Family - Early Childhood Education Resources

This folder offers information about early childhood education. Providing families with information relates to engaging in collaborative partnerships through transparency. This concept is supported by 'The Early Years Learning Framework for Australia' (DEEWR, 2009) which promotes collaboration between families and educators. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
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This site contains a wealth of resources relevant to early childhood education and this relates to the concept that families can feel secure in the understanding their children will experience certain standards of care and education in an early years setting. This is supported by the Code of Ethics (Barblett, Buckell, Cheeseman, Clyde, Fasoli, Hydon,  and Woodrow, 2006),  which illustrates the importance of supporting standards and practices.

Guiding the way education and care services implement the National Legislation, National Quality Standards and the Early Years Learning Framework.

This site details the Early Childhood Australia 'Code of Ethics' that relates to the conduct and professionalism families can expect of early childhood educators. These values are supported by The Early Years Learning Framework for Australia (DEEWR, 2009), which shares similar principles reflected in assertions children deserve to experience belonging, being and becoming. (Department of Education, Employment, Workplace Relations, & Council of Australian Governments, 2009).

This site details the Early Childhood Australia 'Code of Ethics' that relates to the conduct and professionalism families can expect of early childhood educators. These values are supported by The Early Years Learning Framework for Australia (DEEWR, 2009), which shares similar principles reflected in assertions children deserve to experience belonging, being and becoming. (Department of Education, Employment, Workplace Relations, & Council of Australian Governments, 2009).

This pin considers children transitioning from home to early childhood settings and this relates to the concept of the influential nature of parent educator collaboration to support children during this time. This concept is supported by 'The Early Years Learning Framework', (DEEWR, 2009) which illistrates children 'use effective routines to make predicted transitions smoothly' (p. 21). https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

This pin considers children transitioning from home to early childhood settings and this relates to the concept of the influential nature of parent educator collaboration to support children during this time. This concept is supported by 'The Early Years Learning Framework', (DEEWR, 2009) which illistrates children 'use effective routines to make predicted transitions smoothly' (p. 21). https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

This pin considers children transitioning from home to early childhood settings and this relates to the concept of the influential nature of parent educator collaboration to support children during this time. This concept is supported by 'The Early Years Learning Framework', (DEEWR, 2009) which illistrates children 'use effective routines to make predicted transitions smoothly' (p. 21). https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Promoting positive education and care transitions for children

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argues children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to ensuring children have opportunities for learning. This is supported by Barblett et al., (2006), who argues children should have opportunities for 'learning, development and engagement' (Barblett et al., 2006). http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to the concept of ensuring children have opportunities for learning, which is supported by Barblett, Buckell, Cheeseman, Clyde, Fasoli, Hydon, & Woodrow, (2006), in the Code of Ethics, and also by Curtis & Carter's (2008) week five reading titled 'Learning together with young children : a curriculum framework for reflective teachers,' which demands educators 'teach well' (p…

This pin offers a framework for educators and families to establish goals and outcomes for children. This relates to the concept of ensuring children have opportunities for learning, which is supported by Barblett, Buckell, Cheeseman, Clyde, Fasoli, Hydon, & Woodrow, (2006), in the Code of Ethics, and also by Curtis & Carter's (2008) week five reading titled 'Learning together with young children : a curriculum framework for reflective teachers,' which demands educators 'teach well' (p…

This pin offers strategies to support children entering childcare. This relates to the concept of preparing children so they feel safe and supported, increasing opportunities for learning. This concept is supported by Maslow's Hierarchy of Needs Theory, (1943) which illustrates increased scope for learning when children feel safe and secure. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. doi: 10.1037/h0054346

It’s all in planning ahead, preparing your child and settling in strategies, as our guide explains.

This site offers a range of resources for families. This relates to the importance of supporting families who are influential in children's lives, which is supported by values reflected in The Early Years Learning Framework for Australia (Department of Education, Employment, Workplace Relations, & Council of Australian Governments, 2009) and Bronfenbrenner's Ecological Systems Theory (1994), evidenced through family being positioned in the influential microsystem.

This site offers a range of resources for families. This relates to the importance of supporting families who are influential in children's lives, which is supported by values reflected in The Early Years Learning Framework for Australia (Department of Education, Employment, Workplace Relations, & Council of Australian Governments, 2009) and Bronfenbrenner's Ecological Systems Theory (1994), evidenced through family being positioned in the influential microsystem.


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