Post on 03-Feb-2022
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The Queensland Kindergarten Learning Guideline: Practical
Ideas for Implementation
The goals of this workshop are to examine:
Part One: The Queensland kindergarten learning guideline
Background and information about the QKLG How the Guideline fits with EYLFInformation about QSA website and PD modules
Part Two: Practical Ideas for Implementation Play as a context for learningIntentional teaching strategies
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My Role in the Office for Early Childhood Education and Care
My role is to support the implementation of The Queensland kindergarten learning guideline in long day care services participating in the Queensland Kindergarten Funding Scheme
Universal Access
The Queensland Government is investing $321 million to ensure every child can access a kindergarten programIn order to achieve this target, up to 240 extra kindergarten services are being established across the stateAll kindergarten programs will be delivered by a qualified teacher, from 2014
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History
A five month trial of the Queensland kindergarten learning guideline commenced in 27 services in February 2010.The trial informed the final version of the guideline professional development materials for teachers.The full version of the Guideline is available on the Queensland Studies Authority website. http://www.qsa.qld.edu.au/10192.htmlFunded services will receive hard copies in the near future.
How EYLF & QKLG align
The Early Years Learning Framework (EYLF) outlines the principles and practices that guide educators to provide early childhood services for children from birth to beginning school. The Queensland kindergarten learning guideline (QKLG) interprets these principles and practices in a Queensland context for children in kindergarten settings in their year before Prep.
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Who uses the Queensland kindergarten learning guideline?
It is used by services funded by the Office for Early Childhood Education and Care as approved kindergarten providers including:
Sessional kindergartensKindergarten programs in long day care services
How are QKLG and EYLF similar?
Embracing diverse children, families and communitiesWorking in partnerships
curriculum)Creating engaging learning environmentsLearning through play Responsive, intentional teaching practices
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Why the need for new curricula frameworks? Change in perspective that reflects
Changes in society (diverse family structures, changing work patterns)Changing community attitudesNew research findings that highlight the importance of the early yearsIncreasing levels of accountability An acknowledgement of the importance of family and culture Need for improved outcomes for Aboriginal and Torres Strait Islander children
How does this look in practice?A move away from a developmental focus to viewing children as capable and competent learnersGreater engagement with families and community (shared decision making)
-planned units of work (emergent curriculum)Concern for continuity of learning; before, during and after
expectations and equity
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The Queensland kindergarten learning guideline includes:Guideline QKLG
Tools Continuum of learning and development
Transition statement
P.D Five professional development modules
Decision Making
The guideline provides guidance for decision making.
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Learning Areas
EYLF (outcomes) QKLG (learning areas)
Children have a strong sense of identity Identity
Children are connected with and contributing to their world
Connectedness
Children have a strong sense of wellbeing Wellbeing
Children are confident and involved learners
Active learning
Children are effective communicators Communicating
Professional Development Modules
Working through the modules and completing the tasks will help teachers to
Work towards the National Quality Standards set out in the National Quality Standard (NQS).meet the Professional Standards for registration or registration renewal with the Queensland College of Teachers (QCT).
The professional development modules are available on the Queensland Studies Authority website. http://www.qsa.qld.edu.au/10192.html
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Tools
The guideline provides two tools for educators to assist them in continuity of learning for children:
The Continuum of Learning and Development This tool assists educators to assess, reflect and share
The Transition Statement This document provides a shared summary between parent,
parents retain this document, it can be shared with school staff
Part Two:Practical Ideas for Implementation
Play as a context for learningIntentional teaching strategies
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Play
The other contexts are:Real life engagementsRoutines and transitions
Queensland Studies Authority. (2010). Queensland kindergarten learning guideline. Brisbane: Queensland Studies Authority
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How does play look different at different times of the year?
Discuss with your group:Describe how role play might look different from beginning of the year to the end of the year. Do the same for:
CollageBlock play
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Supported play
Creative play
Discovery play
We see children engage in play in different ways
Discovery play
Child is at a discovery stage - becoming familiar (How does the clay feel? What sort of noise does this block make)Often solitaryConcerned with how things look and feel (sensory information)Often not yet ready to represent ideas by drawing or making
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Supported Play
Needs scaffolding to achieve goalsMay need prompts and cues to plan and action ideasThe child may not have a plan but will happily work alongside other children, following their planCan usually co-operatively play with others Often ready to take on board new skillsWith encouragement may be ready to represent (make objects for play event, draw pictures etc)
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Creative
Can be collaborative Child directs their own learning (make their own rules, have a plan in mind)Child confidently accesses and uses resources, often in new and surprising ways Solves problems and finds solutions Draws on previous ideas (own or others)Can often represent the play through drawing, writing, making maps
With help children can document their own learning
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Supported Play
Creative
Discovery Play
Goal is to engage children in rich, personally and culturally meaningful play as a way to engage children in learning.
