EDE 325 Assignment 1 Case study (30%). Due 20th June, 2016, 1500 words (10% leeway +/-) Includes intext references.
Explore Australian government policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.
Introduction 200 words l Overview of the situation and identification of key issues.
In 2012, the National Quality Framework (NQF) was introduced by the Australian Government and subsequently applied to majority of children’s education and care services. The framework is used to ensure the wellbeing of children throughout their lives and to raise the productivity of the
…show more content…
This case study will analyse how these Australian Government policies, initiatives and legislative requirements influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.
Main body
Influence curriculum 300 words
It is very important to meet the needs of 21st century learners in both academic settings and corporation learning centres. The main factor that influences the curriculum development is the Australian Government followed by factors including awareness of the diversity in terms of the target community socially, financially and psychologically.
The National Quality Standard includes standard 1.1 states that ‘An approved framework informs the development of a curriculum that enhances each child’s learning and development’. This is where the Early Years Learning Framework (EYLF) is introduced. This framework is included in the National Quality Standard to help ensure the consistency in the delivery of learning programs within Australia. Within the EYLF is the Early Childhood curriculum framework which guides early childhood educators to develop quality early childhood education programs. This framework describes the principles, practice and learning outcomes which support and enhance young children’s learning from birth to five years old, and then their transition to school.
Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic
It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.
All Early years’ settings have policies and procedures that staff need to work with and follow they need to be up to date and be in line with the current framework of current legislation. Every policy has a procedure to follow and how to respond if you have any concerns about your key child or any other child that attends to the setting. The following procedures must be completed to ensure that the correct method is actioned.
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
This Act which is born from parent’s needs has a specific impact on childcarer's practice, but not only, as course handout 1a (2012, p2) confirms This Act is ‘for all those who are responsible for planning, running and using early childhood services’.
Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.
1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.
An explanation of how different approaches to work with children in early years have affected current provision in the UK
The Child Care Act 1972 is one of the important influences on the establishing of education and care settings in Australia as it is recognized as the start of the Commonwealth government’s
Australia believes in a holistic approach and that children learn through play and that learning is ongoing. Australia’s framework says that children belong to a community and should feel that they belong and have a purpose. Australia’s educators’ professional judgements are important in children’s learning. They use their professional knowledge and skills, knowledge of children, families and communities, awareness of how their beliefs and values impact children’s learning and personal styles and past experiences. Australia feels children learn best this way. The elements of the framework are Principles, Practice and Learning outcome. They have five principles which are: 1.Secure, respectful and reciprocal relationships, 2.Partnerships, 3.High expectations and equity, 4.Respect for diversity, 5.Ongoing learning and reflective practice. These principles help educators teach children and for children to grow as people. The principles are based on looking at the child as a whole and focusing on their needs and development. Australia views children as competent. Children are able and a part of society. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by: Being responsive to children, Creating environments that have a positive impact on children’s learning, Valuing the cultural and social contexts of children and their families, Providing for
This essay will critically examine the development, implementation and evaluation of early year’s policy reflecting on the role of research and the role of the practitioner within this process. It will address the impact policy has on practitioners and their day-to-day practice and highlight the part children play within the policy process. Finally it will analyse possible tensions which can arise around this policy process.
Early years setting defines the role of parents, carers, teacher, education providers and Government to work within the framework to support an integrated approach to provide the best possible care for children in the United Kingdom. It also provides professionals who work with children to set a common policy and commitments to deliver the best quality of early year education and childcare experience to all involved. It is important that early childhood practitioners understand that individual child develops at a different level in accordance with their surrounding environment. Policies and procedures become a tool to support practitioners to understand in detail any child’s development throughout their early year stages (Goulet, M. & Shroeder,
It is universally known that the early years of a child's life is a critical period. The experiences and relationships children have are fundamental to their development, learning and health (short term as well as long term. With this in mind a new policy reform was introduced in 2012 to increase the quality of early childhood services including kindergarten, day care and outside school hours care titled 'the National Quality Framework for
In recognising the importance of early childhood development for all children, including Aboriginal and Torres Strait Islander children, the Australian Government provides funding for the operation of early learning and child care services in locations where the market would not normally be viable, particularly in Indigenous, regional and remote