconstructivist

psychodynamic

educators beliefs/responses

educators practices/observation

Winter, 2003Winter, 2003

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

How to start.How to start.Look at your current statement of philosophyLook at your current statement of philosophy Does it reflect whatDoes it reflect what’’s happening in your s happening in your

site site –– does it guide your everyday practice does it guide your everyday practice and pedagogy?and pedagogy?

Does it show a link to The Early Years Does it show a link to The Early Years Learning Framework/MTOP and the Learning Framework/MTOP and the Education and Care Services National Education and Care Services National Law Act 2010?Law Act 2010?

Does it provide a clear vision for the Does it provide a clear vision for the service?service?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Where to next?Where to next?

Staff discussionsStaff discussions-- pedagogypedagogyPrinciples of EYLF/MTOPPrinciples of EYLF/MTOP--what do what do

they mean? Develop a shared they mean? Develop a shared understanding. understanding.

Involve children and familiesInvolve children and familiesAsk everyone Ask everyone -- what what

makes this community makes this community unique?unique?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

What to Include?What to Include?A statement of philosophy:A statement of philosophy:

Describes the serviceDescribes the service’’s values, beliefs and understandingss values, beliefs and understandings

Informs understanding of educators, children, families and the Informs understanding of educators, children, families and the communitycommunity

Leads to improved practices, relationships, policies and proceduLeads to improved practices, relationships, policies and proceduresresGuide to the National Law and Regulations p43Guide to the National Law and Regulations p43

Go to Early Childhood Australia and download EYLFPLP Newsletter 15

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Questions to guide reflection.Questions to guide reflection. Does our practice reflect the beliefs outlined Does our practice reflect the beliefs outlined

in our statement of philosophy?in our statement of philosophy?

To what extent does our statement of To what extent does our statement of philosophy reflect a commitment to philosophy reflect a commitment to continuous improvement?continuous improvement?

How is a culture of respect, equity and How is a culture of respect, equity and fairness encouraged in the service? How is fairness encouraged in the service? How is this communicated to educators, children and this communicated to educators, children and families?families?

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

Having common understandings of what you do and why, Having common understandings of what you do and why, melding individual philosophies togethermelding individual philosophies together

Identifying what you believe aboutIdentifying what you believe about…….. teaching practice, why .. teaching practice, why youyou’’re there, how children learnre there, how children learn……....

You can begin by encouraging staff to develop their own You can begin by encouraging staff to develop their own philosophy statementphilosophy statement

We have been taking the EYLF principles & practices and We have been taking the EYLF principles & practices and asking the staff in each room to take one at a time and write asking the staff in each room to take one at a time and write the principle or practice in their own words. This has helped the principle or practice in their own words. This has helped staff understanding of the EYLF. We have then combined and staff understanding of the EYLF. We have then combined and reviewed the wording and used them in our SOP. reviewed the wording and used them in our SOP.

What did you come up with?What did you come up with?Reflections from educators about developing their

statement of philosophy.

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

We are doing our SOP because we believe it is important, not We are doing our SOP because we believe it is important, not because of NQS requirementsbecause of NQS requirements

We have organised a session with The Gowrie to help our We have organised a session with The Gowrie to help our staff articulate what they knowstaff articulate what they know

We are giving staff opportunities to talk about their practice We are giving staff opportunities to talk about their practice and understandings in fun ways to lighten things upand understandings in fun ways to lighten things up

We are providing lots of opportunities for our staff to answer We are providing lots of opportunities for our staff to answer questions questions –– giving them practice at workgiving them practice at work

We provided a presentation on what is an inspired We provided a presentation on what is an inspired professional professional

We have based our SOP on the international rights of the We have based our SOP on the international rights of the childchild

DECD Early Learning and DECD Early Learning and Curriculum 2011Curriculum 2011

At the heart of the quality improvement agenda are

the children’s best interests.