Creating a jigsaw for early learning: developing high quality teaching and learning programs for K-3 classrooms

Jean Rice September 2008

FocusGuidelines for Best Practice in Early Childhood Education

National Indigenous Early Childhood Education Readiness for Schooling Project

Increasing participation, readiness and success for young Indigenous learners

Guidelines for Best Practice in Early Childhood Education

Background

Purpose

Structure of the book

STRUCTUREAREAS1.Early childhood learning and development2.Cognitive development3.Social/emotional development4.Curriculum5.Learning & teaching6.Assessment7.Parent/community relationships8.ECE within a whole school

A closer look - each area has

• Rationale• Development of 5 principles• Links to current ECE class & school practices• Application with a 0-4 years focus• Life long learning link

The Current ECE Context

Healthy kids

Improving access

Improving quality

Establishing early learning centres

Preparing for school

Indigenous Early Childhood Education Project

Developing a national framework to describe the enabling conditions that will increase the participation and school readiness of young Indigenous learners moving into Year One

A Work in Progress

Ready Families + Ready Communities

+ Ready Services + Ready Education

=

Children ready for school

Children prepared for learning-(examples)

• are active, healthy and safephysical health and well-being

• interact confidently and comfortably social knowledge and competence

Children prepared for learning(examples)

• understand who they are & like themselvesemotional maturity

• are thinkers and problem solversapproaches to learning

Children prepared for learning(examples)

• develop and communicate their ideaslanguage and cognitive development

• enjoy exploring and sharing discoveries about the world around them

general knowledge and communication skills

Ready School: Curriculum(examples)

• commitment to success for all

• bridge to language for learning

• match needs, strengths and interests

Teaching, learning and assessment(examples)

• evidence based practices

• teacher directed and child initiated learning

• explicit learning focus

Learning environment(examples)

• supports play based learning

• welcoming and culturally safe

• both indoor and outdoor learning

School Policies(examples)

• plan for transitions

• continuity: home – care – school

• plan to close the gap

• strong leadership and advocacy

• culturally competent staff

• diverse home experiences

• children’s cultural identity

Professionalism(examples)

parents families

community services

Links support children and their families

Creating connections

Current research : early learning outcomes

• disposition to learn

• mastery

• self concept

• social commitment

• emotional literacy

• physical health and wellbeing

ECE curriculum focus

• life long learning skills

• holistic development – personal, social, emotional, creative and curriculum objectives

Quality classrooms(examples)

• diversity in provision for children

• balanced informal/ formal program

• part of a ready school

• closing the gap for Aboriginal children

Questions and problem solving

• Informal/formal balanced program

• usefulness of the book

• challenges going forward

Thank you for listening