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Early Years Learning Framework

The document discusses early childhood pedagogy and the role of early childhood educators. It states that pedagogy refers to educators' professional practice, including building relationships, curriculum development, teaching, and learning. Educators draw on their knowledge, skills, awareness, and creativity to make professional judgments and facilitate children's learning by establishing caring relationships and relevant learning experiences. They consider various theories of early childhood development and learning, such as developmental, socio-cultural, socio-behaviorist, and critical theories. Drawing on multiple perspectives can help educators challenge traditional views and improve their practice.

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Devagi Sinnapa
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186 views2 pages

Early Years Learning Framework

The document discusses early childhood pedagogy and the role of early childhood educators. It states that pedagogy refers to educators' professional practice, including building relationships, curriculum development, teaching, and learning. Educators draw on their knowledge, skills, awareness, and creativity to make professional judgments and facilitate children's learning by establishing caring relationships and relevant learning experiences. They consider various theories of early childhood development and learning, such as developmental, socio-cultural, socio-behaviorist, and critical theories. Drawing on multiple perspectives can help educators challenge traditional views and improve their practice.

Uploaded by

Devagi Sinnapa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Early Years Learning Framework

Early Childhood Pedagogy

The term pedagogy refers to the holistic nature of early childhood


educators’ professional practice (especially those aspects that involve
building and nurturing relationships), curriculum decision-making, teaching
and learning. When educators establish respectful and caring relationships
with children and families, they are able to work together to construct
curriculum and learning experiences relevant to children in their local
context. These experiences gradually expand children’s knowledge and
understanding of the world.

Educators’ professional judgements are central to their active role in


facilitating children’s learning. In making professional judgements, they
weave together their:

 professional knowledge and skills


 knowledge of children, families and communities
 awareness of how their beliefs and values impact on children’s
learning
 personal styles and past experiences.

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

Different theories about early childhood inform approaches to children’s


learning and development.

Early childhood educators draw upon a range of perspectives in their work


which may include:

 developmental theories that focus on describing and understanding


the processes of change in children’s learning and development over
time
 socio-cultural theories that emphasise the central role that families
and cultural groups play in children’s learning and the importance of
respectful relationships and provide insight into social and cultural
contexts of learning and development
 socio-behaviourist theories that focus on the role of experiences in
shaping children’s behaviour
 critical theories that invite early childhood educators to challenge
assumptions about curriculum, and consider how their decisions may
affect children differently
 post-structuralist theories that offer insights into issues of power,
equity and social justice in early childhood settings.

Drawing on a range of perspectives and theories can challenge traditional


ways of seeing children, teaching and learning, and encourage educators,
as individuals and with colleagues, to:

 investigate why they act in the ways that they do


 discuss and debate theories to identify strengths and limitations
 recognise how the theories and beliefs that they use to make sense
of their work enable but also limit their actions and thoughts
 consider the consequences of their actions for children’s experiences
 find new ways of working fairly and justly

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