Practices In FSAC Educators Need To Take When Providing For Children
Posted: Fri Mar 20, 2015 8:26 am
Which practices in FSAC outline the approach educators need to take when providing care for children?
My answer so far is... I would be grateful ... thanks
A new vision for school age care in Australia- learning through play and leisure.
A new vision for educators in which the educators reflect on their own views and understanding of theories, research and practice.
Using guide and following Framework are explored in the guide
-Principles, practices and pedagogy, including learning through play, intentionality and collaboration with children to support learning and wellbeing
- reflective practice • implementing the Framework to foster children’s wellbeing and learning through play in areas identified by five broad outcomes for children
- facilitating children’s transitions between home, school age care setting and school
- developing cultural competence
- Australian Aboriginal and Torres Strait Islander cultural competence
- exploring your own personal beliefs and using theoretical perspectives.
The Guide and the Framework aim to make reflective practice and inquiry a part of everyday practice. This Guide supports educators to be reflective by providing:
- critical questions to think about and reflect upon
- ideas to promote a culture of inquiry
- a process for inquiry
Outcome 1: Children have a strong sense of identity
- Children feel safe, secure and supported by using effective routines to make predicted transitions during times of change from school to care.
- Children develop knowledge and confident self identities by feeling recognised and respected for who they are because educators have more time to listen to them and engage in authentic conversations.
Outcome 3: Children have a strong sense of wellbeing
- Children become strong in their social and emotional wellbeing by increasingly co-operating with others and educators, as there is more time for them to initiate conversations with educators, develop stronger relationships with them and work with educators collaboratively to plan routines and transitions.
Outcome 5: Children are effective communicators
Children are interacting verbally with the educators when arriving at school age care because the change in signing-in practices allow more time for conversations.
Both FSAC and EYLF are the key components to plan , implement and review curriculum for children. It is important to reflect on how the learning impact on and influence on your current curriculum decisions. The frameworks not only offer you crucial thinking points in relation to how children learn but also how you as educators can extend this learning and development further through intentional teaching and your everyday practices. A good quality curriculum for young children is based on a balance of planned and spontaneous experiences; however this balance may continually vary.
Outcomes for both are same:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to his or her world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
Reference: http://files.acecqa.gov.au/files/Nation ... tralia.pdf
My answer so far is... I would be grateful ... thanks
A new vision for school age care in Australia- learning through play and leisure.
A new vision for educators in which the educators reflect on their own views and understanding of theories, research and practice.
Using guide and following Framework are explored in the guide
-Principles, practices and pedagogy, including learning through play, intentionality and collaboration with children to support learning and wellbeing
- reflective practice • implementing the Framework to foster children’s wellbeing and learning through play in areas identified by five broad outcomes for children
- facilitating children’s transitions between home, school age care setting and school
- developing cultural competence
- Australian Aboriginal and Torres Strait Islander cultural competence
- exploring your own personal beliefs and using theoretical perspectives.
The Guide and the Framework aim to make reflective practice and inquiry a part of everyday practice. This Guide supports educators to be reflective by providing:
- critical questions to think about and reflect upon
- ideas to promote a culture of inquiry
- a process for inquiry
Outcome 1: Children have a strong sense of identity
- Children feel safe, secure and supported by using effective routines to make predicted transitions during times of change from school to care.
- Children develop knowledge and confident self identities by feeling recognised and respected for who they are because educators have more time to listen to them and engage in authentic conversations.
Outcome 3: Children have a strong sense of wellbeing
- Children become strong in their social and emotional wellbeing by increasingly co-operating with others and educators, as there is more time for them to initiate conversations with educators, develop stronger relationships with them and work with educators collaboratively to plan routines and transitions.
Outcome 5: Children are effective communicators
Children are interacting verbally with the educators when arriving at school age care because the change in signing-in practices allow more time for conversations.
Both FSAC and EYLF are the key components to plan , implement and review curriculum for children. It is important to reflect on how the learning impact on and influence on your current curriculum decisions. The frameworks not only offer you crucial thinking points in relation to how children learn but also how you as educators can extend this learning and development further through intentional teaching and your everyday practices. A good quality curriculum for young children is based on a balance of planned and spontaneous experiences; however this balance may continually vary.
Outcomes for both are same:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to his or her world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
Reference: http://files.acecqa.gov.au/files/Nation ... tralia.pdf
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best guide...