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Importance Of Using Open Ended Questions

Importance Of Using Open Ended Questions

As the words indicate, Open-ended questions have no right or wrong answers and thus cannot be answered with a simple, ‘yes’ or ‘no’. Open-ended questions figure in several of the pedagogical practices outlined in the EYLF, like ‘being responsive to…
Strategies To Ensure Zero Tolerance For Racism In Early Childhood Settings

Strategies To Ensure Zero Tolerance For Racism In Early Childhood Settings

There is enough evidence in the history of the world to show the steep cost that societies pay when racism in its processes and institutions is not addressed and combated. In Australia, all early childhood learning frameworks mandate that all…
Enrolment and Orientation In Early Childhood Services

Enrolment and Orientation In Early Childhood Services

Among the two most important resources for services to build partnerships with new families are enrolment and orientation. The following article shows guidelines on using Enrolment and Orientation processes to collaborate with families so that children’s well-being and learning have…
High Expectations For Every Child – Achieving Best Practice

High Expectations For Every Child – Achieving Best Practice

Belonging, Being and Becoming: The EYLF lists ‘High Expectations’ as one of five Principles that underpin practice. This is based on the premise that all children come with the potential to learn and unique sets of abilities which can be…
Interest Areas In A Learning Environment

Interest Areas In A Learning Environment

The structure and organisation of a learning environment can have immense impact on all aspects of a child’s development, ranging from physical and cognitive to social and emotional growth. The following article provides information on What Are Interest Areas and…
Forming Relationships With Children In Childcare

Forming Relationships With Children In Childcare

Relationships with carers play a key role in determining a child’s well-being in the earliest years. They have the potential to impact only impact a child’s emotional and social development but also learning in school and later life outcomes. The…
NSW Child Protection Training Requirements For Educators

NSW Child Protection Training Requirements For Educators

In NSW, nominated supervisors and persons in day-to-day charge must complete a child protection course required by a Government protocol applying to the approved provider in accordance with section 162A of the Children (Education and Care Services) National Law. In-house…
Child Centred Approach

Child Centred Approach

A child-centred approach in an ECEC context involves giving children choices of learning activities, with the teacher acting as a facilitator of learning. It is a way of placing the child at the notional centre of the learning process in…
Unstructured Play Materials For Children

Unstructured Play Materials For Children

Unstructured play materials refer to those play materials whose uses are not predetermined by educators. Also known as of heuristic play materials, the scope for play with unstructured materials is thus unlimited, allowing children to develop agency, skills and imagination.…
Active Supervision In Early Childhood Settings

Active Supervision In Early Childhood Settings

Children need safe and positive environments to learn and grow. To ensure this, services and educators need to ensure effective supervision at all times. The following article provides information on the different aspects of supervision, ranging from regulatory requirements and…
Child Initiated Learning

Child Initiated Learning

At its simplest, child-initiated learning is one that is chosen and started by the child. This type of learning is the purest form of child-centred learning and constitutes one of the most important approaches in the educator’s toolkit of teaching…
Spontaneous Play In Early Childhood

Spontaneous Play In Early Childhood

Spontaneous play is exactly what it says – play that happens naturally, without any prior planning or being directed by anyone outside the play. In the early childhood context, spontaneous play is usually child-initiated and directed though it can include…
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