14 results
Dedication
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp v-v
-
- Chapter
- Export citation
Contributors
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp ix-xvi
-
- Chapter
- Export citation
Chapter 1 - Learning and teaching in the early years
-
- By Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne, Jane Page, Melbourne Graduate School of Education at the University of Melbourne.
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 5-25
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. apply an education lens and articulate features of human learning that contribute to children's well-being and their social and academic achievements, acknowledging that values underpin what is learnt in any society
2. consider the make-up of high-quality early childhood programs and the quality of teaching necessary to enhance children's personal, social and educational achievements
3. plan to collect evidence about children's learning that will point to the next steps in providing experiences to extend or expand children's capabilities.
Introduction
Learning is vital to each child's sense of well-being and development, and yet, talking about learning in any context – at home, among professional colleagues or peers, with children, in early years centres, or through formal studies – reveals a wide range of understandings of the term and its meaning, and the relevance and significance of learning in the first phase of life. Learning is the bedrock of education and, in the early childhood years from birth to age eight, is both a personal and social enterprise that occurs within all of the formal and informal contexts inhabited by the child. In this chapter, we argue that learning about learning is essential prerequisite knowledge for any adult intending to engage productively with infants, toddlers and young children, whether they are at home or in early years centres and classrooms.
There is also debate about the relationship between learning and development. Development is the hallmark of growth and change and may be construed as change or growth in one's capacities or abilities. Development may be demonstrated through changed behaviour, language or action; hence a child's development is subject to observation and monitoring. Theorists profess subtly different ways in which learning and development interact, and while it is apparent that learning and development are closely interrelated, development may be construed as being conditional on necessary maturation of the brain and as an outcome of learning. Learning, particularly the learning of skills, is linked primarily to a child's immediate environment and the interactions that take place within that environment. Suffice to say that prevailing theories of the relationship between learning and development continue to refine and change in light of further research and debate.
Chapter 6 - Leading for learning
-
- By Jane Page, Melbourne Graduate School of Education at the University of Melbourne., Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 112-133
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. describe the intent underlying the role of the educational leader in the current Australian early childhood education and care policy context
2. identify key practices that enable effective educational leadership in early childhood education and care settings
3. determine the evidence needed to lead learning and track the effectiveness of the impact of educational leadership on young children's learning outcomes.
Introduction
Educational leadership is key to building high-quality early childhood education and care (ECEC) programs and driving the process of continuous improvement. Strong and effective educational leadership supports all teachers in early childhood settings to portray effective, evidence-based practices that advance children's learning. Educational leadership, however, is a complex role and requires conditions to be in place in order for it be enacted in a purposeful and systematic way. In this chapter, we will explore the role of the educational leader as outlined in national ECEC policy and international research. We outline the active ingredients that enable leading for learning.
Conceptualising educational leadership
In Australia, contemporary early years policy testifies to greater recognition of effective leadership and its impact on teachers’ capacities to advance young children's learning. The importance and influence of leadership is embedded, for the first time, within the legal and policy documents that comprise the National Quality Framework for Early Childhood Education and Care (NQF). The role ‘educational leader’ is enshrined in national law and regulations (Parliament of Victoria, 2010; MCEECDYA, 2010) and leadership is a key aspect of Quality Area 7 of the National Quality Standard (NQS) (ACECQA, 2012). Here, the NQS confirms that effective leadership ‘contributes to quality environments for children's learning and development’, promotes a positive organisational culture and builds a professional learning community (ACECQA, 2011, p. 169). The NQS further outlines the knowledge, skills and characteristics required of effective leaders, noting that effective leaders have a strong understanding of their service and local context; they build a skilled team of teachers; they empower their colleagues through a continuous improvement process; and they manage change.
Learning and Teaching in the Early Years
- Jane Page, Collette Tayler
-
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016
-
- Textbook
- Export citation
-
Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, topic areas include learning, teaching, working with families, leading, advocating and researching. Each chapter contains learning objectives, key terms and reflection points. Detailed case studies document the intersection between research, policy and practice, enhancing pre-service and practicing educators' appreciation of how a policy-aligned approach reinforces learning and development in the early years. This text draws on the latest research to present children's learning as a dynamic and active process requiring specific, intentional teaching behaviours.
