Early Years Curriculum Guidelines

1 Early Years Curriculum GuidelinesiiTrial version and final editionThe principal writers of the final version of the Early Years Curriculum Guidelines (EYCG) and associated materials were Patricia Connell, Anthony Shearer and Trudi Tobin, in consultation with Carolyn document was based on the trial version of the Early Years Curriculum Guidelines . Writers for this document and associated materials were: Patricia Connell, Elizabeth Kable, Tracey Linnane, Anthony Shearer and Jenny Taylor, with support from Judy Forster, Suzette Holm, Terry O Brien and Donna Torr. Carolyn Harrod was the manager for this project. The Guidelines were trialled in 2003 and 2004 in 66 schools from all schooling sectors and across Queensland.

2 This trial was evaluated externally and internally throughout this period, with feedback from prep teachers, school administrators and parents. This input was invaluable and contributed significantly to the final published materials. We appreciated their enthusiasm and generosity in giving so willingly of their time and expertise. The trial schools are listed on the QSA website. Special thanks are extended to members of the Early Years Curriculum Reference Group, critical friends and the email Consultative Network, all of whom provided advice and feedback during the development of the EYCG. Publishing and graphicsIn preparing the EYCG materials for publication, the support and expertise of the QSA publishing staff, led by Sue Ogilvie, is very much vibrant artwork throughout the document was contributed by prep children from:Badu Island State School, Torres Strait Camp Hill Infants State School, Brisbane Darra-Jindalee Catholic School, Brisbane Eight Mile Plains State School, Brisbane Inala State School, Brisbane Vienna Woods State School, photographs of prep classes featured in the EYCG come from.

3 Arundel State School, Gold Coast Badu Island State School, Torres Strait Cairns West State School, Cairns Camp Hill Infants State School, Brisbane Cawarral State School, Cawarral, Central Coast Good Shepherd Lutheran College, Noosaville Inala State School, Brisbane Mitchelton State School, Brisbane St Saviour s Catholic Primary School, Toowoomba Watson Road State School, Brisbane Whitfield State School, Cairns Wyreema State School, photograph of the Badu Island dancers was taken by Brendan Cupitt. All other photographs were taken by the prep teachers and the QSA Early Years project The State of Queensland (Queensland Studies Authority) 2006 ISBN 1 920749 15 2 Ground floor, 295 Ann Street, Brisbane.

4 PO Box 307 Spring Hill Qld 4004. Phone: (07) 3864 0299 Fax: (07) 3221 2553 Email: Website: iiForeword vList of tables and figures viIntroduction 1 Purpose of the Early Years Curriculum Guidelines 1 Promoting continuities through the Preparatory year 2 Perspectives that shape the Early Years Curriculum 9 Perspectives on children, learning and teaching 10 Perspectives on teachers and teaching 11 Principles for practice 13 Key components of an effective Early Years Curriculum 15 understanding children 18 understanding children s prior experiences 18 understanding children s learning 21 understanding learning and development in educational contexts 24 Building understandings about children 26 Critical reflection about understanding children 27 Building partnerships 28 Partnerships with children 29 Partnerships with families and carers 29 Partnerships with communities 30 Partnerships with other professionals 31

5 Teachers roles in building and maintaining partnerships 32 Critical reflection about building partnerships 33 Establishing flexible learning environments 34 Critical reflection about learning environments 38 Reflecting on decision making 39 Creating contexts for learning and development 41 Play 43 Real-life situations 45 Investigations 45 Routines and transitions 47 Focused learning and teaching 48 Critical reflection about contexts for learning and development 50 Exploring what children learn 52 Social & personal learning 53 Health & physical learning 53 Language learning & communication 53 Early mathematical understandings 54 Active learning processes 54 Critical reflection about what children learn 57 Continued over page.

6 IiiContents (Cont.)Learning statement overviews for Curriculum decision making 59 Exploring decision-making processes 77 Planning 78 Interacting 80 Reflecting 82 Personal reflection 82 Reflection with children 82 Reflection with colleagues 83 Reflection with parents, carers and community members 83 Monitoring and assessing 84 Purposes of monitoring and assessing 84 Learning statement rubrics 89 Social & personal learning 89 Health & physical learning 90 Language learning & communication 91 Early mathematical understandings 92 Active learning processes 93 Appendix 1: Theorists informing the Early Years Curriculum Guidelines 95 Appendix 2.

7 Samples of Early learning record templates 97 Glossary 101 Bibliography 105ivForewordIn 2007, a Preparatory year will be introduced into Queensland schools. The Early Years Curriculum Guidelines (EYCG) has been developed specifically for use in the Preparatory year . It provides a framework for continuity of learning through the Early childhood phase of is widely accepted that the Early Years of learning are among the most significant periods of growth for children. Experiences during this time not only affect cognitive, social and physical development, but deeply influence dispositions to learning and children s views of themselves as learners. With this in mind, the EYCG is based on current research into young children s learning.

8 The following six factors associated with preparedness for school and later success have been identified from this research: social and emotional competence with a focus on social learning and independence health and physical wellbeing, particularly in making healthy choices and gross- and fine-motor development language development and communication, focusing on oral language and Early literacy Early mathematical understandings with emphasis on Early numeracy active learning processes with a focus on thinking, investigating, and imagining and responding positive dispositions to factors for success provide the framework for the EYCG Curriculum EYCG invites teachers and administrators to view children as capable learners who bring knowledges and experiences into prep settings.

9 The teaching and learning approach emphasises the importance of: building on prior learning providing opportunities for children to learn through all sensory pathways. It recognises the vital role in children s brain development of play-based problem-solving with other children, and the role of adults in supporting, scaffolding, facilitating and monitoring document highlights the important role that teachers play as they work with children and other partners in making Curriculum decisions. In preparatory settings, Curriculum decision making involves four non-linear, interactive processes planning, interacting, monitoring & assessing and reflecting. These are used as organisers throughout the external evaluation noted that the EYCG framework guided teachers to develop programs that were highly successful in promoting children s learning.

10 Teachers will find the EYCG a valuable resource that affirms their effective practices, and challenges them to explore different ways of looking at the Early Years QSA would like to thank the many people involved in the development of the EYCG. We particularly appreciate the highly professional contributions from preparatory teachers and school Bannikoff Director, Queensland Studies Authority February 2006vList of tables and figuresTable 1: Educator roles and teaching strategies 12 Table 2: Five key components used for Curriculum decision making 16 Table 3: The phases of learning and development 25 Table 4: Characteristics of high-quality, flexible, physical learning environments 36 Table 5: Characteristics of high-quality, flexible, social learning environments 37 Table 6.