(a reference guide that is an imperfect work in progress!)

Transcription

1 The Teacher s Ink. (a reference guide that is an imperfect work in progress!) EYLF Quick Reference guide 1 P a g e

2 The Teacher s Ink. EYLF Quick Reference guide This document is designed to act as a quick references to use when you are writing your Day Book, Teaching Reflections, Projects and Documentations or Observations of the children... Simply look for the learning area you want to connect with, and then choose the outcome that best works for you. You still need to read the Early Years Learning Framework and be very familiar with the document... And you should certainly know the Principles and Practices that will guide your reflective practice and teaching! I will tackle those on another day and quite possibly in a different way! You can use the words and the ideas rather than having to directly quote! In the near future, I will include some samples of what this might look like. For now, I ve used the correct referencing for the outcomes rather than having a code or reference numbers. The EYLF does say that you should add your own elements that are relevant within your context, and it is for this reason that I am hesitant in adding reference numbers such as etc. Everyone will number differently! I have NOT used every element of all the outcomes. I have only used the ones that I feel are the broadest and are the strongest link for the listed learning experiences! Again, I have not listed every single learning experience you will find at every service (remember there are so many different types of services and educational philosophies). You are more than welcome to add your own elements and other elements from the EYLF that you feel are important. This is a guide only you find the answers that suit your educational practice! If you have suggestions/additions you would like to see or notice that I ve doubled up, made a mistake, or something doesn t make sense please me: teachersink@gmail.com (after a few hours, it all looks the same!) As of 28/01/13 this document is not complete! I have plans to add to this and most likely will update it as the year goes on! I hold the copyright on the layout and the design, the words on this page and images, however not the Early Years Learning Framework words! See the reference below: Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming the Early Years Learning Framework for Australia. Canberra, ACT: Author. Thank you for your interest and support! Kind Regards, The Teacher s Ink. Team 2 P a g e

3 Learning Experience: Relationships w/ Educators & Children Relationships w/ Educators & Children Expressing Feelings & Emotions Expressing Feelings & Emotions Confidence & Self Esteem EYLF Outcome Reference: supported: establish and maintain respectful, trusting relationships with other children and educators (DEEWR, 2009 p 21). Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: cooperate with others and negotiate roles and relationships in play episodes and group experiences (DEEWR, 2009 p 26). supported: sense and respond to a feeling of belonging (DEEWR, 2009 p 21). supported: confidently explore and engage with social and physical environments through relationships and play (DEEWR, 2009 p 21). supported: confidently explore and engage with social and physical environments through relationships and play (DEEWR, 2009 p 21). EYLF Outcome Reference: supported: initiate interactions and conversations with trusted educators (DEEWR, 2009 p 21). Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: take action to assist other children to participate in social groups Children learn to interact in relation to others with care, empathy and respect: empathise with and express concern for others (DEEWR, 2009 p 24). supported: openly express their feelings and ideas in their interactions with others (DEEWR, 2009 p 21). supported: initiate interactions and conversations with trusted educators (DEEWR, 2009 p 21). Wellbeing STRONG SENSE OF WELLBEING Wellbeing includes good physical STRONG SENSE OF WELLBEING Wellbeing incorporates both 3 P a g e

4 Cultural Awareness Cultural Awareness Cultural Awareness Play & Learning health, feelings of happiness, satisfaction and successful social functioning. It influences the way children interact in their environments. A strong sense of wellbeing provides children with confidence and optimism which maximise their learning potential. It encourages the development of children s innate exploratory drive, a sense of agency and a desire. (DEEWR, 2009 p 30). Children become aware of fairness: discover and explore some connections amongst people (DEEWR, 2009 p 28). Children respond to diversity with respect: explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings (DEEWR, 2009 p 27). Children develop knowledgeable and confi dent self identities: share aspects of their culture with the other children and educators (DEEWR, 2009 p 23). imagination and reflexivity: are physical and psychological aspects and is central to belonging, being and becoming. Without a strong sense of wellbeing it is difficult to have a sense of belonging, to trust others and feel confident in being, and to optimistically engage in experiences that contribute to becoming. (DEEWR, 2009 p 30). Children respond to diversity with respect: notice and react in positive ways to similarities and differences among people (DEEWR, 2009 p 27). Children respond to diversity with respect: become aware of connections, similarities and differences between people (DEEWR, 2009 p 27). Children develop knowledgeable and confi dent self identities: develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities (DEEWR, 2009 p 23). imagination and reflexivity: use 4 P a g e

