Maximising children's potential through Inclusion: The EYLF - Getting Started By Joy Goodfellow (Early Childhood Australia)

Maximising children's potential through Inclusion: The EYLF - Getting Started By Joy Goodfellow (Early Childhood Australia)

'Planning the program'—by Heather Barnes. This e-Newsletter is about planning for children’s learning. It follows directly from e-Newsletter No. 55, which focused on noticing and recording children’s learning. The Early Years Learning Framework #EYLF and the National Quality Standard #NQS require educators to plan programs for children and to document their plans.

'Planning the program'—by Heather Barnes. This e-Newsletter is about planning for children’s learning. It follows directly from e-Newsletter No. 55, which focused on noticing and recording children’s learning. The Early Years Learning Framework #EYLF and the National Quality Standard #NQS require educators to plan programs for children and to document their plans.

"Children Teach us to wonder, to be surprised, to accept possibility; to continue to believe that we can be better, that democracy is possible, that peace is possible" - Carla Rinalda via Bellelli Education ≈≈

"Children Teach us to wonder, to be surprised, to accept possibility; to continue to believe that we can be better, that democracy is possible, that peace is possible" - Carla Rinalda via Bellelli Education ≈≈

This e-Newsletter focuses on practical ideas for learning experiences, connecting with nature and engaging with sustainability. Part B: Provisions follows on directly from Part A: Provocations and challenges educators to consider the provisions in all early childhood education and care settings and look at the practical ways to create outdoor learning environments, the way educators engage with children in these environments and to encourage children as active learners.

This e-Newsletter focuses on practical ideas for learning experiences, connecting with nature and engaging with sustainability. Part B: Provisions follows on directly from Part A: Provocations and challenges educators to consider the provisions in all early childhood education and care settings and look at the practical ways to create outdoor learning environments, the way educators engage with children in these environments and to encourage children as active learners.

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