CLIPS Word Template - SIelearning€¦ · Web viewDocumenting our formal and informal discussions...

CHCPR502D: Organise experiences to facilitate and enhance children’s development

Plan, implement and evaluate developmentally appropriate experiences for children

Contents

Use observations of the children and their views to guide the program 4

Ensuring the learning curriculum is guided by the children 4

Develop program in consultation with others 7

What is consultation? 7

Value of consultation 8

Environments that support consultation 9

Methods for consultation 9

Use stories, visual materials and activities that show diversity among children and adults 11

Importance of honouring diversity 11

Plan program to reflect the range of children’s needs, abilities and interests 13

Interpretation of child observations 13

Evaluation of planning process and child observations 15

Assist children to participate in a wide range of leisure activities17

Individual differences 17

Culturally appropriate expectations and position within the family19

Social play experience and skills 20

Vulnerable children 21

Ensure program responds to children’s interests that arise spontaneously as they participate 23

The importance of interactions 23

Use program to introduce children to new ideas and experiences as well as to provide familiar experiences 26

Benefit of new experiences 26

2 Diploma of Children’s Services: CHCPR502D: Reader LO 9389 © NSW DET 2010

Integrating children’s interests 27

Ensure program provides opportunity for children to follow up activities of high interest 29

The project approach 29

Ensure program is inclusive and allows for full participation of all children 32

Inclusive learning environments 32

Implement strategies to deal with contingencies that may arise35

Reactive or proactive? 35

Review program according to organisation procedures to ensure ongoing relevance and quality 38

Purpose of evaluation 38

Diploma of Children’s Services: CHCPR502D: Reader LO 9389 3© NSW DET 2010

Use observations of the children and their views to guide the program

Ensuring the learning curriculum is guided by the children We will look at how developmental observations help guide the experiences that we place within the learning curriculum areas. This method of planning and programming is often referred to as ‘individual planning’.

Child observation and information requirementsAll planning of experiences for children should begin with the observation of each child’s behaviour and skills. The specific information that needs to be gathered to guide our planning for individual children is the child’s:

• personality, temperament and learning style• interests, opinions and views• emerging developmental skills in all areas of development• existing developmental competencies in all areas of development• family and cultural background.

Once information has been gathered, carers must record and document the information. All children’s services must provide evidence of developmental observations and information for every child in their care. This is a legal requirement of the NSW Centre Based Care Regulations (2004) and a quality requirement of the Quality Improvement and Assurance System of accreditation (2001). Child-focused observations are also a critical component of the NSW Curriculum Framework (2001).

Methods of child observationThere are many different observation methods that can be used to document children’s development, interests and views. The type of observation method that we choose will be determined by the type, quantity and detail of information that


we wish to record and document about a child. You will have learnt and practised these methods in previous topics of study. The main methods are reviewed here.

As you will be aware, formal methods of observation include anecdotes, running records and diaries and time and event samples. All these methods involve the carer writing detailed descriptions of the child’s observed behaviours and skills. Checklists and rating scales usually require the carer to indicate the child’s abilities on a predetermined milestone list.

Child-centred discussions and interviewsThis method is particularly useful with older preschoolers and school-aged children who are able to contribute a great deal to our understanding of their interests and abilities. Carers may ask children about their art choices or why they are interested in particular books or tasks. Children may also interview each other and carers in the same way.

These methods of documenting children’s work and developmental abilities offer many advantages. We can record samples of children’s work for interpretation later. These methods are also useful for sharing a child’s learning with family members.

Take photographs to show parents

Children’s work samplesChildren’s work and efforts can include artwork, writing samples, photographs of constructions or curriculum interest areas. Children may be involved in project work where we can document progressive changes, modifications and efforts using any of the above methods. Organising photos or work samples—of the same content—in chronological order can provide concrete evidence of emerging and improving abilities over time.


Collect children’s drawings and discover, over time, their emerging skills

Family interviews and discussionsDocumenting our formal and informal discussions with family members is an important part of the way we gather holistic information about the child. This method is particularly useful if we are aware that a child displays differing abilities in their home setting to the ones we have observed. This method of documentation also allows us to collect relevant information about family values, cultural expectations and lifestyle.

Observation and documentation methods are only limited by the carer’s imagination!

Activity 1a

Activity 1b

Activity 1c

Activity 1d

Activity 1e


Develop program in consultation with others

A relevant and well-developed learning curriculum will reflect the views, opinions and values of all the stakeholders of a service. How does a service go about finding out what these views, opinions and values are? Consultation is the key.

What is consultation? The following needs to take place:

• open and honest discussion and exchanging of ideas and practices between stakeholders

• opportunities for stakeholders to contribute to the service on their own terms and level of comfort.

