1.2.3 Child directed learning

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Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world

Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best.

E = Embedded, yes, I do that ALL the time.
K = We know we need to do that, but we don’t do
it all the time.
T = Please teach me how to do it or improve my understanding of why we need to do it.

Child Directed Learning Edu 1
Do you arrange play experiences, routines and the physical environment so children have a range of opportunities to make choices about what they will do and how they will do it? Can you see this in the curriculum?
Do you encourage children to make choices and decisions? Does the curriculum show this?
Do you acknowledge children as capable and competent, and encouraging them to act autonomously? Does the curriculum show this?
Do you provide children with strategies to make informed choices about their behaviours? Does the curriculum show this?
Do you incorporate children’s ideas and suggestions in planning? Does the curriculum show this?
Do you provide encouragement and display enthusiasm for children’s attempts to gain new skills and knowledge? Does the curriculum show this?
Do you embrace, and support play experiences initiated by children, motivating children to persist and extend their learning? Does the curriculum show this?
Do you notice and listen carefully to children’s concerns and discuss diverse perspectives on issues of inclusion and exclusion, and unfair behaviour? Does the curriculum show this?
Do you encourage children to direct their own play and leisure experiences with their peers? Does the curriculum show this?
Does the curriculum show children openly expressing their feelings and ideas in their interactions with others?
Does the curriculum show children initiating play?
Does the curriculum show children beginning to display understanding and willingness to negotiate and share with others?
Does the curriculum show children showing leadership, making decisions and following directions given by other children?
Does the curriculum show children actively participating in decisions that affect them, including their learning and leisure/rest?
Does the curriculum show children being supported to assess and manage risk?

This element is connected directly to children having the right to provisions, protection and participation under the United Nation’s Rights of the Child. For example:

Article 12
Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account.

Article 29
Your education should help children use and develop their talents and abilities. It should help children learn to live peacefully, protect the environment and respect other people.

Article 31
Children have the right to play and rest.

Let’s look at Babies – Milo’s first day 8 weeks old

This morning Tommy’s Turtles welcomed Milo into the room for his first big day. Milo has been forming relationships with his educators by looking and smiling at them. Milo used non-verbal cues and cuddled in to his educators. Throughout the day the Nursery staff have been acknowledging and responding to Milo’s cues and signals and following his home routine. When Milo showed signs of distress and agitation he was communicating his needs, which Natasha, Karen and Haley were able to meet with a cuddle, a bottle or sleep.  Milo showed how he could freely express his emotions and be involved in meaningful interactions with his educators to have his needs met and have control of his word.

Natasha, Karen and Haley are looking forward to spending more time with Milo throughout the week as we work to further build a bond with Milo and his family.

See how Natasha, Karen and Haley are meeting the outcome 1.2.3 Child directed learning – each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. When working with babies we need to be tuned into their signals so we can meet their needs. If not the baby will tend to cry.

Imagine
Xavier and Bryleigh have been confidently sharing the formula tins this morning as they used their imaginations to explore their environment. Xavier first sourced three tins from the recycled basket before Bryleigh arrived. Haley was sitting with Xavier, asking “what can we do with these Xavier?” Xavier began stacking the tins on top of one another to create a tower. As Xavier stacked the tins, he explored a new challenge and discovery, finding that stacking the tins wasn’t as easy as it seemed. Xavier placed a tin on top of one before stacking another, using both hands to ensure stability. During this process, Haley displayed her delight, encouragement and enthusiasm for Xavier’s attempts and successes as he showed his determination and persistence.

Bryleigh arrived later to see the tins lying on the floor before she crawled towards them. Using her own imagination and expressing her creativity through play, Bryleigh used the palm of her hand to hit the top of the tin, creating a musical sound. “Oh, you’re using the tins as drums” explained Haley. “Xavier was just using the same tins to stack”. Xavier approached Haley and Bryleigh in order to contribute to the experience Bryleigh had initiated.

Providing Xavier and Bryleigh with a wider range of flexible and open-ended experiences within their environment will allow them both to further build on their imagination skills. Perhaps we could source some loose parts from our homes to explore with?
Haley

Exceeding Theme Core

All educators consistently and respectfully support children to make choices and decisions throughout the day, and incorporate children’s ideas and views into the program to promote and extend learning. All educators regularly reflect, individually and with each other, on how they ensure the agency of every child at the service.

Where is your practice compared to the above statement?

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