Early Years Learning Framework Essay

Goal 1: Be responsive to each child’s abilities, interests and needs.

Rationale: According to the Early Years Learning Framework, educators should respond to children’s ideas and abilities, gain further understanding of each child’s understanding and scaffold their learning to the next level (Department of Education, Employment and Workplace Relations [DEEWR], 2009). Be responsive to children in regards to their abilities, interests and needs is very important for educators as it provides numerous opportunities for them to learn specific information about each child and recognised their uniqueness. By employing the bottom-up approach in the early childhood context, curriculum and activities will become child-centred as educators gather up information that they learn from children so they can
(2011). Developing Responsive Routines and Transitions Self-Guided Learning Package. Retrieved from http://gowrievictoria.org.au/app/uploads/2016/02/Developing-Responsive-Routines-and-Transitions-_Dec12.pdf Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The early years learning framework for Australia. Canberra: DEEWR. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Department of Education and Early Childhood Development. (n. d.). Transition: A Positive Start to School Promising Practice #8: Learning programs responsive to children. Retrieved from http://www.education.vic.gov.au/Documents/childhood/professionals/learning/trkpp8.pdf National Quality Standard Professional Learning Program. (2012). Sustained, shared thinking. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf Porter, L. (2016). Young children's behaviour: Guidance approaches for early childhood educators. (4thed.). Sydney: Allen &