EDUCATIONAL PROGRAM POLICY
Research accentuates that quality educational programs significantly influence children’s development in all areas. We have the opportunity to provide a supportive learning environment and program, gaining inspiration from the children and families. Thoughtfully planned experiences and environments encourage the children to feel a sense of control over their actions, be curious and investigate, and explore their understanding of themselves, others, and the world around them.
NATIONAL QUALITY STANDARD (NQS)
| QUALITY AREA 1: EDUCATIONAL PROGRAM AND PRACTICE | ||
| 1.1 | Program | The educational program enhances each child’s learning and development. |
| 1.1.1 | Approved learning framework | Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. |
| 1.1.2 | Child-centred | Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. |
| 1.1.3 | Program learning opportunities | All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. |
| 1.2 | Practice | Educators facilitate and extend each child’s learning and development. |
| 1.2.1 | Intentional teaching | Educators are deliberate, purposeful, and thoughtful in their decisions and actions. |
| 1.2.2 | Responsive teaching and scaffolding | Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. |
| 1.2.3 | Child directed learning | Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. |
| 1.3 | Assessment and planning | Educators and coordinators take a planned and reflective approach to implementing the program for each child. |
| 1.3.1 | Assessment and planning cycle | Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. |
| 1.3.2 | Critical reflection | Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation. |
| 1.3.3 | Information for families | Families are informed about the program and their child’s progress. |
| EDUCATION AND CARE SERVICES NATIONAL REGULATIONS | |
| 73 | Educational programs |
| 74 | Documenting of child assessments or evaluations for delivery of educational program |
| 75 | Information about educational program to be kept available |
| 76 | Information about educational program to be given to parents |
| 118 | Educational leader |
| 148 | Educational leader |
| 168 | Education and care service must have policies and procedures |
| 254 | Declared approved learning frameworks |
RELATED POLICIES
| Additional Needs Policy Behaviour Guidance Policy Celebrations Policy Code of Conduct Policy Cyber Safety Policy English as an Additional Language or Dialect (EAL/D) Policy Environmental Responsibility Policy Excursion/IncursionPolicy Family Communication Policy | Interactions with Children, Family and Staff Policy Multi-Cultural Policy Photograph Policy Physical Activity Policy Physical Environment Policy Privacy and Confidentiality Policy Professional Development Policy Respect for Children Policy Supervision Policy Transition to School Policy |
PURPOSE
We aim to enhance children’s learning and development through the pedagogical practices of educators in a positive learning environment through which the five learning outcomes from the Early Years Learning Framework (EYLF)are supported and promoted. Educators will gather and interpret information about children as individuals to inform the preparation of the environment, and implement experiences that are engaging and meaningful, supporting children’s holistic development.
SCOPE
This policy applies to children, families, staff, Approved Provider, Nominated Supervisor, students, volunteers, visitorsand management of the Service.
IMPLEMENTATION
Under the Education and Care Services National Law and National Regulations, approved services are required to base their educational program on an approved learning framework. The program should focus on addressing the developmental needs, interests, and previous experiences of each child, while considering the individual differences of each child.There are two nationally approved learning frameworks in New South Wales, Queensland, Northern Territory, Tasmania, South Australia and the Australian Capital Territory which outline practices that support and promote children’s learning:
- Belonging, Being and Becoming: The Early Years Learning Framework for Australia- Early Years Learning Framework (EYLF)
- https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
- Victoria: Victorian Early Years Learning and Development Framework
OUR SERVICE IS COMMITTED TO THE APPROVED LEARNING FRAMEWORK (EARLY YEARS LEARNING Framework (EYLF))
The approved learning frameworks include principles, practices and learning outcomes that guide educational leaders and educators in their curriculum decision making, and assist them in planning, delivering and evaluating quality programs in early childhood settings.