It is particularly important to consult and share ideas for children’s individual programs with the child themselves and their family or parents.

Legal and ethical requirements for consultationThe importance of consultation in program development is briefly mentioned in the NSW Children’s Services Regulations (2004). This is an important reminder that children’s service regulations set down the minimum requirements for licensing. Consultation with stakeholders has a greater emphasis in the QIAS Source Book for Long Day Care Accreditation (2001) and the NSW Curriculum Framework for Children’s Services (2001).

Stakeholders in program consultationThe term ‘stakeholders’ refers to all the people involved in the children’s service or with a vested interest in the children’s service.

This will include:

• children attending the service• parents and families of the children who attend the service


• families from the local community who intend to use the service in the future

• community leaders and representatives from the service’s local community

• staff and carers employed at the service• other associated professionals, experts and resource people who

contribute to the service’s operation (eg speech pathologist and local school principal).

Ideally the learning program of the service should reflect aspects from all the relevant stakeholders. Consulting with all the relevant stakeholders can be an exhaustive process. It is important to acknowledge that this process is an evolving one that occurs over time and is in a constant state of flux.

Value of consultationThe value of consultation with others cannot be underestimated when we consider developing learning programs and learning opportunities for the children in our care.

Broinowski (1997, p 6) suggests that the value of collaborating with others is ‘inspirational thinking [that is] enhanced by working together’. When we collaborate with others, we allow ourselves the opportunity to develop a united and common vision. When stakeholders share a common vision, everyone’s efforts are focused in a similar direction. We are also able to explore and consider many different ways of achieving the same goal.

For carers, the most critical value of consultation revolves around our work with the children and their families. The information that we gain from consulting with families and the children helps us to determine the child’s interests, abilities and learning styles. Families are also able to exchange information with us about their child’s home environment, cultural beliefs and lifestyle. In some cases we may be able to utilise families’ unique skills and support them to share with the children or carers at the service. All the information that we gather through child and family consultation will help guide us in our curriculum design.

Consultation is not just about us, as carers, discussing and gaining information—it is also about the way we provide information to the stakeholders. For example, we should consult families about new learning that the children are engaged in.

Consultation also allows stakeholders to raise and discuss concerns and issues about the learning curriculum. For example, another carer, family or community member may approach a carer to discuss their concerns and suggest improvements. True consultation would allow for any issues to be discussed with all stakeholders before changes to the learning program are made. Changes are


agreed on by stakeholders and later evaluated to see if the situation has improved.

Environments that support consultationThe organisational climate of the children’s service is important if consultation with stakeholders is to take place and be effective. Broinowski (1997, pp 92–97) discusses what is known as the ‘interactive management model’ where consultation is a critical factor.

What is interactive management? Outlined below are the key concepts of interactive management. You can see that interactive management encourages all stakeholders to express their ideas.

People-centredEach person or child is unique and will contribute unique perspectives and understandings to the service program.

Reflecting peopleThe children’s service should reflect and honour the personalities, culture, beliefs and community values of its stakeholders.

Faith in peopleManagement of the service acknowledge that stakeholders will respond intuitively to aspects of the program under discussion. Everyone’s opinions and reactions are valued. Management acknowledges that all stakeholders’ opinions reflect their values of what is in the best interests of the children.

People sharingThe service creates a friendly, welcoming environment that generates a feeling of learning and interest in the learning program and stakeholders’ contributions to it.

Methods for consultationEvery children’s service will be unique and therefore the ways in which they consult with their stakeholders about the learning program will vary. Methods for consultation are only limited by the imagination and creativity of those involved.


Listed below are some methods that services may use to consult with their stakeholders. We have placed them under two categories—formal and informal.

Formal consultation• meetings• interviews• surveys• newsletters• information libraries • parent–teacher nights• invitations to parents to suggest or assist learning outcomes for their

child• providing parents with information regarding child’s developmental

observations and individual planning• involvement in the accreditation process

Informal consultation• spontaneous discussions and conversations• daily news and events boards• phone conversations• family events (barbecues, end-of-year parties)• open invitations to chat with carers• invitations to participate in program activities with children• displays of photographs and invitations to family members to write

comments next to them

Activity 2a

Activity 2b


Use stories, visual materials and activities that show diversity among children and adults

Importance of honouring diversityMost children in Australia live in diverse communities and as such children’s services have a major obligation to honour diversity within their learning curriculum (NSW Curriculum Framework, 2001). Honouring diversity involves reflecting different perspectives in our practices and responding with genuine positivity to them. It also involves modifying the learning environment to ensure that all children are able to participate in all the aspects of the learning curriculum. This is often referred to as being ‘inclusive’.

