Practices That Raise & Debate Issues Relating To Curriculum, Equity, Wellbeing

[niddy71]

I need a little help...Stuck on my 3rd Q..

What practice does the guide to EYLF recommend that educators use to raise and debate issues relating to curriculum quality, equity and children's well-being..

The only thing I came up with but with my luck I might be right off is the Educators using a term called "pedagogy" as there guide...Is this on the right track maybe..

I have looked and looked over the reading material given to me and for the life of me still have no idea..I have looked on line and still drawing a blank...

Any help would be great to point me in the right direction if I am wrong...

Thanks
N

[Lorina]

Practices

Practices relates to how we put our Principles into action by working together with children, their families and within our community. The Early Years Learning Framework promotes children’s learning by drawing upon a repertoire of pedagogical practices (using our skills and knowledge that enable us to help children to learn) by –

Holistic approaches – teaching and learning through recognition of the mind, body and spirit. Paying attention to a child’s physical, personal, social & emotional, cognitive and spiritual wellbeing aspects of learning. Foster and enhance children’s understanding of the natural environment and the connections between the people, plants, animals and the land.

Responsiveness to children – being aware and responding to each individual child’s strengths, abilities and emerging interests. Value and further develop children’s strengths, interests, skills, abilities and knowledge to further extend their learning.

Learning through play – provides an endless amount of opportunities for children to explore, discover, create and imagine. Play extends children’s thinking and promotes a hands on approach to learning. Create a learning environment which encourages children to build on children’s learning in positive ways.

Intentional teaching – teaching that is deliberate, purposeful and thoughtful. Actively promote children’s learning through challenging experiences and interactions. Use strategies to extend on children’s problem solving and thinking such as demonstrating, explaining and questioning.

Learning environments – respond to the interests and needs of the children. Both indoor/outdoor environments offer children and families to contribute ideas, questions, and interests and promote children’s understanding about their responsibility to care for their environment. Provide a range of opportunities for individual and shared experiences.

Cultural competence – celebrates the benefits of diversity and has the ability to understand and acknowledge differences. Effectively communicate and interact with children, families and members of the community across cultures. Gain knowledge, understanding and a positive attitude towards cultural differences.

Continuity of learning and transitions – building on each child’s past and present experiences enables them to feel secure, confident and connected to people, events and situations that they are familiar with. Transitions between settings offer opportunities and challenges. Assist children in understanding the traditions, routines and practices of the settings to ease the transition process and to help deal with any changes that may occur.
Assessment for learning – relates to the process of gathering and analyzing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.

Understanding EYLF

,
Lorina

[zuzkam]

I am putting as the answer reflective practice, that is what I found on the Guide to EYLF web page