Assessment Brief: Early Childhood Education
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY
CHILDHOOD EDUCATION
ASSESSMENT 2: Report
Rationale
Early childhood educators are required to understand the importance of high-quality practice and be able to identify what high-quality practice looks like. In this assessment, you will be asked to identify high-quality practice and determine the principles, theory and research that underpins such practice.
This assessment aims to develop your understanding of how to align practice, principles, theory and
research.
Task Instructions
The Early Years Learning Framework (EYLF) is a crucial document for early childhood education and care. You are to write a report that demonstrates your knowledge and understanding of how the EYLF principles and practices support high-quality pedagogy.
Your critical reflection should be written in an essay that critically analyses three EYLF Principles (two of which are Respect for diversity AND Sustainability; and one is your choice), and three EYLF Practices (two of which are Responsiveness to children AND Learning environments; and one is your choice). As part of your critical analysis, you will include your personal reflections on how you anticipate implementing these three principles and three practices, in high-quality early childhood education and care settings, to support best practice.
Your report should include an introduction that explains how the EYLF guides high-quality pedagogy, body paragraphs and a conclusion, with in-text citations and references to academic literature to support your perspectives.
The EYLF Principles and Practices that you can choose from are listed below (the compulsory principles and practices are in bold):
PRINCIPLES:
– Secure, respectful and reciprocal relationships
– Partnerships
– Respect for diversity (compulsory)
– Aboriginal and Torres Strait Islander perspectives
– Equity, inclusion and high expectations
– Sustainability (compulsory)
– Critical reflection and ongoing professional learning
– Collaborative leadership and teamwork
PRACTICES:
– Holistic, integrated and interconnected approaches
– Responsiveness to children (compulsory)
– Play-based learning and intentionality
– Learning environments (compulsory)
– Cultural responsiveness
– Continuity of learning and transitions
– Assessment and evaluation for learning, development and wellbeing
Assessment 2: Report
Our pedagogy is either a mixture or a combination of our own beliefs, experience, and professional knowledge about children and education. EYLF makes us mindful of our teaching style, and we need to have a clear mind on what we are doing. It also contributes to the building of a good foundation for the development of curricula, teaching methods, and principles to ensure quality education from birth to five years, which will also facilitate their transition to school education (AGDE, 2022). It provides a shared understanding and ideas of what childhood education should be and, at the same time, gives enough flexibility for context-specific needs.
The EYLF is based on the UN Convention on the Rights of the Child, which says every child has the right to the education that strengthens their personality, talents, and abilities to the maximum (AGDE, 2022). It sums up the idea that “Every student participates in education and is prepared for life’s successes” (AGDE, 2022). The EYLF operates on its principles, practice, and learning outcomes that give a coherent, play-based curriculum that depends on the children’s strengths, interests, and ways of learning. This discourse is going to show how the national Early Years Learning Framework (EYLF) leads to high-quality pedagogy for early childhood education and care throughout Australia.
Early Years Learning Framework Principles
The eight EYLF principles draw on longstanding and contemporary theories and research on child development, early childhood education, and learning. They provide the philosophical foundations to guide educators’ professional practice. This section analyses the principles of Respect for diversity, Sustainability, Critical reflection, and ongoing professional learning.
Respect for Diversity
The educators should be aware of the children’s identity and their surroundings at home, that may differ in cultural or familial practices. Diversity is beneficial for enhancing communities and educating kids about the variety of things they encounter in their daily lives. It emphasizes the importance of inclusive practices so all children can participate meaningfully and equitably and become successful learners (AGDE, 2022). It requires educators to challenge biases, have high expectations for every child, and make reasonable adjustments to the environment and practices to cater to diverse needs and circumstances.
For example, evidence-based inclusive practices could involve purposefully arranging indoor and outdoor learning areas to enable full access and participation for children with physical disabilities. Flexible, open-ended play spaces with multisensory materials cater to individual learning preferences and multiple intelligences (ACECQA, 2018). Furniture is arranged for wheelchair accessibility, incorporating elements like ramps and varied surface textures to stimulate different senses. Important visuals are placed at the child’s eye level. FM microphone systems enable children with hearing impairments to clearly hear instructions amidst noise. Prior to outdoor play, guided sensory tours familiarize children with visual impairments with the layout, smells, and textures.
Building partnerships with families is crucial to understanding their knowledge, expectations, priorities, and concerns for their children. Regular discussions and collaborative goal-setting promote shared high expectations for achievement, regardless of the child’s background or abilities (Module 4, 2024). Family partnership and involvement have been shown to increase children’s self-esteem, sense of agency, and academic motivation (Module 4, 2024). It ensures the service’s practices and curriculum build on children’s existing knowledge, capabilities, interests, and learning styles from their home contexts.