The NSW Curriculum Framework explains that children’s services which aim to honour diversity ensure ‘that all Australian children are assisted to be comfortable with difference, to avoid developing biases and prejudices’, and to appreciate the commonalities and similarities that often coexist with differences (2001, p 27).

You have probably explored the concepts of diversity and inclusiveness in greater detail in other learning topics.

Areas of diversityIn general, the areas of diversity that need to be reflected in a learning environment are:

• cultural• religious• linguistic• physical (appearance)• beliefs• family composition or type• socio-economic status• location of home or community type• lifestyle


• ability or disability• age • learning style and specific skills.

Activity 3


Plan program to reflect the range of children’s needs, abilities and interests

Planning a learning curriculum to reflect the range of children’s needs, abilities and interests is referred to as individualising the learning curriculum. This involves us, as carers, modifying, adapting and extending the existing curriculum framework and learning areas to cater specifically to individual children.

The changes that are made to the learning curriculum are usually based on the:

• developmental observations we have made of the child• information gathered from the child’s family members• interactions and shared discoveries that the child has had in the

learning environment.

Interpretation of child observationsEvery observation should be reviewed or interpreted. This means examining the observation and identifying the developmental strengths and needs of the child, as well as the child’s interests. Over time, observing children in this way helps us to build up an accurate picture of the child’s development and learning style. It is from this overall picture of the child that we base our planning and the learning experiences that will cater for the individual child’s learning.

Curriculum planning and child observationsThe overall picture allows us to identify learning possibilities for the child and plan activities and experiences to facilitate their learning.

The following steps outline the process for developing specific plans for individual children’s learning.

Step 1: Observe the child over time.

Step 2: Interpret and evaluate the child’s behaviour and development from the observations.


Step 3: Make recommendations for planning in relation to learning curriculum and program goals.

Step 4: Write specific objectives for the child.

Step 5: Plan strategies and experiences to meet the objectives, using the curriculum framework.

Individual planning for all children Trying to ensure that the individual learning curriculum is guided by the observations of the child and the child’s views is often a daunting task for us as carers—especially considering that there are many children in our care.

What is the alternative? Adopting a ‘focus child’ system can work well in this situation. Arthur et al (1997, p 180) describes this approach in the following way:

In this approach, a small number of children are focused on over a selected timeframe and objectives are formulated for them from current observations and developmental records.

Learning experiences are then planned to meet these objectives throughout the day. By utilising a focus system, all children can be catered for within a fixed period of time, and no child will be overlooked.

Depending on the children’s service setting, the focus-child system can be organised in a number of ways. However, Arthur et al (1997, p 180) identifies the following areas that need to be clarified in every setting:

• How many children are to be observed or planned for (eg five)?• For how long will the focus take place (eg a week)?• In what parts of the program, the day or the week will children be

planned for (eg throughout the day)?• Who will plan and evaluate for these children (eg all staff)?

An example of a possible focus-child system is illustrated below.


Setting

• Long Day Care Centre • 3–5-year-old room• 20 full-time children attending Monday through Friday• Four full-time carers.

Carers and their focus children

Carer: Jan Carer: Muna Carer: Brett Carer: Liani

Focus children:

Trevor

Liza

Oliver

Anastasia

Taye

Focus children:

Chantelle

Angus

Danielle

Kane

James

Focus children:

Jane

Suzeka

Jordan

Aminata

Giles

Focus children:

Ben

Hannah

Micheala

Tahir

Vinnie

System

• Each carer observes and plans for five children.• Carers plan the learning experiences as a team each week.• Each carer includes one of their focus children for planning each

week.

Result

• Every week four focus children will be planned for—one focus child from each group.

• Each child will be individually planned for once every five weeks.

Evaluation of planning process and child observationsTo ensure that the individual learning curriculum is guided by observations of the child and their views, we as carers need to regularly reflect on our practice. This is known as program or curriculum evaluation. Reflecting on our practice is an important way that we can identify areas of concern or areas for further improvement.

Quality Improvement and Accreditation Quality Practices Guide


The QIAS Quality Practices Guide, 2005 is an excellent document for further reference in the area of curriculum planning and observation evaluation.

Quality Area 3 is entitled ‘Programming and Evaluation’. Within this quality area, Principle 3.2 is relevant to observation documentation. Whether we are engaged in the accreditation process or not, we should use this document to evaluate and reflect on our observation and planning practices.

You can access the QIAS Quality Practices Guide at the National Childcare Accreditation Council website: http://www.ncac.gov.au/publication_extracts/qias_qpg_preambles.pdf

The NSW Curriculum Framework for Children’s Services

The NSW Curriculum Framework for Children’s Services (2001) is another excellent document to assist services to reflect on and evaluate their observation and planning practice. Carers should refer to the section of the document entitled ‘Documentation, Planning and Evaluation’.