Our Service also supports the Early Years Learning Framework through the following:
- Each child’s learning will be based on their interests and strengths and guided by educators
- Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences
- Every child will be equally valued. Their achievements and learning will be celebrated
- Educators will observe and record the strengths and learning of each child
- Educators will work closely with children and families to produce ideas for the curriculum
- Learning Outcomes will be linked to the curriculum during and after each child’s learning has occurred
- The curriculum will be constructed based on the children’s interests, educators extending children’s interests, spontaneous experiences, and family contribution
- Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs
- Each child’s play and learning experiences will be used to build and develop each child’s individual learning profile to record their learning journey. This may include Learning Stories, portfolios, observations, photographs with captions and annotations, children’s feedback and other documentation demonstrating strengths and development.
- The curriculum will be evaluated and reflected upon continuously by educators as part of the ongoing cycle of assessment and planning
- Appointing an Educational Leader to oversee the development, implementation and review of our educational program while supporting and mentoring educators in all aspects of the educational program.
THE APPROVED PROVIDER WILL ENSURE:
- the education leader selected is supported to lead the development and implementation of the educational program and assessment and planning cycle within the service
- the educational leader has the skills, knowledge and attributes to mentor and support educator’s understanding of educational programming and practice
- the staff record includes the name of the person designated as the educational leader
- the Educational Leader accepts the position of Educational Leader in writing (Reg. 118).
THE APPROVED PROVIDER / MANAGEMENT / NOMINATED SUPERVISOR / RESPONSIBLE PERSON/ EDUCATIONAL LEADER WILL:
EDUCATORS WILL:
- collaborate with the educational leader for curriculum direction and guidance
- implement an ongoing cycle of planning, documentingand evaluating children’s learning which will underpin the educational program and involve educators in critically thinking about what is achievable and why
- gather evidence of children’s learning to ensure the educational program is responsive to the strengths, needs and interests of young children
- ensure the curriculum reflects diversity and reflects the values and beliefs of children and families
- take responsibility to be culturally competent and display positive attitudes towards cultural differences, respectfully acknowledge multiple cultural ways of knowing, seeing and being
- document children’s experiences and their responses to the environment making children’s learning visible to educators and families and promote shared learning and collaboration
- provide experiences that include both structured and unstructured learning times catering for children’s individual needs and interests and, are age appropriate
- ensure materials and equipment reflect the cultural diversity and family values that exists in our society
- intentionally promote learning about a child’s culture, county and community through dance, music, language and dialect, stories, art and craft
- respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning
- provide experiences that actively promote and initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising
- provide experiences that support and develop all developmental areas and curriculum areas including music, maths, and science
- plan and implement the intentional teaching of Fundamental Movement Skills (FMS) to support the physical development of children of all ages
- gather information from families upon enrolment regarding the child’s needs, interests, and family backgrounds. This information is treated as confidential and allows educators to provide experiences that interest and extend children’s current development. We feel that it is important to develop a partnership between parents and educators to ensure that consistency between home and the Service occurs and that the best possible care and education is provided.
- collaborate with children and families to support children’s learning
- ensure information about the child’s participation in the program is available for families
- ensure families receive a copy of children’s learning progress
- encourage communication with families about physical activity, gross motor, and fundamental movements skills development
- explore ideas and theories using imagination and creative play
- allow large blocks of uninterrupted time to allow children to develop their ideas and play
- use the learning outcomes to guide planning for children’s learning
- intentionally scaffold children’s understanding and learning
- provide children with ongoing encouragement and positive reinforcement
- provide opportunities for children to be active and engaged daily through a balance of planned and spontaneous experiences within the indoor and outdoor environment
- make use of spontaneous ‘teachable moments’ to extend children’s learning
- respond to children’s displays of learning dispositions by commenting on them and providing encouragement and additional ideas
- view children as active participants and decision makers, working with each child’s unique qualities and abilities
- further extend critical thinking skills through provocations
- plan realistic curriculum goals for children based on observation and assessment of individual needs and interests
- seek opportunities within the routine for spontaneous play and experiences
- ensure that all children’s experiences are recognised and valued with equitable access to resources and opportunities to demonstrate their learning
- use a variety of methods to assist reflection on children’s experiences, thinking, and learning
- ensure critical reflection clearly exams all aspects of events and experiences from different perspectives, identifying children’s learning, spontaneous play, teaching strategies, and changes that may be needed in the environment
- assist children to develop daily habits, understanding, and skills that support health and wellbeing
OUR SERVICE AIMS TO PROMOTE CHILDREN’S PARTICIPATION IN PHYSICAL ACTIVITY BY:
- fostering children’s Fundamental Movement Skills (FMS) including, running, galloping, hopping, jumping, leaping, side-sliding, skipping, overarm throwing, catching, striking a stationary ball, kicking, underarm throwing and stationary dribbling through role modelling skills
- providing active play experiences that encourage children to explore, be creative, and challenge their development
- providing space, time, and resources for children to revisit and practice FMS and engage in active play
- providing opportunities for educators to attend professional development to enhance their skills and knowledge about the importance of physical activity for children.
