Curriculum – Routines and EYLF Learning Outcomes

Write the routine and add pictures if required. For example the routine could be drop off or collection of children.

Steps in the routine could include:

• We teach the parents what to say when they drop their child off
• We teach the educators what to say
• We have a location where the child and parent will be greeted every time they enter the service
• We know exactly what to say with the child and parent.

“Judy is here to look after you and keep you safe today until I come back this afternoon,” says Mum

Judy says, “ I will look after you and keep you safe Eve until Mum returns to get you in the afternoon.

• We collect the child and look them in the eye and repeat the same message.

Children learn to build relationships with the educators and children in the group.

Parent, child, children and educators. The process of creating attachment to achieve the child feeling supported and secure.

Need to be in the same spot to greet the child when they enter the room.

Child focused

The child is not greeted and the day goes off track. Crying, upset, not settled.

Children develop their emerging autonomy.

Steps in the routine could include:

• We have taught the cook to serve the meals in smaller serving plates
• We practice using serving tools
• We teach the children what waiting their turn means.
• We sequence events eg it’s now Dessy’s turn and after Dessy it will be Eve’s turn.
• We identify the number of pieces of fruit on the plate or the size of the serve
• We get the children to identity what portion the other children have and which items they selected. eg Cooper has 2 pieces of banana and one piece of orange. Jackson has 1 apple and 2 orange pieces.

Children learn how to do things for themselves.

Taking the time to teach the child how to serve themselves morning and afternoon tea and lunch.

Ensure the meals are on 4 smaller serving plates to ensure all children have access to the food to serve themselves

The child needs to learn how to use serving equipment, wait their turn and know the serving size

Child

Food everywhere, a mess and educators getting frustrated to the point where educators go back to serving the food for the children.

Children identifying what belongs to them that in turn creates confidence

Steps in the routine could include:

• This is my drink bottle/jumper/bag etc
• I know it is my bottle/jumper/bag etc because it has my name on it, it is red, my mum bought it for me on my birthday etc
• I know where I put it after I use it. I place it in my locker with my name and picture/bag etc.

Identify their belongings and the pace where they belong

Children’s belongings and places for them

Teach the children how to recognise their belongings ie name, colour, logos, shape etc.

Learn to recognise features of their belongings and why and how they know it belongs to them.

Child

Parents get angry as the child loses items at the service.

Children to learn how to care for others

Steps in the routine could include:

• Serving food for each other or cleaning up the dishes after one another as per ‘helper’s chart’
• We have a set group of children who serve or clean dishes for the other children
• We identify whose turn it is today
• We teach the children what is required
• We get them to serve the others
• We get the others to thank the children for serving them
• We allow the children serving to express how they feel about serving the children.

Caring, serving skills, cleaning skills

Helper’s Chart

The food to serve

Washing up dish and bin

Create the helper’s chart with the children

Teach the children how to serve and clean

Identify roles on the chart

Learn how to serve the other children

Both

Mess everywhere

Children to learn responsibilities necessary for active community participation.

This is endless. I want you to identify all the things children can do. Think outside the square and see children as capable. Children can, for example, do all the curriculum, learning stories and portfolios if YOU have the ability to rethink assessment and documentation… WHAT??

Endless, but mainly how their room and service is a community and people within that community have roles to maintain their community

Break down the roles of our room community to see what we need

Assist identifying all the things that children can help with

Learn how different roles fit together within the rooms’ community

Both

Educators do everything for children and they leave at the end of day feeling exhausted and wanting to leave ECEC

Children respond to diversity respectfully

Steps in the routine could include:

• Finding out about the cultural background of all children and families
• Making contact with local cultural groups
• Inviting parents to service to discuss or demonstrate culture
• Learning words from culture
• Investigating food culture
• Exploring cultural traditions and artifacts
• eg if we have identified 3 people in our services as Wiradjuri NSW Aboriginal, steps in the routine could include:
• Making contact with our local Elders
• Bringing in the Wiradjuri language by teaching 2 new words per week
• Using our new words in every possible situation.

When children identify diversity they can see and accept difference

This may be difficult as it could become concepts we are looking for over concrete objects

Really look for diversity

Really look for diversity

Both

Children and families feel excluded or discriminated against. Missed input into curriculum

Children become aware of fairness

Fairness can be applied to all routines.

Fairness and equity

Situations where all children need to assist for a regular event like serving lunch or making beds or a one off event.

Fairness in routines can be easily identified by who isn’t helping or pulling their weight. (This may also be a good reflective tool for educators working together) MOVED

Know who and what is needed to complete routine.

Both

More work for other children and educators

This is easy and includes routines like watering the garden, composting, feeding chickens, looking after a pet etc.

Steps in the routine could include:

• At group time we sit in a circle and identify the similar ways we do things. For example “I’m Matt and I ate eggs for breakfast.”
• I’m Tom and I had oats for breakfast.

We tend to be great at this. This is easy one to complete yourself.

The routine is:

We introduce a scientific process.

1. Child has discovered a bug in the garden.
2. We add the routine of curiosity
3. Hypotheses
4. Investigate
5. Test
6. Write up findings

This type of process is ‘routine’ for scientist, we need to think like this too.

Children become aware of fairness

The routine is:

We introduce a scientific process.

1. Child has discovered a bug in the garden.
2. We add the routine of research.
3. Hypotheses
4. Investigate
5. Test
6. Write up findings

This type of process is ‘routine’ for scientist, we need to think like this too.