Assist children to participate in a wide range of leisure activities

Individual differencesProviding children with a diverse, varied and responsive learning curriculum will not always mean that every child is fully engaged in meaningful, self-directed learning. Implementing an inclusive learning environment involves adapting the environment to suit children’s diverse needs, providing provisions that reflect the diverse nature of our community.

As we already know, the children that we work with will have unique:

• abilities, skills and strengths• individual and group interests• personality characteristics• diverse cultural, religious and lifestyle backgrounds• learning styles.

All of these factors will influence the child’s participation and choices of leisure and play experiences. As carers, we need to be aware of individual children’s unique preferences and where appropriate assist them to widen their scope for learning.

Importance of varied participationWidening the child’s scope for learning ensures that the child is not only exposed to, but also given opportunities to participate in, a well-balanced learning curriculum which will support all areas of their growth and development. The more experiences the child participates in, the more opportunities they have to extend their learning and create new meanings.

Some children will require more assistance than others to do this. Below we discuss some strategies to assist these children.


Importance of developing a sense of initiativeYou are probably familiar with the term ‘initiative’. According to Erikson’s theory of emotional development, initiative is the critical development outcome of the preschool-aged child. Initiative can be described as the child’s innate urge and motivation to explore—and to experiment. A child who displays initiative has inner motivation.

It is clear that a child’s sense of initiative is an important factor in determining the way in which the child engages and participates in the learning environment. The carer needs to respond positively to the child’s emerging and existing sense of initiative as it will determine how readily the child will attempt new tasks and unfamiliar play experiences in later interactions.

Positive and negative carer responses are explained below:

Tara is four years old. She approaches the carer and asks for blue paint and scissors. (The child is demonstrating a sense of initiative.)

The carer responds by providing the provisions requested. (This is a positive and affirming carer response.)

The carer asks Tara to explain why she wanted the materials and then tells Tara that she did not want to provide Tara with the materials because she felt there wasn’t enough time for Tara to carry out her ideas. (This is a negative carer response discouraging the child’s initiative.)

Carers’ role in developing initiativeThe emotional climate of the learning environment is important. The environment needs to be set up so that children’s initiative is valued. Our interactions with children need to be supportive of their attempts at initiative.

We need to reflect on the way we present learning experiences and respond to children’s interests and ideas. We need to ensure that we do not respond to children in ways that inhibit their behaviour. For example, if children are given the impression that there is only one way to participate in an experience and use the provisions it will make them cautious to try new things because they fear making a mistake or ‘getting it wrong’.

If we try to regulate and inhibit the child’s naturally developing sense of initiative, we will take away the child’s confidence and positive sense of self.

We can encourage initiative in the following ways:

• respond positively and genuinely to the child’s ideas and behaviours in play, encouraging them to test their ideas and explore the provision’s possibilities


• acknowledge and integrate the child’s interests within the curriculum—this is another highly effective method for supporting the child’s emerging initiative

• encourage initiative by role modelling.

Sensitivity to individual childrenThe strategies listed above are general and guide our practice. However, some children will require more specific assistance and strategies.

Children who appear to lack initiative may do so for the reasons outlined below.

Unique personality characteristics and learning styles

Children who do not show a lot of initiative and lack ‘get up and go’ are often labelled as shy. Carers need to avoid using such labels and instead observe the child more fully.

Many shy children exhibit a different, but equally effective, learning style. While many of their peers are actively engaged in play, they may be learning through the less threatening method of observation. Carers need to honour and respect the child’s learning style and personality.

Specific strategies for encouraging the child’s initiative and participation may include:

• avoiding ‘pushing’ or overtly encouraging the child to participate. Placing the child in situations where they are forced to participate indicates that the carer is not responding or is not sensitive to the child’s uniqueness. An example of this may be the carer asking the child a question in a group setting.

• arranging for small-group play as be more suitable for this child• acknowledging the child’s learning style by affirming her approach.

For example: ‘Lisa, I think it’s a really good idea to watch the other children use the beater before you try yourself.’

Culturally appropriate expectations and position within the familyIt is important that we consult with family and community members and not make assumptions about standards of behaviour that may be cultural expectations indicated by sex-role or religious beliefs. We need to create a balance that honours families’ belief systems but also provides each child with equal opportunities. For example, a girl with four older brothers may appear to lack initiative. However, the behaviour we are seeing may be related to the fact


that she is the ‘baby of the family’ and has had the benefit of a lifetime of direction and assistance from older siblings. Perhaps being the only girl in her family and the youngest child has meant that passive behaviours have been expected and reinforced.


