Planning and reflecting
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Planning and reflecting
Planning and reflecting on a holistic early learning program
To help you use the decision-making process in Foundations for Success, each of the learning areas has a section for:
- planned learning – aspects of children’s learning to focus on
- pedagogy – examples of ways you can intentionally promote learning in that area
- documenting and reflecting – the kind of evidence of learning to look for, across new and familiar contexts.
This information can help you plan for learning in a way that’s responsive to individual children, the group and the community context. Of course, you’ll also modify and create other opportunities for learning and teaching in response to the spontaneous experiences that emerge as children, their families and the community contribute to the program.
Planning for learning
Planning, documenting and reflecting are ongoing in an early learning program, and should involve educators, children and their families.
To plan for children’s learning, educators watch and listen to what’s happening to learn from the children and learn about them. These observations inform their relationships and help educators prepare environments, experiences and interactions that engage the children.
Educators should plan in a way that involves all members of the teaching team. Visible plans are important in an accountable and professional early learning program. They should be a work-in-progress, which the teaching team, the children and families can access.
When planning for learning, aim for a balance of experiences across all learning areas, using a variety of environments, including inside and outside spaces and a range of pedagogical contexts.
Reflective practice and ongoing learning
According to the Early Years Learning Framework, reflective practice is a form of learning in which you engage with questions of philosophy, ethics and practice. By reflecting, you’re gathering information and gaining insights that will support and inform the decisions you make about children’s learning.
As professionals, educators of Aboriginal and Torres Strait Islander children examine what happens in their early learning programs, and reflect on what they can improve and what needs to change. They regularly assess themselves, their attitudes, their interactions and the learning environment for cultural competence, as defined by Elders and the community.
In each learning area, you’ll find a set of reflection questions that encourage you to think about how your decision making fits with the culture of the children in your program, their families and the community.