EYLFPLP E-Newsletter No15
EYLFPLP E-Newsletter No15
EYLFPLP E-Newsletter No15
15 2011
Our philosophy
There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy
(W. Shakespeare, Hamlet, act 1, scene v).
Similarly, the National Quality Standard (DEEWR, 2009b) captures its philosophy in the six Guiding Principles that apply across all seven Quality Areas: The rights of the child are paramount Children are successful, competent and capable learners Equity, inclusion and diversity Valuing Australias Aboriginal and Torres Strait Islander cultures The role of parents is respected and supported High expectations for children, educators and service providers.
Example 1:
A setting that has undergone many changes in management and leadership over the past eight years has decided to use the EYLF and the NQS to go back to basics. They are asking educators to reflect on fundamental questions about: why they chose to work with young children what they enjoy about their daily experience what helps them and children feel they belong what is their view of young children as they see them being in the here and now what kinds of people do they want to support children to become what needs to be put in place to facilitate that growth, development and learning. They will ask families similar questions why they chose that setting; how they and their child feel about going there; what priorities they have for their childs learning every day; and what their hopes, dreams and expectations are for them into the future.
Example 3:
In Cairns, a Pre-Prep setting based in the Aboriginal community of Yarrabah makes its core goals clear through its learning program and relationships with children and families: Security, identity and belonging are top priorities Learning to relate, cooperate and shareis fostered Physical, emotional and spiritual wellbeingis emphasised
Example 2:
An established Family Day Care service has taken the opportunity presented by the EYLF to review and articulate their aims. They have been thinking about the kind of place they want the Playgroup to be: Our Playgroup will aim to: be a happy place, where children laugh, play, have fun and where children can be children create a sense of belonging, where children can develop self-confidence, feel valued and connected to others and develop relationships respect children as competent, capable and active participants in their learning be a journey of discovery in learning to learn offer opportunities to explore, investigate, experiment and participate in shaping the learning environment enable children to learn to respect and care for living things provide warm, affectionate and responsive relationships that surround all young children show the spirit of community and dignity for all.
Engagement with learningis promoted through Stop, Look and Listen behaviours, so that children maximise their on-task learning Strong in culture and ready for learningboth Yarrie lingo and standard Australian English are referred to in teaching and learning and their appropriate use explained to children Foundations for literacy and numeracyare firmly established, connecting school and book language with real world experience and building number sense through creative play.
Example 5:
Gowrie Victoria (formerly Lady Gowrie Child Centre) has been through an extensive process led by its Pedagogical Reference Group to incorporate the values and ideals of children, families and educators in the development and ongoing revision of its philosophy. The notes that follow were gathered in conversation with four of Gowrie Victorias senior staff. Gowrie Victoria seeks to: build a community of learners and consistency of vision across its centres, sharing knowledge, aspirations, skills and ideas build a philosophy that takes into account the complexities of contemporary families lives articulate the reasons behind why things are done, or not done in particular waysfor example, why do we choose not to highlight Mothers Day? create a community in which childrens questions, families expectations and educators knowledge all have a respected place. Gowrie Victorias Philosophy for the Childrens Program encompasses: beliefs about children as capable, competent, co-contributors and active participants in their own learning acknowledgement and value for our own Indigenous heritage and that of the wider communitylocally, nationally and internationally responsibility for the natural environment and awareness of sustainability equal opportunities and an inclusive approach a commitment to ongoing professional learning involvement with contemporary research and investigation of innovative teaching approaches partnerships with families and connection to the local community. The full text of Gowrie Victorias philosophy is available at: www.gowrievictoria.org.au.
Conclusion
A philosophy underpins everything we do as early childhood educators. It is a living document that should be reviewed regularly as families join and leave the learning community, whenever there are changes in the leadership and management of the setting, and when new knowledge becomes available through sources such as the EYLF and professional learning opportunities. A philosophy starts with what we believe and moves on to what does that mean for what we do? As Melissa at the Gowrie Victoria, Carlton North centre says: The philosophy should explain the reasons behind the way you implement your program. She suggests some questions to guide thinking and discussion: How do you believe children learn and acquire new skills? What are your views about families and their role in the setting? What is the role of educators? What is the role of the wider community? Can you find examples in your environment that reflect and represent what you believe? And, as Carmel points out in Respecting diversity: Articulating early childhood practice (p. 4), a philosophy has to take into account shifts in educational theory and changing understandings about childrens learning: Where once the philosophy may have focused primarily on individual children and their development, it is now just as likely to focus on the interactions and relationships that occur within the learning environment and to see these as highly relevant and significant contexts for learning. Future e-Newsletters will discuss some of these shifts and changing theory bases that underpin early childhood education. Early Childhood Australia has developed a Code of Ethics (2006) through a rigorous process of national consultation. The Code of Ethics provides a framework for reflection about the ethical responsibilities of early childhood professionals. The Code of Ethics is available at: www. earlychildhoodaustralia.org.au/code_of_ ethics/early_childhood_australias_code_ of_ethics.html. It offers an excellent starting point for educators who are establishing or revising a philosophy for their setting. Jenni Connor
Early Childhood Consultant and EYLF PLP Writer
References:
COAG Productivity Agenda Working Group Education, Skills, Training and Early Childhood Development (2008). A National Quality Framework for Early Childhood Education and CareA discussion paper. Department of Education, Employment and Workplace Relations (DEEWR) (2009a). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. Department of Education, Employment and Workplace Relations (DEEWR) (2009b). National Quality Standard for Early Childhood Education and Care and School Age Care. Canberra: DEEWR. Department of Education, Employment and Workplace Relations (DEEWR) (2010). Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework for Australia. Canberra: DEEWR. Early Childhood Australia (2006). Code of ethics. Canberra, ACT: Early Childhood Australia. National Childcare Accreditation Council (NCAC) (2007). Developing a service philosophy. Putting Children First, 1012. Oxford English Dictionary (1989). 2nd ed. Oxford: Clarendon Press. Richardson, C. (2011). Respecting diversity: Articulating early childhood practice. Research in Practice Series. Canberra: Early Childhood Australia. The Macquarie dictionary (2005). 4th ed. Macquarie University, Sydney, NSW.
Acknowledgments:
Gowrie Victoria, Docklands and Carlton North centres Pine Rivers Family Day Care, Brisbane Redleaf School of Early Learning, Townsville Wiradjuri Preschool Child Care Centre, Canberra Yarrabah Pre-Prep, Cairns
The EYLF Professional Learning Program is funded by the Australian Government Department of Education, Employment and Workplace Relations.