Contents
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp vii-viii
-
- Chapter
- Export citation
Introduction
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 1-4
-
- Chapter
- Export citation
-
Summary
Learning and teaching are two of the most honourable pursuits in life. In the first eight years, a child's learning is nothing short of remarkable, and it is conditioned on the context in which each child lives. This text explores the many opportunities that exist for early childhood teachers to promote, support and maximise young children's learning and development. The authors draw upon contemporary Australian and international research into child development and education, social and educational policy, and professional practice in order to highlight the active ingredients of learning and teaching young children. Forming and sustaining positive and strong learning and teaching relationships is at the heart of human engagement. The quest of any early childhood teacher is to enable every child to progress along optimal and equitable learning pathways as children engage with others, including their families and members of the broader communities in which they live and grow.
Each chapter of this text highlights both conceptual and practical information to support early childhood teachers in their role, especially to promote young children's learning. Collectively the authors of all chapters are drawn together through a broader unity of purpose – the coalescence of evidence-based principles and priorities for working with young children (infants, toddlers, pre-schoolers and children in school). In different ways, the authors profile opportunities for promoting learning in a range of educational contexts that serve children in the first eight years of life. Research, policy and practice case studies are integrated throughout the text to illustrate specific developments and projects, and to highlight the potential intersections of learning, research, policy and practice.
Learning and teaching in the early years is shaped by how we, as teachers, understand the child as a learner. This book is constructed around an image of young children as strong, competent learners with the capacities to be knowledgeable about their worlds and subjects of interest. This image underscores the importance of viewing young children as capable contributors and thinkers who thrive in the context of warm, secure and interesting environments with respectful, knowledgeable and engaged teachers. It speaks to the importance of early childhood teachers promoting children's active participation in the learning process, listening and responding to children's perspectives and lived experiences, and adopting pedagogical practices that support the realisation of the general principles outlined in the United Nations Convention on the Rights of the Child (1989).
Chapter 7 - Advocating for learning
-
- By Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne, Tim Gilley, Master of Teaching (Early Years) courses in the Melbourne Graduate School of Education at the University of Melbourne., Jane Page, Melbourne Graduate School of Education at the University of Melbourne.
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 134-156
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. explore the nature of advocacy and how it can be applied to advance children's learning and development outcomes
2. consider how research has informed advocacy efforts in the Australian context and influenced policy change
3. recognise how advocacy can be applied to support high-quality practice in early childhood education care programs.
Introduction
To be an advocate and to engage in advocacy is to adopt a stance, advance a cause, and attempt to produce a result on behalf of an interest of a person, group or cause.
(Cohen, 2004, p. 9)Teachers need to be powerful advocates for the children in their programs. Advocacy is an important dimension of the professional role of the teacher as it can produce significant positive effects on children's learning and development. Advocacy can also be complex work – it may involve not only children but also children's families, teacher colleagues, other professionals and potentially other organisations, such as agencies concerned with health and well-being issues, governments and unions. This chapter considers the nature of advocacy, and the way collective action can be a helpful tool for improving the lives of young children and their families, especially in settings where behaviour reflecting racism, intolerance, gender bias and other forms of discrimination results in the marginalisation of some. The material invites you to consider the context of advocacy work in early childhood settings, and the skills and strategies of working as an advocate for the purpose of enhancing children's outcomes.
Nature of advocacy
The power of education to transform lives is the reason behind centuries of effort making access to basic education universal, and the initiatives enabling young children access to high-quality early education and care. A strong start to life-long learning is thought to ensure overall well-being.
