Learning: A natural process of exploration that children engage in from birth, as they expand their intellectual, physical, social, emotional and creative capacities. Early learning is closely linked to early development. Learning framework: Refer to approved learning framework above. Learning outcome: A skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families. Learning relationships: Relationships that further children’s learning and development. Both adult and child have intent to learn from one another. Play-based learning: A context for learning through which children organise and make sense of their social world as they engage actively with people, objects and representations. Sources Belonging, Being & Becoming The Early Years Learning Framework for Australia: – Educators’ Guide to the Early Years Learning Framework for Australia: Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011, ACECQA: Guide to the National Quality Standard, ACECQA: National Quality Standard Professional Learning Program: Victorian Early Years Learning and Development Framework: Victorian Early Years Learning and Development Framework Resources for Professionals: – Service policies Code of Conduct Policy Environmental Sustainability Policy Inclusion and Equity Policy Interactions with Children Policy Nutrition and Active Play Policy Participation of Volunteers and Students Policy Road Safety and Safe Transport Policy Sun Protection Policy Supervision of Children Policy Water Safety Policy The Approved Provider is responsible for: ensuring that the educational program is stimulating and engaging, enhances children’s learning and development, and is based on an approved learning framework (refer to Definitions) (Section 168) ensuring the developmental needs, interests and experiences, and the individual differences of each child are accommodated in the educational program (Section 168) (refer to Inclusion and Equity Policy) ensuring the educational program contributes to each child: developing a strong sense of identity being connected with, and contributing to, his or her world having a strong sense of wellbeing
Learning: A natural process of exploration that children engage in from birth, as they expand their intellectual, physical, social, emotional and creative capacities. Early learning is closely linked to early development. Learning framework: Refer to approved learning framework above. Learning outcome: A skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families. Learning relationships: Relationships that further children’s learning and development. Both adult and child have intent to learn from one another. Play-based learning: A context for learning through which children organise and make sense of their social world as they engage actively with people, objects and representations. Sources Belonging, Being & Becoming – The Early Years Learning Framework for Australia: Educators’ Guide to the Early Years Learning Framework for Australia: Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011, ACECQA: Guide to the National Quality Standard, ACECQA: National Quality Standard Professional Learning Program: Victorian Early Years Learning and Development Framework: Victorian Early Years Learning and Development Framework – Resources for Professionals: Service policies Code of Conduct Policy Environmental Sustainability Policy Inclusion and Equity Policy Interactions with Children Policy Nutrition and Active Play Policy Participation of Volunteers and Students Policy Road Safety and Safe Transport Policy Sun Protection Policy Supervision of Children Policy Water Safety Policy The Approved Provider is responsible for: ensuring that the educational program is stimulating and engaging, enhances children’s learning and development, and is based on an approved learning framework (refer to Definitions) (Section 168) ensuring the developmental needs, interests and experiences, and the individual differences of each child are accommodated in the educational program (Section 168) (refer to Inclusion and Equity Policy) ensuring the educational program contributes to each child: developing a strong sense of identity being connected with, and contributing to, his or her world having a strong sense of wellbeing
Curriculum_Development_Policy.docx