1.1 CHILD DEVELOPMENT AND EDUCATION AIM: Educators to build current knowledge on every child in the service to ensure their interests are acknowledged and built upon. PROCEDURE: Observations: The National Quality Framework and Early Learning Framework requires that ‘each current knowledge, ideas, culture, abilities and interests are the foundation of the child’s They also state that learning and development is program’ (p. 28). ‘each child’s assessed as part of an ongoing cycle of planning, documenting and (p. 32). evaluating’ Therefore educators must get to know individual children as well as the group so that experiences can be planned according to a current ability level, interests and child’s knowledge. By observing children in their learning environments, you can document and assist in planning relevant experiences for them. When observing a child, the focus should be on the QUALITY of what you are noting, not the quantity of information. By making the observation meaningful, the following should be reflected upon: What drew my interest to the child in this experience and why? What is meaningful here? How is the child feeling? In what ways do I know the child is enjoying/feeling challenged/hating the experience? What are the strengths (interests) and weaknesses? child’s What learning is taking place here? What were the interactions/conversations like? What other learning is possible? What planning could I provide for the short and long term? How can I better support this learning? What other goals can I get? child’s How can I better cater for this individual learning style? child’s Critical Reflections: What else is possible from this situation?
1.1 CHILD DEVELOPMENT AND EDUCATION AIM: Educators to build current knowledge on every child in the service to ensure their interests are acknowledged and built upon. PROCEDURE: Observations: The National Quality Framework and Early Learning Framework requires that ‘each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program’ (p. 28). They also state that ‘each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating’ (p. 32). Therefore educators must get to know individual children as well as the group so that experiences can be planned according to a child’s current ability level, interests and knowledge. By observing children in their learning environments, you can document and assist in planning relevant experiences for them. When observing a child, the focus should be on the QUALITY of what you are noting, not the quantity of information. By making the observation meaningful, the following should be reflected upon: What drew my interest to the child in this experience and why? What is meaningful here? How is the child feeling? In what ways do I know the child is enjoying/feeling challenged/hating the experience? What are the child’s strengths (interests) and weaknesses? What learning is taking place here? What were the interactions/conversations like? What other learning is possible? What planning could I provide for the short and long term? How can I better support this child’s learning? What other goals can I get? How can I better cater for this child’s individual learning style? Critical Reflections: What else is possible from this situation?
POLICY_BOOK%20Aug%202016.docx