Frontmatter
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp i-iv
-
- Chapter
- Export citation
Index
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 179-193
-
- Chapter
- Export citation
Chapter 8 - Research for learning and teaching
-
- By Amelia Church, Master of Teaching (Early Childhood) in the Melbourne Graduate School of Education at the University of Melbourne, Jane Page, Melbourne Graduate School of Education at the University of Melbourne., Susan Wright, Arts Education and Director of the UNESCO Observatory of Arts Education in the Melbourne Graduate School of Education at the University of Melbourne, Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 157-178
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. consider the role of research in building understanding of how children learn and how teaching can affect positive outcomes for children
2. learn about methodologies commonly used in research in early childhood education and care programs, and how teachers and young children can be active researchers
3. discover how research methods inform a systematic and intentional approach in supporting learning and teaching
4. consider the ethical issues particular to research with young children in early childhood programs.
Introduction
Research in early childhood education and care (ECEC) programs is increasingly focused on the practices or process of high-quality teaching in early learning settings and the primacy of learning with families in the home environment. Furthermore, research in ECEC is drawing policy attention to the importance of very early learning in the period from birth to the age of three, as evidence from neuroscience underscores the significance of early experiences for a child's brain development and functioning (see also Chapter 1 and Chapter 2). Research in ECEC necessarily acknowledges children's rights (see also Chapter 3) as a core consideration of research design. Over the past four decades, a great deal of work has been done in adapting or establishing methodologies and methods that enable children's voices to be heard. This chapter is informed by these two key influences – how evidence contributes to our understanding of learning and teaching in the early years, and how research ethics is a central platform of ECEC research – and focuses on approaches to research. Each case study in this chapter is drawn from contemporary research projects in early childhood and they each illustrate methods that are productive in eliciting children's experiences and knowledge. These three research case studies in turn highlight the role research plays in shaping practice and policy in early learning and teaching.
The role research plays in shaping practice and policy in early learning and teaching
Research plays an important role in the lives of teachers. Throughout this text we highlight the ways in which research:
• provides evidence of what constitutes effective high-quality teaching, and learning practices and processes
• influences the policies that frame the roles of teachers
• provides insights into the complexities and nuances of advancing young children's learning across diverse social and cultural contexts
• supports families with distinct and differing learning interests and priorities.
Chapter 3 - Young children as learners with rights
-
- By Jane Page, Melbourne Graduate School of Education at the University of Melbourne., Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 47-67
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. explore the key principles underlying the United Nations Convention on the Rights of the Child and their implications for young children's learning
2. consider why rights-based principles have been integrated into the documents that comprise the National Quality Framework for Early Childhood Education and Care
3. reflect on the image of the child as a rights holder and the implications this has for teaching values, approaches and practices.
Introduction
This chapter will draw on the key principles underlying the United Nations Convention on the Rights of the Child (UNCRC) (1989) and research to position young children as dynamic and capable participants in the learning process. It will highlight the key rights-based general principles, policy directives and research studies that underscore the central importance of relationships and interactions between adults and children and the impact that they have for learning and teaching. Against this background, it will examine and profile policy directives, key rights-based principles and research studies that assist teachers to explore their role in promoting children's active participation in the learning process.
Repositioning young children as active social agents: Australian policy context
Teaching and learning in the early years is predicated on how we, as teachers, understand and construct the child as a learner. In this chapter, and indeed throughout this text, we put forward an image of the child as a holder of rights, and a competent learner from birth with the capacities to learn in and through her relationships with others. In this chapter, we will explore the principles embedded in the UNCRC that assist us to reflect on how we, as teachers, understand and construct children as competent learners and the implications this has for our teaching values, approaches and practices.
The UNCRC is a major international document that has shaped theoretical debates, policy and practice around young children (Cordero Arce, 2015; Woodhead, 2006). In Australia, the key principles underlying the UNCRC have been integrated into the documents that comprise the National Quality Framework for Early Childhood Education and Care (NQF), including national law and national regulations, the National Early Years Learning Framework (EYLF) for children from birth to five years of age and the National Quality Standard (NQS).