• adapting experiences to suit the family beliefs and providing clear direction and support initially and gradually reducing your input

• encouraging initiative within family and culturally expected norms of behaviour. For example, if the child is encouraged to be a ‘quiet worker’, engage the child in play situations where she chooses the level of participation—ie, quiet or noisy participation.

• integrating culturally relevant items into play areas to encourage the child to view the experience as appropriate and relevant

• supporting role-playing experiences where the child can try a different role—for example, being the parent or older brother

• acknowledging and reinforcing the child’s attempts at independence and initiative—for example: ‘Tanna, you must be very pleased. You have completed the puzzle by yourself!.’

Social play experience and skillsMany children may have difficulties in social play situations. Perhaps the child has not developed critical social play skills because of disability, isolation or lack of opportunity.

We expect children’s social play skills to develop over time, however, some children may exhibit inappropriate, aggressive and disruptive social skills. The child’s behaviour will, in turn, affect their opportunities to engage in a range of play experiences as other children reject their play advances or carers redirect the child away from peers and play areas that they have disrupted.


• reinforcing the expectations and concepts of fair play—ie, turn-taking, sharing and respecting others’ work and efforts

• setting clear play limits that are enforced consistently by all carers with all children

• exploring and explaining the consequences of the child’s behaviour to them—eg: ‘Joshua does not want to play with you because you hurt him with the spade’


• siting alongside the child and role-modelling appropriate play behaviours

• giving the child reasonable and accurate feedback regarding their attempts at social play. Remember to give more positive reinforcement than negative reinforcement.

• role modelling how to enter play situations appropriately• drawing the child’s attention to the timing of their participation in

social play—eg: ‘Other children will give you a turn if you take part at the beginning.’ (They will be less likely to give the child a turn if they enter play once all the hard work has been done by others.)

• role modelling negotiating ideas during play• role modelling compromise as a method of conflict resolution• acknowledging the child’s successes—draw the child’s attention to

these. Ensure they understand the reasons, results and benefits of their actions—eg: ‘Tom you worked really well with James today. I think James liked it when you used his idea … .’

• assisting the child to verbalise the feelings and frustrations that they feel in social situations. Acknowledge these—eg: ‘I know that you feel really sad when the other children won’t let you play. It would make me feel sad too.’

• being proactive! Anticipate the child’s behaviour and intervene to offer support and guidance prior to the critical moment being reached—eg, do not wait until the child hits a peer before dealing with the situation.

Vulnerable childrenThe term ‘vulnerable’ is used to describe children whose past life experiences have left them vulnerable to having developmental difficulties. Vulnerable children may have unstable family backgrounds or they might have been abused. They may live in areas of low socioeconomic status and they may have been placed in foster care as their families have been unable to meet their immediate care needs.

The behaviours displayed by these children can fluctuate greatly. Some children may be withdrawn while other children may be aggressive.

We have discussed strategies that can assist children displaying these behaviours already. However, if the cause of these behaviours is related to the child being in (or exposed to) vulnerable circumstances, we need to ensure that we use additional strategies. What is clear is that vulnerable children have often learnt not to trust adults and the environments they provide.



• helping the child change their perspective of the world. The play environment is not a dangerous place. Ensure the emotional climate of the learning environment is supportive—eg, ensure there are no raised adult voices and there are no overt indicators of disapproval, especially in body language.

• providing the child with opportunities to form a secondary attachment to a carer to increase feelings of security and predictability

• trying to maintain calm and unhurried routines and transitions. This will ensure that you do not increase the child’s feelings of anxiety.

• accompanying the child to play experiences—offering reassurance regularly

• playing alongside the child and acting as a secure base as their initiative begins to emerge

• involving specialist therapists who can develop and advise you on specific programs for the child.

Activity 4


Ensure program responds to children’s interests that arise spontaneously as they participate

What information do we need before we can develop a good learning curriculum? We have said that as carers we develop a learning curriculum when we have the following:

• the developmental observations we have made of the child• information gathered from consultation with the child’s family

members.

We will now explore the importance of identifying, acknowledging and responding to the child’s discoveries and emerging interests as they participate in the learning environment. As we have identified, this is a most effective method for encouraging children to develop a healthy sense of initiative.

When children demonstrate curiosity, jump at the opportunity to respond—and to stimulate their interest

The importance of interactionsHow can carers identify children’s interests? How do they respond to these interests? The role of the carer and the interactions they have with children during play are critical.

Carers need to engage in meaningful play or interactions with the child to gather information about children’s interests.

Meaningful interactions have these characteristics:


• the carer has a genuine interest and enthusiasm to share and discuss the child’s ideas and discoveries as they play and learn

• the carer will listen closely to the children and then work actively with them to extend their ideas and play

• the carer may also ask questions that seek more information from the child; the questioning style will permit free conversation between the adult and the child or between the children

• throughout the interactions, the carer is constructing an awareness of the interests of the individual child or the group as they occur spontaneously

• the carer responds to children’s questions, assisting them with constructing new meanings.