Sustainability
The EYLF Sustainability principle has set its course to help develop a sense of care, respect, and appreciation for the environment in babies from their early years. Children’s concept of being citizens and being accountable for the local and global communities they belong to will develop through educational experiences that are both meaningful and relevant to them (AGDE, 2022). The children who are naturally curious about the surroundings are at the age of being the citizens and they are held accountable for the communities they belong to. When educators use well-planned sustainable activities and learning experiences in nature, they can develop children’s curiosity into an understanding that humans are part of ecosystems, we affect the world around us and we all have the duty as global citizens to protect our planet.
Sustainable practices are embedded across the daily routine and learning program. Setting up a class garden allows children to plant seeds, observe growth over time, explore life cycles, and gain knowledge about living things and their needs to survive. Monitoring weather and seasonal changes showcase the wonders of nature. Experiences like these develop children’s respect, connection to, and custodianship of the natural world from an early age. Other routine practices include repurposing materials for craft and construction, studying and caring for classroom pets, recycling, and composting food scraps to reduce waste.
The sustainable classroom itself models environmental care through choices of natural materials, energy efficiency, water conservation strategies, and vegetation around play areas. Incorporating Aboriginal and Torres Strait Islander perspectives on caring for the Country develops a cultural understanding of the interconnectedness between humans and environments (Bourke et al., 2022). Community walks, bushland explorations, and inviting Indigenous experts provide authentic experiences to appreciate First Peoples’ ancestral knowledge and sustainable practices used over tens of thousands of years.
Critical Reflection and Ongoing Professional Learning
This principle highlights that the strategies of teaching early childhood education teachers need to be continuously examined, the philosophies and assumptions that guide their teaching questioned, the teaching methods and techniques they use evaluated, and ongoing learning being engaged in. Combining personal reflection and professional conversations with others in the field allows educators to pinpoint the weak spots, try out varied approaches and techniques, and assess their effectiveness by keeping track of how kids grow and develop through observation, documentation, and analysis (Module 6, 2024). Critical reflection entails very softly mulling over the whole learning environment, routines, methods of teaching, relationships, and interactions against the EYLF’s principles, practices, and recent studies on how children learn best. It means questioning What?How?Why?Is this inclusive? It could be done more effectively, after all. Through reflecting, educators utilize their professional knowledge, theoretical perspectives, the latest research data, and, of course, some input from parents and children (Machost & Stains, 2023).
Ongoing professional learning is crucial for educators to continually update their knowledge, challenge beliefs and biases, innovate pedagogies, and advance their skills in creating rich learning environments based on current understandings of child development and learning (Darling-Hammond et al., 2022). Professional learning can occur through modes like reading early childhood journals and publications, attending training courses, participating in professional learning communities, gaining feedback through peer mentoring and coaching conversations, and engaging in practitioner inquiry research projects.
Early Years Learning Framework Practices
The EYLF outlines seven key practices that guide educators on how to design and implement a high-quality, play-based curriculum that enhances all children’s learning, development, and well-being. This report focuses on the practices of Responsiveness to children, Learning environments, and Assessment and evaluation for learning.
Responsiveness to Children
Adjusting the curriculum and pedagogy tools so that teachers not only extend but delve deeper into children’s learning should be a priority for educators. Being responsive requires educators to observe closely, interact on purpose, and achieve of personal understanding of a child, which is based on their abilities, strengths, interests, learning styles, and cultural context (Neaum, 2016). Instead of giving general knowledge about the subject, we focus on preparing and presenting to the learners specific, interesting and relevant information based on their cultural background.
For example, if during outdoor play, educators notice a group of children showing fascination with the motion and properties of wheels, they could seize this spontaneous interest to introduce new provocations and stimuli like ramps, pulleys, and different wheel materials and shapes to extend the learning further. Open-ended questioning and dialogue would guide children’s exploration and emerging theories about physics concepts like forces, gravity, friction, and energy through hands-on experimentation and problem-solving. With skillful scaffolding and intentional teaching, the simple interest in wheels evolves into rich STEM learning.
Educators tune into both verbal and non-verbal communication from children, observing responses, cues, dispositions, and ways of learning to determine their emerging interests, needs, or concerns. These careful observations inform any adaptations needed to support the learning of all children at their respective developmental levels and maintain their engagement (Neaum, 2016). Continual assessment of each child’s engagement, skill development, identity formation, and progress toward outcomes enables educators to refine and adjust pedagogies, interactions, and environments for maximum effectiveness.
Learning Environments
Following the EYLF practice of thoughtfully setting up ‘intelligent’ learning environments utilizes contemporary understandings in environmental psychology, universal design, and brain-based learning research. Physical learning spaces incorporate multi-sensory elements, real materials, and open-ended resources to stimulate inquiry, creativity, exploration, and higher-order thinking (Module 5, 2024). Spaces are purposefully set up to integrate different learning areas and types of play, diverse materials, and flexible furniture arrangements to accommodate individual interests, preferences, and ways of learning (Module 5, 2024). For example, having a quiet book nook, experimentation station, gross motor area, and atelier maker space within the same classroom area allows for individualized learning. It enables children to take the lead in following their passions in an uninterrupted flow.
