Study findings Demographic data (surveys and interviews) Six early childhood professionals (kindergarten teachers) and eight classroom teachers (Foundation) were identified and willing to volunteer. Participants came from either the Darebin or Marysville Education areas. The survey data revealed the information below: teaching experience ranged from 18 months to 30-plus years (average 18 years) time in current setting ranged from 6 months to 26 years (average 9 years) number of children in educational settings ranged from 12 to 605 two participants had diploma qualifications as their highest qualification while all others had a bachelor’s degree, with a mixture of extra qualifications including Special Ed (1), Montessori (1), Science (1), Indigenous Education (1), Auslan (1), Dance (1), Teaching English as a Second or Other Language (1). five participants had an early childhood qualification of some kind: Montessori, 1 B.Ed EC, 1 – Grad Dip EC, 2 – Diploma of Teaching EC, 1. – two participants had experience working in both school and EC settings the professionals were working in the following settings: five participants were teaching Prep/Foundation six participants were teaching in kindergartens one participant was teaching a 3/4 composite one participant was teaching a P/2 composite one participant was a relief teacher at a school site for two to three days per week (P–6). children in kindergarten classrooms aged 4 to -5 – children in Prep/Foundation classrooms aged 4.5 to 6 at of the year. – Teaching philosophy (interviews) Teachers in early childhood education and care services provided philosophy statements that were quite similar and focused on approaches that were child centred’, although two ‘play-based also identified the need for teaching’. ‘intentional Responses from teachers in the early years of school regarding teaching philosophy were quite disparate and included: creating a caring environment (1) catering for all children/differentiation (2) holistic social/emotional (1) – academic integrated approach (1) – inquiry-based approach (2) balance of explicit instruction and discovery learning (1)
Study findings Demographic data (surveys and interviews) Six early childhood professionals (kindergarten teachers) and eight classroom teachers (Foundation) were identified and willing to volunteer. Participants came from either the Darebin or Marysville Education areas. The survey data revealed the information below: teaching experience ranged from 18 months to 30-plus years (average 18 years) time in current setting ranged from 6 months to 26 years (average 9 years) number of children in educational settings ranged from 12 to 605 two participants had diploma qualifications as their highest qualification while all others had a bachelor’s degree, with a mixture of extra qualifications including Special Ed (1), Montessori (1), Science (1), Indigenous Education (1), Auslan (1), Dance (1), Teaching English as a Second or Other Language (1). five participants had an early childhood qualification of some kind: Montessori, 1 B.Ed – EC, 1 Grad Dip – EC, 2 Diploma of Teaching – EC, 1. two participants had experience working in both school and EC settings the professionals were working in the following settings: five participants were teaching Prep/Foundation six participants were teaching in kindergartens one participant was teaching a 3/4 composite one participant was teaching a P/2 composite one participant was a relief teacher at a school site for two to three days per week (P–6). children in kindergarten classrooms – aged 4 to -5 children in Prep/Foundation classrooms – aged 4.5 to 6 at of the year. Teaching philosophy (interviews) Teachers in early childhood education and care services provided philosophy statements that were quite similar and focused on ‘play-based approaches that were child centred’, although two also identified the need for ‘intentional teaching’. Responses from teachers in the early years of school regarding teaching philosophy were quite disparate and included: creating a caring environment (1) catering for all children/differentiation (2) holistic – social/emotional (1) academic – integrated approach (1) inquiry-based approach (2) balance of explicit instruction and discovery learning (1)
Understandingandsupportingyoungwriters_Early_Years.docx