If we, as carers, are not engaged in meaningful play and interactions with the child, it is difficult for us to gather the detailed information required. It is very easy for us to miss the subtle learning that takes place and any comments the children may be making about their play and learning.

It is important to note that we may not always be actively engaged in the children’s play. We might be able to gather more information as a non-active participant or observer, especially with older children who may resent adult interference.

Adapting and modifying the curriculumAs the children participate and engage in play experiences they provide us, their carers, with insights into their emerging and existing interests.

How do we respond to these? How do we demonstrate flexibility in our programming? We modify and adapt play areas and experiences to include elements of the children’s interests. We do this to ensure that play experiences are more child-focused and authentic.

We can reflect the children’s interests in the following ways:

• provide extra provisions and equipment immediately• assist children to find out more information about their interest• encourage and support the child to further explore and experiment

with materials provided• assist the children to document and record their discoveries and

interests through text and photography• alter, remove or replace unused learning areas with areas that focus

on the children’s interests• provide additional experiences within learning areas that focus on a

variety of aspects of the child’s interest.


Activity 5


Use program to introduce children to new ideas and experiences as well as to provide familiar experiences

Familiar learning experiences are a wonderful base for children to develop competence and confidence in their abilities. Familiar experiences provide safe havens for the child’s emerging sense of initiative. It is equally important, however, that our learning curriculum evolves and grows with the children. One way that we can do this is to provide new ideas and experiences once the children have settled into the learning environment.

Our learning curriculum should not remain static—it needs to evolve and grow with the children’s emerging interests and skills

Benefit of new experiencesIntroducing new experiences into the existing curriculum has many benefits.

New experiences can:

• re-invigorate the children’s learning and enthusiasm and the carer’s interaction techniques

• challenge children to learn new skills, consolidate existing skills or integrate their skills

• support child’s sense of initiative• provide carers with opportunities to engage and observe children in a

new context• prompt discoveries and exploration• extend children’s participation and attention span


• nurture and create opportunities for new interests• encourage children to work together and share discoveries and ideas.

Gradual introductionThe introduction of new experiences should be done gradually. It should be gradual because suddenly removing all familiar experiences and replacing them with unfamiliar ones can be very unsettling for some children. This is particularly important when working in infant and toddler environments. Introducing one new experience at a time is useful to ensure that the children feel secure and are also offered many opportunities to engage with the provisions. When working with older children, however, introducing one new experience at a time may be unmanageable because of the interest levels and demand that the experience hopefully creates. In this situation it is useful to introduce at least two new experiences simultaneously.

Carer support and interactionsAs with any new experience or learning, we need to carefully consider the amount of instruction, intervention and encouragement we will need to provide to the children.

Depending on the age of the child and their skills and abilities, the level of interaction required from us, the carers, will differ. We should not introduce new experiences without being able to offer the children the appropriate support they require to ensure that they benefit as much as possible from the experience.

Integrating children’s interestsAs carers, we can use our knowledge of the children’s interests to provide the basis of new experiences and ideas. It is important that we implement the new experiences within a reasonable timeframe as children’s interests may change quickly as they are constantly engaging with the learning environment. In this way we can extend the children’s knowledge and learning in interests they have chosen and stimulate their desire to find out more.

Creating new interestsWhile it is appropriate for us, as carers, to present experiences related to the children’s existing interests, we can also create opportunities for children to develop new interests. Exposure to new experiences is an important strategy to nurture new interests and it is for this reason that we should strive to continually


update their play programs and experiences. New interests provide new opportunities for learning.

Activity 6a

Activity 6b


Ensure program provides opportunity for children to follow up activities of high interest

A learning curriculum that reflects the children’s needs, interests and learning styles does not run to a predetermined timetable or sequence as prescribed by the carer.

As carers, we need to be flexible in our practice by providing new experiences that reflect the children’s emerging interest. We also need to be genuinely responsive by allowing scope for the children to determine the timeframe for learning.

The children’s interest may only be fleeting, lasting only a few days, or it may extend beyond a week. We need to be able to adjust the curriculum to meet these needs.

One method for providing the children with extended opportunities to choose, follow and revisit their own interests is referred to as the ‘project approach’.

What are these children so intent on finding out? Are they looking for bugs?

The project approachThe project approach is characterised by ongoing investigation. There is construction and play centred on a familiar topic chosen by the children.


As the children extend their knowledge and understandings about the topic, their play evolves so that they jointly construct a play space and develop and engage in play within this area (Arthur et al 1997, p 279).