What supports or impedes children engaging in rich emergent play?
Discuss in your group:1. What supports children to engage in rich/creative play?
(child characteristics, environments etc)2. What impedes children from engaging in rich/creative play?
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What supports?
Children with experience Rich environments Older children Children who are able to integrate new skills and information Supportive environments Positive dispositions to learning Children who are resilient and persevereChildren with strong identities
What impedes barriers
Developmental challengesLack of experience Lack of knowledge or skillsNegative dispositions to learning Difficulties with sensory integrationChildren who are not connected to others
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Reduce/ negotiate barriers
Intentional Teaching
Intentional Teaching allows us to choose strategies that are
Problem solve about how to overcome barriers
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Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and Planning in Early Childhood Settings (4th ed.). Melbourne: Thomson.
Teaching Strategies level of teacher intervention Strategies Type of Play
Acknowledging Modelling Facilitating
Low interaction
SupportingScaffolding Co-constructing Reflecting Critiquing
Mediating
Demonstrating Directing
Explicit
Supported Play
Creative
Discovery Play
Providing resourcesCo-constructing
ScaffoldingDirectingDemonstrating skills & techniquesModelling
Facilitating DirectingEngaging/provoking
Which teaching strategies?
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Intentional teaching discovery play
1. Facilitating providing good environments2. Allowing time for children to become familiar with
environment3. Allowing discovery time 4. Demonstrating and explicitly teaching self help/tidy away
routines
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Supported play
1.2. Explicit teaching of skills demonstrating, modelling e.g how
to use scissors3.
4. Peer tutoring 5.6. Reflecting 7. Scaffolding research skills
Talking with familiesNoticing play themesFostering culturally relevant interests
displays/books/webpagesProvoking their thinking to initiate an interest
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Peer Tutoring & Collaboration
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Fostering culturally relevant interests
displays/books/webpages
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Research tools and resources Non fiction (information books)Picture collectionsNatural objects/ museum exhibits Access to the internet Using families to assist with research e.g. Borrowing from public libraries, borrowing items from home
Inviting guests with specialist knowledge
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Information Boards
interestPhotocopy and encourage child to cut out favourite pictureTeach child how to glue picture onto boardAsk child what s/he already knows about the subject (record)Ask child what they would like to know or read some of the text to the child Ask child what could be added to the information board.
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Sharing successes
Creative Play - Discussion
What intentional teaching strategies do you use to support
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Creative Play
1. Resources that enable children to create their own stories 2. Helping children plan3. Encourage collaboration 4. Co-constructing 5. Encouraging children to access resources independently 6. Having flexible and extended time7. Clip boards & writing materials 8. Capturing learning with children 9.
Resources that enable children to think creatively
Open ended rather than single purpose big blocks, construction, collage/making materials, paint, prop boxes, collections of objects
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Helping children plan
Plan do review (HighScope)Co-constructing with children (children retain the control over the project -goal)Drawing up ideas and plans
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Accessing resources
making what they needUsing open ended tools e.g. Hollow blocks rather than home corner furniture Encourage children to think about creative uses for objects in the environment
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Access to writing materials & clip boards
Encourage children to draw or make objects not available for their play Assist children to record their ideas & plans Encourage children to make signs to communicate with others
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Having flexible and extended time
Saving work use baskets for made items take photos or draw pictures
Name cards on partially finished workTake home basket so you can decide what stays or goes home.
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Collaborating with parents
EmailWall documentation e.g. Annotated photosPortfoliosSlide show
Engage parents as resource gatherers Finding out on the netInformation form libraryLocal experts
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Summary Part One: The QKLG
Background and information about the QKLG How the Guideline fits with EYLFInformation about QSA website and PD modules
Part Two: Practical Ideas for Implementation Play as a context for learningIntentional teaching strategies
Office for Early Childhood Education and Care
Kindy Hotline 1800 4 KINDY (1800 454 639) OECEC website http://education.qld.gov.au/earlychildhood/office.html
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Queensland Kindergarten Learning Guideline
The GuidelineContinuum of Learning and Development Professional Development Modules
Available online from the Queensland Studies Authority Website http://www.qsa.qld.edu.au/10192.html
My Contact details
Sue Southey (Mon - Wed)Principal Program OfficerStrategic InitiativesTelephone: +61 7 3224 7620Email: Sue.Southey@deta.qld.gov.au