- providing positive instruction, role modelling, and advice to children as they develop and improve their FMS
- working in collaboration with families and professionals to provide active experiences that are inclusive of all children
The program will provide a variety of developmentally appropriate experiences and materials that are selected to achieve the following goals:
- foster a positive self-concept
- develop and support social skills
- develop and support children’s cognitive skills such as the ability to think, reason, question, and experiment
- develop and support language development
- enhance physical development and skills
- support sound health, safety, personal hygiene, and nutritional practices
- support creative expression
- support respect for cultural diversity of staff and children
- support respect for gender diversity.
JURISDICTION SPECIFICATIONS
| VICTORIA (VIC) |
| Victoria: Victorian Early Years Learning and Development Framework |
| Assessment and Planning Cycle Guide and Procedure Educational Program and Practice Procedure Pre-Assessment Audit (QA1) | Assessment and Planning Cycle Audit Management Programming Audit Observation Record |
CONTINUOUS IMPROVEMENT/REFLECTION
The Educational Program Policy will be reviewed on an annual basis in conjunction with children, families, educators, staff and management.
Australian Children’s Education & Care Quality Authority. (2014).
Australian Government Department of Education (2009) Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Australian Government, Department of Education(2013). Get Up & Grow. Healthy Eating and Physical Activity for Early Childhood.
Caplan, L, & Kyretses, S. (2014). Programming with the early years learning framework. Cragieburn, Victoria: Curriculum Kids.
Early Childhood Australia Code of Ethics. (2016).
Education and Care Services National Law Act 2010. (Amended 2018).
Education and Care Services National Regulations. (2011).
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017).
Guide to the National Quality Framework. (2017). (Amended 2020).
Munch & Move: https://www.healthykids.nsw.gov.au/campaigns-programs/about-munch-move.aspx
Revised National Quality Standard. (2018).
Western Australian Education and Care Services National Regulations
REVIEW
| POLICY REVIEWED | JANUARY 2023 | NEXT REVIEW DATE | JANUARY 2024 |
| MODIFICATIONS | Update of Department name from Department of Education, Skills, and Employment to Department of Educationadditional regulation information included (Reg. 74, 75, 76, 118)annual policy maintenance minor formatting edits within texthyperlinks checked and repaired as requiredcontinuous improvement/reflection section added | ||
| POLICY REVIEWED | PREVIOUS MODIFICATIONS | NEXT REVIEW DATE | |
| JANUARY 2022 | additional related policies added (edited change of name for some policies)additional information related to cultural competencecollaboration with families and children addedreference to new policy added (Physical Activity Policy) | JANUARY 2023 | |
| JANUARY 2021 | additional information and regulations related to role of educational leaderminor editingsources and links checked for currency and edited where required | JANUARY 2022 | |
| JANUARY 2020 | Sources checked for currency and updated as requiredWestern Australian curriculum amendedAdditional links added | JANUARY 2021 | |