Creating a jigsaw for early learning: developing high quality teaching and learning programs for K-3 classrooms
Jean Rice September 2008
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
Guidelines for Best Practice in Early Childhood Education
Background
Purpose
Structure of the book
STRUCTUREAREAS1.Early childhood learning and development2.Cognitive development3.Social/emotional development4.Curriculum5.Learning & teaching6.Assessment7.Parent/community relationships8.ECE within a whole school
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
The Current ECE Context
Healthy kids
Improving access
Improving quality
Establishing early learning centres
Preparing for school
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
A Work in Progress
Ready Families + Ready Communities
+ Ready Services + Ready Education
=
Children ready for school
Children prepared for learning-(examples)
• are active, healthy and safephysical health and well-being
• interact confidently and comfortably social knowledge and competence
Children prepared for learning(examples)
• understand who they are & like themselvesemotional maturity
• are thinkers and problem solversapproaches to learning
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
Ready School: Curriculum(examples)
• commitment to success for all
• bridge to language for learning
• match needs, strengths and interests
Teaching, learning and assessment(examples)
• evidence based practices
• teacher directed and child initiated learning
• explicit learning focus
Learning environment(examples)
• supports play based learning
• welcoming and culturally safe
• both indoor and outdoor learning
School Policies(examples)
• plan for transitions
• continuity: home – care – school
• plan to close the gap
• strong leadership and advocacy
• culturally competent staff
• diverse home experiences
• children’s cultural identity
Professionalism(examples)
parents families
community services
Links support children and their families
Creating connections
Current research : early learning outcomes
• disposition to learn
• mastery
• self concept
• social commitment
• emotional literacy
• physical health and wellbeing
ECE curriculum focus
• life long learning skills
• holistic development – personal, social, emotional, creative and curriculum objectives
Quality classrooms(examples)
• diversity in provision for children
• balanced informal/ formal program
• part of a ready school
• closing the gap for Aboriginal children
Questions and problem solving
• Informal/formal balanced program
• usefulness of the book
• challenges going forward
Thank you for listening