Question-
Task 1- National Quality Framework
Element 1.1.6. Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world (ACECQA, 2011, p.36)
Provide one example of what this may look like with educators, in an early learning environment
What i have so far-
The way each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world in a educators early learning environment is a small group of children were digging in a big river in the sandpit and one child said “ I will go get water” so the child collected a bucket and went to the water tank to get some water while the other children continued digging the big river. The educator ask the child that was collecting the water from the water tank “What are you doing” the child said “Making a big river come see” the educator walked to the sand pit with the child and said “Wow that looks really good, would you like me to get the hose to fill up the river?”, the small group of children said “Yes” with a big smile on their faces.
Example Of Practice For Element 1.1.6 With Educators
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Re: Nurture creativity in children
It all flows well up untill
'Wow that looks really good, would you like me to get the hose to fill up the river?”, the small group of children said “Yes” with a big smile on their faces.
'Wow thats looks good' is a close ended phrase, not only does it leave the child with no option for comment further bit good is not descriptive, you could consider consider replacing it with an open ended sentence phrase or question E.g. What else can you tell me about the river, where else do we find rivers etc.
Would you like me to get the hose to fill up the river -is also taking away the child's agency, with the educator being not only solution focussed but also inhibiting the opportunity for the children to take their learning/creativity to a different level?
The concepts of scaffolding and enabling learning require that educators know how and when to enter and exit a learning context with out taking over or cutting learning learning experiences short. For example; a question such as; I wonder how you will fill the river with water, who has and idea about how we can turn this into a river with water etc etc would be better suited.
Agency applies to all aspects of program delivery; including accessibility and children owning learning.
Cheers!
'Wow that looks really good, would you like me to get the hose to fill up the river?”, the small group of children said “Yes” with a big smile on their faces.
'Wow thats looks good' is a close ended phrase, not only does it leave the child with no option for comment further bit good is not descriptive, you could consider consider replacing it with an open ended sentence phrase or question E.g. What else can you tell me about the river, where else do we find rivers etc.
Would you like me to get the hose to fill up the river -is also taking away the child's agency, with the educator being not only solution focussed but also inhibiting the opportunity for the children to take their learning/creativity to a different level?
The concepts of scaffolding and enabling learning require that educators know how and when to enter and exit a learning context with out taking over or cutting learning learning experiences short. For example; a question such as; I wonder how you will fill the river with water, who has and idea about how we can turn this into a river with water etc etc would be better suited.
Agency applies to all aspects of program delivery; including accessibility and children owning learning.
Cheers!
Re: Nurture creativity in children
Okay thanks for your help
Re: Nurture creativity in children
Does this sound better?
The way each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world in a educators early learning environment is a small group of children were digging in a big river in the sandpit and one child said “I will go get water” so the child collected a bucket and went to the water tank to get some water while the other children continued digging the big river. The educator ask the child that was collecting the water from the water tank “What are you doing” the child said “Making a big river come see” the educator walked to the sand pit with the child and said “Wow, you have all worked very hard what else can you tell me about the river?”
The way each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world in a educators early learning environment is a small group of children were digging in a big river in the sandpit and one child said “I will go get water” so the child collected a bucket and went to the water tank to get some water while the other children continued digging the big river. The educator ask the child that was collecting the water from the water tank “What are you doing” the child said “Making a big river come see” the educator walked to the sand pit with the child and said “Wow, you have all worked very hard what else can you tell me about the river?”
Re: Example Of Practice For Element 1.1.6 With Educators
Yes, I think those adjustments are fine within your response. When having conversations with children just think about how you can extend further on their interests, get them to talk more about what they are doing and you can do this by using open ended question:
Open Ended Questions With Children
,
Lorina
Open Ended Questions With Children
,Lorina
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