5 Play & Learning Play & Learning Play & Learning Play & Learning Social Play & Cooperative Play curious and enthusiastic participants in their learning (DEEWR, 2009 p 34). imagination and reflexivity: initiate and contribute to play experiences emerging from their own ideas (DEEWR, 2009 p 34). imagination and reflexivity: follow and extend their own interests with enthusiasm, energy and concentration (DEEWR, 2009 p 34). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: explore their environment (DEEWR, 2009 p 35). LEARNERS: Children transfer and adapt what they have learned from one context to another: manipulate resources to investigate, take apart, assemble, invent and construct (DEEWR, 2009 p 37). play to investigate, imagine and explore ideas (DEEWR, 2009 p 34). imagination and reflexivity: participate in a variety of rich and meaningful inquiry-based experiences (DEEWR, 2009 p 34). imagination and reflexivity: express wonder and interest in their environments (DEEWR, 2009 p 34). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations (DEEWR, 2009 p 35). LEARNERS: Children transfer and adapt what they have learned from one context to another: explore ideas and theories using imagination, creativity and play (DEEWR, 2009 p 37). 5 P a g e

6 Social Play & Cooperative Play Social Play & Cooperative Play Social Play & Cooperative Play Social Play & Cooperative Play Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: cooperate with others and negotiate roles and relationships in play episodes and group experiences (DEEWR, 2009 p 26). Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: are playful and respond positively to others, reaching out for company and friendship experiences (DEEWR, 2009 p 26). Children respond to diversity with respect: explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings (DEEWR, 2009 p 27). Children develop their emerging autonomy, inter-dependence, resilience and sense of agency: demonstrate increasing awareness of the needs and rights of others (DEEWR, 2009 p 22). Children develop their emerging autonomy, inter-dependence, resilience and sense of agency: begin to initiate negotiating and Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: understand different ways of contributing through play and projects (DEEWR, 2009 p 26). supported: confidently explore and engage with social and physical environments through relationships and play (DEEWR, 2009 p 21). Children respond to diversity with respect: become aware of connections, similarities and differences between people (DEEWR, 2009 p 27). Children develop their emerging autonomy, inter-dependence, resilience and sense of agency: increasingly co-operate and work collaboratively with others (DEEWR, 2009 p 22). Children develop their emerging autonomy, inter-dependence, resilience and sense of agency: recognise their individual 6 P a g e

7 Social Play & Cooperative Play Social Play & Cooperative Play Drawing, Painting, Sculpture, Drama, Dance, Movement, Music and Storytelling Drawing, Painting Drawing, Painting sharing behaviour (DEEWR, 2009 p 22). Children learn to interact in relation to others with care, empathy and respect: engage in and contribute to shared play experiences (DEEWR, 2009 p 24). Children become aware of fairness: begin to think critically about fair and unfair. (DEEWR, 2009 p 28). use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning (DEEWR, 2009 p 43). begin to use images and approximations of letters and words to convey meaning (DEEWR, 2009 p 43). share the stories and symbols of their own culture and re-enact wellknown stories (DEEWR, 2009 p 43). achievements and the achievements of others (DEEWR, 2009 p 22). Children learn to interact in relation to others with care, empathy and respect: show interest in other children and being part of a group (DEEWR, 2009 p 24). Children become aware of fairness: become aware of ways in which people are included or excluded from physical and social environments (DEEWR, 2009 p 28). experiment with ways of expressing ideas and meaning using a range of media (DEEWR, 2009 p 43). use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning (DEEWR, 2009 p 42). use language and engage in play to imagine and create roles, scripts and ideas (DEEWR, 2009 p 43). Play-dough, Sculpting 7 P a g e

