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Summary: The Australian Curriculum And Early Years Learning Framework

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Introduction
A child’s engagement and understanding of science is imperative to their learning. According to Marilyn Fleer (n.d.) from birth children actively explore their environment. They are constantly trying to make sense of the world around them and how things work (Fleer, n.d.). Children look to adults for assistance with developing their knowledge of the world (Fleer, n.d.). Through the Octonauts in ice activity students are able to gain an insight in to the observable properties of water and ice, through the use of their senses. The Australian Curriculum [ACARA] and Early Years Learning Framework [EYLF] both place huge emphasis on inquiry based learning that incorporates communication and engages in discussions about observations (DEEWR, …show more content…

Extensive preparation of the environment allows for educators to be best prepared to suit the needs of the child and the activity, this lesson was conducted with an individual child but could be easily adapted to suit small groups. Campbell, Jobling and Howitt (2015) mention that preparation of the environment includes educators being aware of children’s physical, emotional, social and cognitive needs, this allows educators to meet these needs through activities, resources and interactions. The child in this activity was the educator’s own daughter, allowing for a well-developed understanding of the child’s physical, emotional, social and cognitive needs and what was needed for the activity to meet those needs. The environment was well prepared before the lesson as described in the general learning experience plan (Appendix A), this included the area being tidied up of distractions, as well as ensuring that all materials needed for the activity were relevant, prepared and set out for easy access for the child (Campbell, etal., 2015). Campbell, Jobling and Howitt (2015) state that “Regardless of how learning experiences are presented to children (unstructured, child-instigated, teacher-instigated) or are used in centres (free play, small group, whole group) it is imperative that materials are provided for children to explore” (p. 82). The child’s background allows for the educator to ensure that the materials used in the activity are of interest and would allow for exploration of the water and

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Physical and Social Environment The physical environment the little girl was in consisted of multiple play areas that

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Non-Aboriginal staff need to be aware of the important place that Aboriginal and Torres Strait Islander cultures hold in Australia. The history and culture of Aboriginal and Torres Strait Islander peoples dates back 75,000 years therefore has unique significance. (Goodwin. Jo, 2012). The Early Years Learning Framework (EYLF) pays particular attention to cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures as discussed in question 9.

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The two current curriculum documents for children’s education in Australia are the Australian Curriculum (AC) and the Early Years Learning Framework (ELYF). The Australian Curriculum is intended for use with children in their foundation year of formal schooling through to their final senior secondary year. It is a framework designed to guide Australian educators on what skills and knowledge are to be taught and the quality of learning expected as students’ progress through school (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). The Early Years Learning Framework is intended for educators of children aged birth to five years of age. This framework offers a vision that “all children experience learning that is engaging

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It is important that when practitioners create the indoor environment they take into account of the children and young people’s interest, age and their individual needs. This will help the child to feel valued when going into the setting. The practitioner can plan activities within the environment as this can help a child to learn new skills. A practitioner can do this by using the indoor or outdoor environment, this could be by allowing the child to go on bikes. This will help the child to develop their physical development without them knowing and using play.

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Breadth of experience- children need a stimulatory environment to enhance their experiences and

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The Early Years Learning Framework of Australia enriches and extends children’s learning and playing in supporting children’s being, becoming and belonging. This part mainly discusses the links between the project and EYLF. According to EYLF, children have a strong sense of identity, and they develop knowledge and confident self-identities. During daily learning and play, children will discover different identities whether they are cultural or social, and they will discover various points of view from others.

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Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.

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By offering children multiple materials and equipment to play with you are allowing them to explore their senses and environment. Children can play with things such as various natural materials like sand and water which can allow them to create open ended opportunities e.g making cakes in the sand or bringing creatures to life underwater. In home corners you can offer children materials and equipment such as cardboard and fabric to create things like dens or a car. This allows children to use their imagination and carry out various types of role

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Assignment- A written account of the main implications of children’s misconceptions in Primary Science. A science misconception is where children have an incorrect idea of a science topic that causes a barrier in understanding and to learning in all levels of education (Allen 2014), children’s idea’s come from their life experiences and the interaction which they display to other children and adults that shapes their ideas and understanding (Sewell, 2014). It can be influenced by many things such as the media or even from family or friends for example the Cars (2006) movie which shows children that cars are alive and have human facial features this leads to the children obtaining a misconception that cars are alive. However, children already have a bit of knowledge about science before entering school which is why they have their own understanding of how the world works during their time in the classroom.

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As this activity requires the following of instructions and answering of questions, this learning experience is developmentally appropriate for those in the toddler-preschool age group as suggested by ACECQA (Australian Children’s Education & Care Authority,

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The biological process of development is the budding of conventional stages and programmed designs of behavior. The child is anticipated to achieve knowledge “logically and instinctively” from peripheral sources only when maturation generates willingness for it [9]. The maturationist teacher works primarily as an observer to identify signs of development and as a provider of an environment that places little demands on the

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3.1 – Develop a holistic plan with input from a given child, which incorporates outdoor play, to include environments within the work setting and environments outside the work setting The holistic plan which incorporates outdoor play that includes environments within the work setting is that we have the cosy house, sand pit, tuff trays, water tray, side sensory garden and mud kitchen that are easily accessible for everyone The holistic plan which incorporates outdoor play that includes environments outside the work setting are that we take the children on walks to the shops, library and postbox and also at the end of Summer Term we have a party at the park where the children can talk and they can play with various sports

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The environment becomes very important to a child as those experiences will reflect as they get

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It is important that practitioners create an enabling environment within the setting because having an enabling environment plays a big part in supporting children and extending their play, learning and development. Enabling environments with in the Foundation Phase encourages children to play as they will feel more relaxed and comfortable. Also having enabling environment will make the children feel emotionally safe and secure in their setting. If the children feel emotionally safe in the setting they will feel more able and comfortable to explore the environment they are in and the things that are available within the setting that they can see, touch, manoeuvre or manipulate. There are three aspects to creating an enabling environment these

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