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.

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.

'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.

Journey into Play: Each child is represented by their photo & a quote on the back about what it is they like to do at school, what they are good at etc. It is hung on this 'tree' to promote a sense of belonging, identity & community (",)

Journey into Play: Each child is represented by their photo & a quote on the back about what it is they like to do at school, what they are good at etc. It is hung on this 'tree' to promote a sense of belonging, identity & community (",)

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.

This e-Newsletter focuses on learning that can occur in outdoor environments and some considerations about how best to support that learning. The aim is to assist educators to make the most of these environments with children. This e-Newsletter (Part A) contains provocations—that is, questions and challenges related to outdoor learning environments. Connecting with nature and engaging with sustainability are underpinning themes.

This e-Newsletter focuses on learning that can occur in outdoor environments and some considerations about how best to support that learning. The aim is to assist educators to make the most of these environments with children. This e-Newsletter (Part A) contains provocations—that is, questions and challenges related to outdoor learning environments. Connecting with nature and engaging with sustainability are underpinning themes.

'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.

'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.

'Becoming culturally competent—Ideas that support practice' is our e-Newsletter No.65 and is out now! Download it here: http://bit.ly/1id5TjK  In this edition, Catharine Hydon demystifies 'cultural competence’ and offers practical, everyday steps to becoming more ‘competent’.  Catharine suggests that we start by understanding our own cultural identity and connecting to our local families and communities and the values and traditions that matter to them.

'Becoming culturally competent—Ideas that support practice' is our e-Newsletter No.65 and is out now! Download it here: http://bit.ly/1id5TjK In this edition, Catharine Hydon demystifies 'cultural competence’ and offers practical, everyday steps to becoming more ‘competent’. Catharine suggests that we start by understanding our own cultural identity and connecting to our local families and communities and the values and traditions that matter to them.


More ideas
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 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.

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.

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.

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/

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 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.

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.

Newsletter 63: Talking about practice: Recognising and supporting babies’ and toddlers’ belonging, being and becoming

Newsletter 63: Talking about practice: Recognising and supporting babies’ and toddlers’ belonging, being and becoming

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 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.

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