8 Drawing, Collage, Mix Media Art, Painting experiment with ways of expressing ideas and meaning using a range of media (DEEWR, 2009 p 43). Home Corner, Doll House, Imaginary Play Story Telling / Pretend Play Story Telling / Pretend Play share the stories and symbols of their own culture and re-enact wellknown stories (DEEWR, 2009 p 43). experiment with ways of expressing ideas and meaning using a range of media (DEEWR, 2009 p 43). use language and engage in play to imagine and create roles, scripts and ideas (DEEWR, 2009 p 42). use language and engage in play to imagine and create roles, scripts and ideas (DEEWR, 2009 p 42). use language and engage in play to imagine and create roles, scripts and ideas (DEEWR, 2009 p 42). share the stories and symbols of their own culture and re-enact wellknown stories (DEEWR, 2009 p 42). Gross motor, Balancing, Climbing, Obstacle Course etc. Gross Motor & Physical Play and physical wellbeing: demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely (DEEWR, 2009 p 32). STRONG SENSE OF WELLBEING Children s learning and physical development is evident through their movement patterns from physical dependence and reflex actions at birth, to the integration of sensory, motor and cognitive systems for organised, controlled physical activity for both purpose and enjoyment. (DEEWR, 2009 pp30). 8 P a g e

9 Gross motor, Balancing, Climbing, Obstacle Course etc. Construction & Building & Manipulatives Construction & Building & Manipulatives Construction & Building & Manipulatives and physical wellbeing: show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others (DEEWR, 2009 p 32). and physical wellbeing: combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama (DEEWR, 2009 p 32). and physical wellbeing: manipulate equipment and manage tools with increasing competence and skill (DEEWR, 2009 p 32). imagination and reflexivity: are curious and enthusiastic participants in their learning (DEEWR, 2009 p 34). imagination and reflexivity: initiate and contribute to play experiences and physical wellbeing: engage in increasingly complex sensory-motor skills and movement patterns (DEEWR, 2009 p 32). and physical wellbeing: show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others (DEEWR, 2009 p 32). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: manipulate objects and experiment with cause and effect, trial and error, and motion (DEEWR, 2009 p 35). imagination and reflexivity: use play to investigate, imagine and explore ideas (DEEWR, 2009 p 34). imagination and reflexivity: participate in a variety of rich and 9 P a g e

10 Construction & Building & Manipulatives Construction & Building & Manipulatives Independence, Self-Help Independence, Self-Help emerging from their own ideas (DEEWR, 2009 p 34). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: explore their environment (DEEWR, 2009 p 35). LEARNERS: Children transfer and adapt what they have learned from one context to another: manipulate resources to investigate, take apart, assemble, invent and construct (DEEWR, 2009 p 37). STRONG SENSE OF WELLBEING As children become more independent they can take greater responsibility for their health, hygiene and personal care and become mindful of their own and others safety. Routines provide opportunities for children to learn about health and safety. Good nutrition is essential to healthy living and enables children to be active participants in play. (DEEWR, 2009 p 30) and physical wellbeing: show increasing independence and competence in personal hygiene, care and safety for themselves and others (DEEWR, 2009 p 32). meaningful inquiry-based experiences (DEEWR, 2009 p 34). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations (DEEWR, 2009 p 35). LEARNERS: Children transfer and adapt what they have learned from one context to another: explore ideas and theories using imagination, creativity and play (DEEWR, 2009 p 37). STRONG SENSE OF WELLBEING Children s developing resilience and their ability to take increasing responsibility for self-help and basic health routines promote a sense of independence and confidence. As they experience being cared for by educators and others, they become aware of the importance of living and learning interdependently with others. (DEEWR, 2009 p 30) and physical wellbeing: recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity) (DEEWR, 2009 p 32). Worm Farm, Composting 10 P a g e