The intelligent environment is characterized by ample natural lighting, soft furnishings, living plants, loose parts construction materials, and displays that spark wonder, curiosity, and informed risk-taking. It provides a secure, welcoming space where diversity is respected, represented, and celebrated through inclusive resources, multilingual print, and dual naming practices for sections of the classroom. Aboriginal and Torres Strait Islander perspectives are embedded through artworks, cultural stories, traditional artifacts, and learning yarning circles outdoors (Bourke et al., 2022). Regular rotation and enhancements to materials keep learning provocations novel and inviting.
The outdoor learning area is equally important, providing opportunities for physically active play, sensory experiences, nature connections, and environmental education. It includes natural elements like gardens, bushes, logs, rocks, and digging patches to stimulate imaginative play, care for living things, gross motor skills, and scientific inquiry. Loose parts like tires, crates, and tarpaulins allow for open-ended construction. Pathways and surfaces encourage active movement through slopes, steps, and textured ground. Quiet nooks with soft falls allow for retreat and contemplation. The entire space is designed to be sustainable through veggie gardens, composting systems, water conservation initiatives, and sustainable material choices.
Assessment and Evaluation for Learning
The EYLF views assessment as an integral part of the ongoing cycle to understand each child’s strengths, progress, interests, and needs (Module 4, 2024). This assessment for learning approach aligns with evidence that formative assessment strategies in early childhood produce better learning outcomes than standardized, summative testing (Ismail et al., 2022). The assess-plan-implement cycle involves carefully observing and gathering evidence through documentation and analysis to make informed judgments about children’s learning, development, and engagement (Ismail et al., 2022). Educators regularly capture snapshots and work samples that showcase children’s evolving capabilities across the EYLF Learning Outcomes. These formative assessments identify children’s current knowledge, skills, dispositions, and interests and prompt questions to extend and build on to plan the next steps for learning.
Documentation takes various forms like written observations, learning stories, photos, audio/video recordings, and samples of children’s work like art pieces, models or dictated explanations of their theories. Pedagogical documentation makes children’s learning processes visible to families, educators, and children themselves (Rintakorpi & Reunamo, 2016). It provides concrete evidence to analyze and interpret children’s current level of understanding and identify future learning goals. Individual child portfolios compile a comprehensive picture of development over time across intellectual, social, emotional, physical, and communication domains. Families are valued partners, offering insights into their child’s knowledge, interests, and learning dispositions from the home context to ensure an authentic, holistic assessment (ACECQA, 2018). Educators use this analysis to collaborate with families and the children themselves in co-constructing achievable yet challenging goals for each child’s learning journey.
Conclusion
EYLF principles such as acknowledging – diversity, sustainability, critical reflection, and practice of responsiveness, learning environments, and assessment for learning help foster strengths-based, play-based pedagogy across Australia. With the incorporation of the framework’s principles and practices, educators can build up inclusive, engaging activities that are relevant to the needs, interests, abilities, and unique contexts of the children. The EYLF includes a coordinated and coherent curriculum that entails children’s abilities and disposal oriented to lifelong learning that also addresses their holistic well-being requirements. This national framework is a platform for Australia to ensure that all children have the chance of being educated in high-quality early childhood education that surely will build success for all the child’s journeys in life.
References
ACECQA. (2018). Guide to the National Quality Framework. Australian Children’s Education and Care Quality Authority. https://www.acecqa.gov.au/sites/default/files/2018-11/Guide-to-the-NQF_0.pdf
Australian Government Department of Education [AGDE]. (2022). The Early Years Learning Framework for Australia. Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Bourke, S. C., Chapman, J., Jones, R., Brinkley, M.-M., & Thurber, K. A. (2022). Developing Aboriginal and Torres Strait Islander Cultural Indicators: An overview from Mayi Kuwayu, the National Study of Aboriginal and Torres Strait Islander wellbeing. International Journal for Equity in Health, 21(1). https://doi.org/10.1186/s12939-022-01710-8
Darling-Hammond, L., Flook, L., Schachner, A., & Wojcikiewicz, S. (2022). Educator Learning to Enact the Science of Learning and Development. https://doi.org/10.54300/859.776
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4
Machost, H., & Stains, M. (2023). Reflective practices in education: A Primer for Practitioners. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-07-0148
Module 4, (2024). Collaborative relationships with colleagues to plan for children – TCHR5003. Southern Cross University.
Module 5, (2024). Creating rich learning environments – TCHR5003. Southern Cross University.
Module 6, (2024). Working holistically in an early childhood environment – TCHR5003. Southern Cross University.
Neaum, S. (2016). 8 Observing and assessing children’s learning and … https://study.sagepub.com/sites/default/files/Neaum, S. (2016) Observing and Assessing Children’s Learning and Development. London, Sage._.pdf
Rintakorpi, K., & Reunamo, J. (2016). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611–1622. https://doi.org/10.1080/03004430.2016.1178637