The children’s choices are reflected and honouredThe project approach differs from the usual approach of providing new experiences based on the children’s interest. This approach involves us considering the children’s suggestions and ideas and determining the direction in which we will guide the children’s learning. We determine this direction by providing provisions and experiences that we believe have learning potential.

The project approach differs as we provide minimal interactions and interference when children are considering and exploring an emerging interest. We operate with the belief that if the children choose the topic of interest from which the project will evolve, then it already has legitimate learning potential as the children identify what they already know and what they would like to know more about.

If you are interested in learning more about the project approach in early childhood curriculum development research, visit websites on the Reggio Emilia approach.

The carer’s roleOur role as carers in project work is outlined below:

• Assist the children to choose an appropriate learning area from the existing curriculum framework where they will construct their project.

• Assist children to find methods to investigate their ideas.• Provide provisions and materials as requested by the children.• Encourage group discussions, problem solving and trial-and-error

discovery for testing ideas.• Provide affirmation and feedback on the children’s progress when

asked.• Facilitate teamwork and assist children to implement conflict

resolution and problem-solving strategies.• Observe, intervening only to prompt and extend thinking, challenge

thinking or to role model strategies for teamwork.• Assist individual children to enter and engage in teamwork.• Engage children in thinking that prompts exploration and discovery in

a manner that integrates broader curriculum outcomes.• Role model and demonstrate to the children how to engage in

reflective thinking and evaluation.• Facilitate and assist children to develop methods to document their

work and findings.


Activity 7


Ensure program is inclusive and allows for full participation of all children

Providing a learning curriculum that is inclusive means that all children are given equal opportunities to reach their potential regardless of their gender, social class, religion, race, ethnic group or physical or cognitive abilities. The participation of all children in all areas of the learning curriculum is a very practical extension of a services commitment towards honouring diversity.

Inclusive learning environmentsInclusive learning environments reflect the following criteria:

• Carers at the service are committed to ensuring all children can participate in all aspects of the learning program regardless of ability, culture and learning styles.

• Carers adapt and modify provisions and experiences to ensure all children are able to participate in all aspects of the learning curriculum.

• Carer interactions and individual planning include all children in the learning environment.

• All children, regardless of ability, are considered unique, capable and resourceful.

• Provisions and experiences that are inclusive and reflect diversity are provided directly, indirectly and spontaneously throughout all areas of the learning curriculum.

• All children feel included and valued as worthy contributors to the learning environment.


No-one seems to feel left out here—they are all engrossed in play

Strategies for inclusionThe accepted method of developmentally appropriate practice in early childhood settings is particularly responsive and supportive of inclusive practices because the emphasis of planning and curriculum development relies on the carer identifying and following the child’s unique pattern of development. The curriculum framework is responsive and adapted to suit the child’s current level of skills and interests (Bredekamp, 1986).

Carers achieve inclusion in a variety of ways. Listed in the following paragraphs are the main methods and strategies as identified by Barnes (cited in Roopnarine, 1993, p 89).

Flexibility in schedulingThis means organising the day to cater for the majority of the children’s needs but allowing flexibility to ensure all children have equal access and opportunities to play and learning.

Consider the following example:

Kell is four years old and suffers from an ongoing illness. He tires easily and needs a period of rest earlier than most of his peers. The time at which Kell has his rest falls between 10:30 am and midday. This is also the time that most of the other children play outdoors. The carers at Kell’s centre have adjusted the day’s schedule so that Kell and his peers have a second outdoor play opportunity later in the afternoon so that Kell has equal access to this learning area.

Flexibility in grouping and carer supportA variety of methods for grouping the children during the day are used. Each grouping method allows for different levels of carer support, involvement and direction. Other grouping methods allow the child to determine the direction of the play and learning.


Consider the following example:

Tanya has ADHD. In the morning Tanya is attentive and plays considerately among her peers. As the day wears on and the level of medication in Tanya’s system decreases, she becomes increasingly aggressive and irritable. During this time, Tanya finds it difficult to play in larger groups of children. The carers at Tanya’s service ensure that during the mornings all the children have opportunities to play freely in learning areas that they freely choose and that they move around. Later in the afternoon, the carers structure play that is more individual and in small groups to assist Tanya. They also ensure that a carer is always available to redirect Tanya’s behaviour if necessary and to offer her additional support in social play situations.

Curriculum adaptationAdaptations to the curriculum involve modifying provisions and experiences to allow all children to feel successful and to participate. This occurs regularly in most quality children’s services as experiences are already established to cater for a variety of children’s differing skill levels.

Consider the following examples:

Marta has a visual impairment. The carers at her service ensure that each curriculum learning area, and the furniture in it, remains in the same position in the room each day so she is able to move around the room independently. Within each learning area the carers focus on providing sensory materials and provisions to enhance Maria’s existing skills and abilities.

