Learning outcomes

The five learning outcomes, Identity, Community, Wellbeing, Learning and Communicationare designed to capture the integrated and complex learning and development that occur throughout the early childhood years.

Early childhood pedagogy

The term pedagogy refers to the holistic nature of the early childhood educator’s professional practice, curriculum decision making, teaching and learning.

Educator’s professional judgments are central to their active role in facilitating children’s learning. In making professional judgments, they weave together their:

  • professional knowledge and skills
  • knowledge of children, families and communities
  • awareness of how beliefs and values impact on children’s learning
  • personal style and past experience

They also draw on their creativity, intuition and imagination to help improvise and adjust their practice to suit the context of the learning.

Principles

The following are five principles that reflect contemporary theories and research evidence concerning children’s learning and early childhood pedagogy.

1. Secure, respectful and reciprocal relationships.

Educators, who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in learning.

2. Partnerships.

Learning outcomes are most likely to be achieved when educators work in partnerships with families. Partnerships are based on the foundations of understanding each other expectations and attitudes and build on the strength of each other’s knowledge.

3. High expectations and equity.

Early childhood educators who are committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and abilities.

4. Respect for diversity.

Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families.

5. Ongoing learning and reflective practice.

A lively culture of professional inquiry is established when the early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated.

Practice

The principles of early childhood pedagogy underpin practice. Educators draw on a rich repertoire of pedagogical practice to promote children’s learning by:

  • Adopting holistic approaches
  • being responsive to children
  • planning and implementing learning through play
  • intentional teaching
  • creating learning environments that have a positive impact on children’s learning
  • valuing the cultural and social contexts of children and their families
  • providing for continuity in experiences and enabling children to have a successful transition
  • assessing and monitoring children’s learning.