Chapter 2 - A policy frame on early learning and teaching
-
- By Karen Weston, Early Learning and Development Reform Branch at the Department of Education in Victoria., Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 26-46
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. understand how Australian policy regarding the provision of education and care in the early years is shaped and informed by research evidence
2. explain how the Early Years Learning Framework and National Quality Framework affect learning and teaching
3. describe how Australian policy reform has influenced the role of teachers.
Introduction
Government policy sets out a vision and a program of ideas about what governments want to do, and the governance for implementation. In this way, government policy is positioned both to frame the social discourse that takes place across communities around a topic, and change the context and practice within the area of interest or concern. Government policy formation varies in its nature according to political leadership – in brief, democracies differ from autocracies in the way that policy is designed, decreed, legislated and implemented. Furthermore, government policy may set direction across a wide range of areas (e.g. regarding efficiency or accountability), address a population issue (e.g. social well-being) or direct action in a specific area (e.g. child protection).
Decisions to develop or change policy may be motivated by a range of factors including: community pressure; changing societal values; political idealism; information on the status or well-being of the whole or sectors of the population; economic imperatives; a need for better governance, transparency or accountability; and findings from recent research or global trends and developments in the area. Typically, no single factor alone accounts for a decision by government to develop or revise policy in an area of concern or interest.
Policy may be designed to: change the behaviour of businesses, organisations and individuals; solve a particular problem; or improve on policy and systems that are already in place (Victorian Public Sector Commission, 2015; Australian Public Service Commission, 2009). Policy setting is by no means free of controversy! In Australia, the combined and sometimes competing policy interests of investing early to support the long-term human development of its youngest citizens, intervening to protect and ensure the well-being of children living in disadvantaged circumstances, and supporting parental (especially women's) participation in the paid workforce shape the policy design and ongoing adjustment of the National Quality Framework. Within the constraints of a chapter, priority is given to the aspects of early childhood and family policy that pertain to children's learning.
Chapter 4 - Teaching for learning
-
- By Jan Deans, Early Learning Centre, the University of Melbourne's research and demonstration pre-school, Jane Page, Melbourne Graduate School of Education at the University of Melbourne., Collette Tayler, Melbourne Graduate School of Education at the University of Melbourne
- Jane Page, University of Melbourne, Collette Tayler, University of Melbourne
-
- Book:
- Learning and Teaching in the Early Years
- Published online:
- 21 June 2018
- Print publication:
- 13 September 2016, pp 68-89
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
In this chapter you will:
1. characterise the role of the ‘intentional’ teacher within the Australian context, and the process of planning for learning to ensure the effectiveness of children's learning programs
2. identify evidence-based teaching strategies and interventions that are known to advance young children's learning and higher-order thinking
3. consider the balance, purpose and intent of adult-led and child-led learning in play-based educational programs.
Introduction
To make a positive difference to each child's learning and development is the core work of teachers, at once posing unique challenges and delivering great reward. Teaching children from birth to eight years of age affords real opportunity to ensure that ‘none of the talents which are hidden like buried treasure in every person [are] left untapped’ (International Commission on Education for the Twenty-first Century, 1996, p. 23). Delors and colleagues set four key pillars underlying education and life: ‘learning to know’, ‘learning to do’, ‘learning to be’ and ‘learning to live together’ (International Commission on Education for the Twenty-first Century), and each of these pillars affects the processes that teachers deploy to assess, plan for and promote children's learning. No matter whether teachers work with infants, toddlers, young children or children in their first years of schooling, the quality of planning to support children's learning, and the pedagogical strategies selected, will be strongly influenced by each teacher's knowledge and understandings of children and their development, interests and culture, and the learning theories and strategies available to support learning (see also Chapter 1).
In this chapter, the role of teachers in promoting children's learning and development is explored. Emphasis is placed of the role of the intentional teacher and the importance of the planning cycle, including documentation. Research has highlighted that what teachers know and do has the power to heighten children's motivation to learn and their love of learning, while also strengthening children's capacity to engage progressively in higher-order thinking (Hamre et al., 2013; Siraj & Asani, 2015). A core skill of teachers is to make children's learning visible to the children themselves and to others, including families who are acknowledged as the child's first teachers.