Pablo is six years old and wears a back brace which makes bending and sitting on the floor difficult. Carers at Pablo’s service provide a large table in the construction and block learning area to ensure that Pablo has access to the provisions and can play alongside his peers.

Activity 8


Implement strategies to deal with contingencies that may arise

The learning curriculum and experiences that we plan do not always go as planned! There are many variables that can impact on our play program during the day.

As carers, we need to be able to demonstrate flexibility in our practice to ensure that these variables are managed and the learning curriculum maintained or altered as necessary.

At times we are able to anticipate variables and possible difficulties before they occur and put in place contingency plans and strategies to manage them. At other times, we have no forewarning of the changes that may take place or are required and will need to manage these variables with care and immediacy.

Reactive or proactive?The way in which we respond and develop contingency strategies can be described as either reactive or proactive.

Reactive contingency managementCarers who are reactive are characterised by their preference for positive and wishful thinking that all will go as planned. If problems or unexpected events occur, some carers manage these on the spot by reacting as required.

There are a number of reasons why this method of contingency management is ineffective for children’s services. These reasons are listed below.

• Children are active learners whose behaviour and interests we cannot always anticipate.

• In stressful situations carers are more likely to make errors in judgment.

• In dangerous or emergency situations, carers have a legal duty of care regarding the way they manage the situation.


Consider the following scenario that illustrates a reactive approach to contingency management.

The children in the 3–5 room are on an excursion to the zoo. The carers have planned for the children to have lunch in the shaded play park at the zoo. Unfortunately while visiting the zoo it begins to rain. The carers are forced to find another area for the children to have their lunch. The carers have no map of the zoo and are not aware of any covered eating or resting areas nearby. They decide to walk the children towards the exit in the hope that they will find an appropriate area to stop and have lunch.

The carers and children walk for a few minutes and with no covered area in sight decide to stop under the toilet-block awning. Most of the children sit along the wall, under the cover of the awning, but there is not enough room for everyone. The carers decide to split the group, with half the children staying at the toilet and the other half of the group continuing towards the exit in hope of finding another area with protection from the rain.

Activity 9a

Activity 9b

Proactive contingency managementMost carers develop a proactive approach to managing the learning curriculum and experiences. Carers who are proactive are characterised by their preference for thoughtful organisation and preparedness. This method of contingency management is effective for children’s services.

The benefits of a proactive approach to contingency management include:

• carers are able to respond quickly and efficiently to situations that they have anticipated

• carers are less likely to respond in a disorganised or unprofessional manner when they have thought about possible situations and responses

• carers’ confidence is high as they are often over-prepared• in dangerous or emergency situations, the carers are able to respond

in a manner that ensures they meet their duty of care requirements.

Consider the following scenario which demonstrates a proactive approach to contingency management.


James, the carer, has organised a new sensory creative art experience for a group of toddlers.

He places a large amount of ‘goop’ in a trough outdoors. He presents the goop in a trough as he anticipates that many children will want to participate as it is a new and exciting experience.

If James does not provide enough room for all the children who want to participate, he increases the likelihood that the toddlers may conflict as they are challenged by situations that require them to share or take turns.

James also has extra goop prepared, as he is anticipating that the children may dribble, spill and transfer a large amount of the goop as they explore.

James will ‘top-up’ the experience as required. This will ensure that there are enough provisions for all the children who want to participate.

Activity 10a

Activity 10b

Activity 11


Review program according to organisation procedures to ensure ongoing relevance and quality

As part of the licensing regulations for children’s services and the quality assurance accreditation system, early childhood services must evaluate and reflect on the learning curriculum that they offer the children.

Purpose of evaluation Early childhood programs place a great emphasis on evaluating their learning programs. Evaluation allows the service to review their practices and check that they provide relevant learning opportunities for the children in their care. Evaluation informs carers of their standard of practice and allows them to identify areas requiring improvement so that the quality of the programs can be improved or maintained.

Method and frequency of evaluationThe methods that services use for evaluating their learning curriculum will differ depending on the industry sector and the service’s individual organisational policies and procedures.

Consultation and evaluationIt is important that the service involves the children’s family members and the local community in the process of evaluation. This can be done in a variety of ways. Some methods have already been listed and discussed when we covered the subject of developing a learning curriculum in consultation with others.


Areas of evaluationAll areas of the learning curriculum should be reviewed and reflected on. The National Childcare’s Accreditation Council’s QIAS Source Book is an excellent document to guide carer practices in the area of learning curriculum evaluation.

Activity 12


Date post:	18-Apr-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

CLIPS Word Template - SIelearning€¦ · Web viewDocumenting our formal and informal discussions...

Documents