Contents |
Introduction | 4 |
Why this book is necessary | 5 |
Ideas for using this book | 5 |
Belonging, being and becoming –a vision for children’s learning | 7 |
Maximising potential and developing foundations for the future | 8 |
What is the United Nations Convention on the Rights of the Child? | 9 |
What is the Melbourne Declaration on Educational Goals for Young Australians? | 11 |
What is Early Childhood Australia’s Code of Ethics? | 13 |
Practice Principle 1: Reflective practice | 14 |
What is reflective practice? | 14 |
Why is reflective practice important? | 15 |
Key features of reflective practice | 15 |
Practice Principle 2: Partnerships with families | 19 |
What are partnerships? | 19 |
Why are partnerships with families important? | 20 |
Key features of partnerships with families | 20 |
Practice Principle 3: High expectations for every child | 23 |
What are high expectations and why are they important? | 23 |
Key features of high expectations | 24 |
Practice Principle 4: Respectful relationships and responsive engagement | 26 |
What are respectful relationships and responsive engagement? | 26 |
Why are respectful relationships and responsive engagement important? | 28 |
Key features of respectful relationships and responsive engagement | 29 |
Practice Principle 5: Equity and diversity | 36 |
What do equity and diversity mean? | 36 |
Why are equity and diversity important? | 37 |
Key features of equity and diversity | 38 |
Practice Principle 6: Assessment for learning and development | 41 |
What is assessment for learning and development? | 41 |
Why is assessment for learning important? | 42 |
Key features of assessment for learning and development | 43 |
Practice Principle 7: Integrated teaching and learning approaches | 48 |
What are integrated teaching and learning approaches? | 48 |
Why are integrated teaching and learning approaches important? | 49 |
Key features of implementing integrated teaching and learning approaches | 50 |
Teaching and learning through play | 54 |
Intentional teaching | 59 |
Physical environments for teaching and learning | 65 |
Practice Principle 8: Partnerships with professionals | 72 |
What are partnerships with professionals? | 72 |
Why are partnerships with professionals important? | 73 |
Key features of partnerships with professionals | 74 |
Supporting children’s transitions | 76 |
What are children’s transitions? | 76 |
Why are transitions important? | 77 |
Transitions within early childhood settings | 80 |
Transition to school | 80 |
Cultural competence | 83 |
What is cultural competence? | 83 |
Why is cultural competence important? | 84 |
Key features of cultural competence | 85 |
References and further reading | 88 |