'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.
Australian Professional Teacher Standards Eportfolio
Environment makeover. NQS ideas to actions is a Commonwealth of Australia funded documentary produced and brought to you by Early Childhood Australia (ECA). This video documents a service’s development and implementation of a working Quality Improvement Plan (QIP) focused on aspects of Quality Area 3: Physical Environment. This process of developing and implementing the QIP will demonstrate the way in which improving the physical environment will impact on all seven quality areas of the…
'Play-based approaches to literacy and numeracy' is the latest NQS PLP e-Newsletter and is out now! Check it out here: http://wp.me/p2wNWe-12X In this e-newsletter, Luke Touhill shows how educators working with children in the prior-to-school years contribute to positive attitudes and early understandings through rich, practical and play-based experiences.
When children have opportunities to make choices, to attempt tasks for themselves, and to take on increasing responsibilities, their sense of themselves as competent members of society grows. With strong links to the #EYLF and the #NQS, this e-Newsletter presents detailed information for educators to help support the development of independence and agency in children in a positive and collaborative way.
This is our final NQS PLP e-Newsletter titled 'Reflections on the journey so far'! http://wp.me/p2wNWe-19F In this e-Newsletter, Jenni Connor takes a look at how far the early childhood sector has come in understanding and implementing the National Quality Framework, including the Early Years Learning Framework and the Framework for School Aged Care.
The National Quality Framework has established a continuous cycle for early childhood settings, involving ongoing reflection, improvement and—importantly—external assessment against the National Quality Standard. The first round of quality ratings for early childhood services were released by the Australian Children's Education and Care Quality Authority ACECQA on 1 May 2013, and the news was good: nationally, more than half of the services assessed met the standard.
The process of noticing and recording children’s learning is an essential practice of effective early childhood educators. Noticing meaningful learning encounters and then collecting this information in a number of ways enables us as educators to fulfil the promise we make to children and their families—that ‘we will extend and enrich children’s learning’. Being attuned to children means that we will be alert to their learning and record it.
This e-Newsletter offers a rich insight into the #emotional and social #wellbeing of babies and young children. Social and emotional wellbeing comes from children feeling safe, secure and valued. The sense of wellbeing frees them to explore and learn.
NQS PLP e-Newsletter No.58 - Adventurous play was once taken for granted: children would race out their front doors and spend afternoons and weekends exploring and roaming, without parents or adults watching over them for large parts of the day. http://www.earlychildhoodaustralia.org.au/nqsplp/nqs-plp-e-newsletter-no-58-2013-adventurous-play-developing-a-culture-of-risky-play/
This newsletter acts as a supporting document for the Talking about practice video, titled 'Recognition of Prior Learning'. In this document supporting the video, educator Neville Dwyer explains the impact of the National Regulations for educator qualifications on his service, and how RPL supported his educators to gain their Certificate III and Diploma qualifications.
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.