11 Gardening Children become socially responsible and show respect for the environment: develop an awareness of the impact of human activity on environments and the interdependence of living things (DEEWR, 2009 p 29). Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature. These spaces invite open ended interactions, spontaneity, risk-taking, exploration, discovery, and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education (DEEWR, 2009 pp 16). Children become socially responsible and show respect for the environment: explore relationships with other living and non-living things and observe, notice and respond to change (DEEWR, 2009 p 29). Children become socially responsible and show respect for the environment: develop an awareness of the impact of human activity on environments and the interdependence of living things (DEEWR, 2009 pp 29). Gardening Gardening Gardening Children become socially responsible and show respect for the environment: explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals (DEEWR, 2009 pp 29). Children become socially responsible and show respect for the environment: explore relationships with other living and non-living things and observe, notice and respond to change (DEEWR, 2009 pp 29). Children become socially responsible and show respect for the environment: demonstrate an increasing knowledge of, and respect for natural and constructed environments (DEEWR, 2009 pp 29). and physical wellbeing: manipulate equipment and manage tools with increasing competence and skill (DEEWR, 2009 p 32). 11 P a g e

12 Recycling & Sustainability Cooking, Healthy Eating, Nutrition and physical wellbeing: show an increasing awareness of healthy lifestyles and good nutrition (DEEWR, 2009 p 32). Children become socially responsible and show respect for the environment: demonstrate an increasing knowledge of, and respect for natural and constructed environments (DEEWR, 2009 p 29). and physical wellbeing: show an increasing awareness of healthy lifestyles and good nutrition (DEEWR, 2009 p 32). Children become socially responsible and show respect for the environment: develop an awareness of the impact of human activity on environments and the interdependence of living things (DEEWR, 2009 p 29). and physical wellbeing: manipulate equipment and manage tools with increasing competence and skill (DEEWR, 2009 p 32). Literacy, Language & Communication Literacy: alphabet, vocabulary, reading, oral communication Literacy is the capacity, confidence and disposition to use language in all its forms. Literacy incorporates a range of modes of communication including music, movement, dance, storytelling, visual arts, media and drama, as well as talking, listening, viewing, reading and writing. (DEEWR, 2009 p 38). purposes: exchange ideas, feelings and understandings using language and representations in play (DEEWR, 2009 p40). Children s use of their home languages underpins their sense of identity and their conceptual development. Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued. (DEEWR, 2009 p 38). purposes: convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community (DEEWR, 2009 p 40). Literacy: 12 P a g e

13 alphabet, vocabulary, reading, oral communication purposes: interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings (DEEWR, 2009 p 40). supported: initiate interactions and conversations with trusted educators (DEEWR, 2009 p 21) Pretend Play, Role Playing, Dramatic Play Pretend Play, Role Playing, Dramatic Play Story Telling, Group time Story Telling, Group time supported: confidently explore and engage with social and physical environments through relationships and play. (DEEWR, 2009 p 21). supported: initiate and join in play (DEEWR, 2009 p 21). Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: cooperate with others and negotiate roles and relationships in play episodes and group experiences (DEEWR, 2009 p 26). Children begin to understand how symbols and pattern systems work: supported: explore aspects of identity through role play (DEEWR, 2009 p 21). Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: cooperate with others and negotiate roles and relationships in play episodes and group experiences (DEEWR, 2009 p 26). supported: initiate and join in play (DEEWR, 2009 p 21). 13 P a g e

14 Dancing, Music & Movement Problem Solving Persistence & Concentration listen and respond to sounds and patterns in speech, stories and rhyme (DEEWR, 2009 p 43). and physical wellbeing: respond through movement to traditional and contemporary music, dance and storytelling (DEEWR, 2009 p 32). LEARNERS: Children transfer and adapt what they have learned from one context to another: use the processes of play, reflection and investigation to solve problems (DEEWR, 2009 p 36). imagination and reflexivity: persist even when they find a task difficult (DEEWR, 2009 p 34). and physical wellbeing: respond through movement to traditional and contemporary music, dance and storytelling (DEEWR, 2009 p 32). and physical wellbeing: combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama (DEEWR, 2009 p 32). LEARNERS: Children transfer and adapt what they have learned from one context to another: try out strategies that were effective to solve problems in one situation in a new context (DEEWR, 2009 p 36). imagination and reflexivity: persevere and experience the satisfaction of achievement (DEEWR, 2009 p 34). Numeracy Numeracy: maths, measurement, volume, counting etc. Numeracy: broadly includes understandings about numbers, patterns, measurement, spatial awareness and data as well as mathematical thinking, reasoning and counting. (DEEWR, 2009 p 43). Numeracy is the capacity, confidence and disposition to use mathematics in daily life. Children bring new mathematical understandings through engaging with problem solving. It is essential Children begin to understand how symbols and pattern systems work: begin to recognise patterns and relationships and the connections between them (DEEWR, 2009 p 43). Spatial sense, structure and pattern, number, measurement, data argumentation, connections and exploring the world mathematically are the powerful mathematical ideas children need to 14 P a g e

