children. It takes into account the developmental stages and backgrounds of children from birth to age 3, as well as the centre’s philosophy. It also includes employing various strategies to engage young children as active participants in the learning process. Knowledge and The ability to understand: Analysis Developmental stages of children from to age 3 It refers to gathering, Strategies to plan and implement developmentally appropriate cognitive processing, teaching, learning and care-giving approaches that meet the needs of integration and inspection of facts and information young children required to perform the Strategies to engage children as active participants work tasks and activities. Application and The ability to: Adaptation Articulate how daily pedagogical practices are aligned to centre It refers to the ability to philosophy perform the work tasks Plan and implement teaching, learning and care-giving approaches, and activities required of the occupation, and the taking into account the developmental stages and backgrounds of ability to react to and children and centre philosophy manage the changes at work. Facilitate opportunities for young children to be active participants in the learning process Innovation and The ability to: Creation Refine teaching, learning and care-giving approaches to support the It refers to the ability to holistic development of children generate purposive to improve work performance and/or enhance business values that are aligned to organisational goals. Social Intelligence The ability to: and Ethics Collaborate with colleagues to plan and implement appropriate It refers to the ability to teaching, learning and care-giving approaches use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. Learning to Learn N/A It refers to the ability to develop and improve one’s self within and outside of one’s area of work. Strategies to plan and implement developmentally appropriate teaching, learning and care-giving practices that meet the of young children may include, but are not limited to: Utilising observations and documentation of children to inform Range of planning Application Utilising strategies and resources to scaffold children’s learning and (where applicable) It refers to the critical development circumstances and contexts that the skill Strategies to engage children as active participants may include, but may be demonstrated. are not limited to: Utilising observations and documentation of children Allowing children to explore and indicate their interests
children. It takes into account the developmental stages and backgrounds of children from birth to age 3, as well as the centre’s philosophy. It also includes employing various strategies to engage young children as active participants in the learning process. Knowledge and Analysis It refers to gathering, cognitive processing, integration and inspection of facts and information required to perform the work tasks and activities. The ability to understand: Developmental stages of children from to age 3 Strategies to plan and implement developmentally appropriate teaching, learning and care-giving approaches that meet the needs of young children Strategies to engage children as active participants Application and Adaptation It refers to the ability to perform the work tasks and activities required of the occupation, and the ability to react to and manage the changes at work. The ability to: Articulate how daily pedagogical practices are aligned to centre philosophy Plan and implement teaching, learning and care-giving approaches, taking into account the developmental stages and backgrounds of children and centre philosophy Facilitate opportunities for young children to be active participants in the learning process Innovation and Creation It refers to the ability to generate purposive to improve work performance and/or enhance business values that are aligned to organisational goals. The ability to: Refine teaching, learning and care-giving approaches to support the holistic development of children Social Intelligence and Ethics It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. The ability to: Collaborate with colleagues to plan and implement appropriate teaching, learning and care-giving approaches Learning to Learn It refers to the ability to develop and improve one’s self within and outside of one’s area of work. N/A Range of Application (where applicable) It refers to the critical circumstances and contexts that the skill may be demonstrated. Strategies to plan and implement developmentally appropriate teaching, learning and care-giving practices that meet the of young children may include, but are not limited to: Utilising observations and documentation of children to inform planning Utilising strategies and resources to scaffold children’s learning and development Strategies to engage children as active participants may include, but are not limited to: Utilising observations and documentation of children Allowing children to explore and indicate their interests
Educarer1_20161001_ECDA_WDA_V01Final.docx