15 Numeracy: maths, measurement, volume, counting etc. Numeracy: maths, measurement, volume, counting etc. Numeracy: maths, measurement, volume, counting etc. Numeracy: maths, measurement, volume, counting etc. that the mathematical ideas with which young children interact are relevant and meaningful in the context of their current lives (DEEWR, 2009 p 38). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: use reflective thinking to consider why things happen and what can be learnt from these experiences (DEEWR, 2009 p 35). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: create and use representation to organise, record and communicate mathematical ideas and concepts (DEEWR, 2009 p 35). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: contribute constructively to mathematical discussions and arguments (DEEWR, 2009 p 35). purposes: demonstrate an increasing understanding of become numerate (DEEWR, 2009 p 38). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: manipulate objects and experiment with cause and effect, trial and error, and motion (DEEWR, 2009 p 35). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations (DEEWR, 2009 p 35). a as problem solving, inquiry, experimentation, hypothesising, researching and investigating: make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify and communicate these using mathematical language and symbols (DEEWR, 2009 p 35). purposes: interact with others to explore ideas and concepts, clarify 15 P a g e

16 measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers (DEEWR, 2009 p 40). and challenge thinking, negotiate and share new understandings (DEEWR, 2009 p 40). Language, Communication & Literacy Language, Communication & Literacy Language, Communication & Literacy: Singing & Chanting Language, Communication & Literacy Language, Communication & Literacy Language, purposes: respond verbally and non-verbally to what they see, hear, touch, feel and taste (DEEWR, 2009 p 40). purposes: express ideas and feelings and understand and respect the perspectives of others (DEEWR, 2009 p 40). Children engage with a range of texts and gain meaning from these texts: sing and chant rhymes, jingles and songs (DEEWR, 2009 p 41). Children engage with a range of texts and gain meaning from these texts: begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured (DEEWR, 2009 p 41). Literacy: in the early years literacy includes a range of modes of communication including music, movement, dance, storytelling, visual arts, media and drama, as well as talking, reading and writing. (DEEWR, 2009 p 41). purposes: use language and representations from play, music and art to share and project meaning (DEEWR, 2009 p 40). purposes: interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings (DEEWR, 2009 p 40). Children engage with a range of texts and gain meaning from these texts: listen and respond to sounds and patterns in speech, stories and rhymes in context (DEEWR, 2009 p 41). use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning (DEEWR, 2009 p 42). use language and engage in play to imagine and create roles, scripts and ideas (DEEWR, 2009 p 42). 16 P a g e

17 Communication & Literacy Language, Communication & Literacy & Writing Language, Communication & Literacy & Writing Information Technology (computer, ipads, Tablets, Internet, cameras etc) & Communication purposes: engage in enjoyable interactions using verbal and nonverbal language (DEEWR, 2009 p 40). begin to use images and approximations of letters and words to convey meaning (DEEWR, 2009 p 42). Children begin to understand how symbols and pattern systems work: listen and respond to sounds and patterns in speech, stories and rhyme (DEEWR, 2009 p 43). Children use information and communication technologies to access information, investigate ideas and represent their thinking: identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play (DEEWR, 2009 p 44). Children begin to understand how symbols and pattern systems work: develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them (DEEWR, 2009 p 43). Children begin to understand how symbols and pattern systems work: begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds (DEEWR, 2009 p 43). Children use information and communication technologies to access information, investigate ideas and represent their thinking: use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world (DEEWR, 2009 p 44). 17 P a g e

18 Referencing Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming the Early Years Learning Framework for Australia. Canberra, ACT: Author. Department of Education, Employment and Workplace Relations. (2010). Educators Guide to the Early Years Learning Framework for Australia. Canberra, ACT: Author. Compiled by Teacher s Ink. This is a practical work in progress And will be updated and altered until further notice! Version P a g e