Differences in Australian State and Territory Approaches to Documentation, Planning, Assessment and Pedagogy in Child Care

This debate essay explores the differences in Australian State and Territory approaches to documentation, planning, assessment, and pedagogy in child care. It discusses the importance of the planning cycle in curriculum design and highlights the Victorian Early Years Learning and Development Framework as a unique approach in Victoria state. The essay also compares the approaches in Western Australia and Queensland.

CHILD CARE

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
Explore and discuss differences within Australian State and Territory approaches to
documentation, planning, assessment and pedagogy in the Australian Context and planning
cycle and its importance within curriculum design.....................................................................1
Planning cycle and its importance in curriculum design.............................................................5
Planning cycle and its importance in curriculum planning.............................................................9
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12

INTRODUCTION
Eary years childhood leaning planning, documentation and assessment is extremely important
because it helps in gathering important information about children, their parents, families so that
proper and appropriate childhood development and growth programs, approaches and methods
can be developed (White & Fleer, 2019). There are many different kinds of approaches and
methods that are used by different Australian states and territories. Different approaches are
based upon different considerations such as curriculum, needs, interest, skills and capabilities of
children etc. These approaches regarding planning and documentation of children learning is
important because initially learning of children were not focused much as a result their
development of learning was impacted drastically. Due to this, different Australian states and
territories have developed their own methods, approaches and practises of learning. Each
approach has its own planning cycle and id equally important for designing a proper and
appropriate curriculum for children. Due to this, children’s learning curriculum becomes
important to be designed and documented in a proper manner. Early years learning framework is
one of the most common nationally approved framework that has brought a great shift in state
and territory approaches and documentation of curriculum development. Not only this, this
framework has also enhanced overall child care, and practises at national level. This debate essay
will discuss differences within Australian State and Territory approaches to documentation,
planning, assessment and pedagogy of children’s learning.
MAIN BODY
Explore and discuss differences within Australian State and Territory approaches to
documentation, planning, assessment and pedagogy in the Australian Context and planning
cycle and its importance within curriculum design
Education and care programs plays a vital and important role in early childhood settings.
In this debate essay approach if different Australian states and territories used for documentation,
planning, assessment and pedagogy of childhood hearing has been discussed. This discussion
will clearly help in understanding that in most of the states and territories nationally approved
learning framework for early aged children learning and development are followed. But only in
state of Victoria ‘Victorian Early Years Learning and Development Framework’ is followed that
has been explained below.
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Documentation: The Australian Government, in collaboration with the state and territory
governments, sought advice from early childhood experts on designing and developing the NQF
and the NQS for all ECEC settings. Documentation is necessary so that the learning experiences
of children in early child hood can be improved. The documentation related to observation and
planning is been done at all level. Documentation of children learning is also been done at all
levels (Tanak, 2018).
Planning: In Queensland Early Years Curriculum Guidelines (EYCG) has provided and given
different suggestion for planning. In this they have defined different phases of learning. In this
phase learning can be promoted and also planning related to different methods of teaching has
been analysed and evaluated (Chai and et.al., 2019).
Assessment: The Victorian Curriculum and Assessment Authority (VCAA) has laid
emphasis on learning and curriculum part of students. They have analysed and reviewed 17
international and national journals. In this the opportunities to link methods of teaching and
learning is being assessed. The Australian government has assessed and evaluated all policies
and procedure which has been used by different territories.
Pedagogy: The government of south Australia has made different curriculum on pedagogy. In
this they have thought about providing every child who is studying ins school the right to quality
of education. They have also tried to improvise their learning experiences and to provide them
with better learning opportunities. They also make sure that children make use of flexible use of
resources which includes both natural and man made resources (Meschede and et.al., 2017).
VIC or Victoria state
VEYLDF or Victorian Early years learning development framework is an approach
which is used for assessment of children learning and development (Department of Education
and Training, (2016). This framework focuses upon adopting a comprehensive approach to
learning and development of children. This framework is specifically developed for Victoria
state. Other states and territories mostly have adopted nationally approved frameworks such as
Early years learning framework and Framework for school age care. This framework is used in
Victoria state and is nationally recognized (Adam, Barratt-Pugh & Haig, 2019). This approach
recognizes health as one of the most important and crucial enablers of learning and development
of children. According to this framework it is important to focus upon wellbeing of children
since their birth, only then one can achieve high quality outcome of learning, development and
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supportive relationship among children with family or adults in community. this helps in
wellbeing and development of children. This framework adopts an approach to uphold children
as right holders and a competent learner with by birth capabilities and skills to learn different
things since birth.
This framework has set some practises and approaches that can help in providing
guidance to facilities of younger children, and early childhood children within their work
(Ebbeck & Waniganayake, 2017). This framework focuses upon learning and development of
children from birth to eight years because as per this framework a child’s brain develop and
undergoes rapid changes in these eight years because of which it becomes important for
professionals and families to focus upon development and learning of children in early years of
their development.
This framework is basically for professionals and families of children so that they can get
proper guidance and understand ways in which children and adopt themselves in changing
environment and learn new things. This framework further helps in achieving main objective of
nationally approved Early years learning outcome for development and learning of children. This
framework is based upon principles of equality and human rights. There are five main Early
years learning outcomes that are achieved by this framework that are: all the children have strong
sense of identity, children are connected with and contribute to this world, they have strong sense
of wellbeing, they are confident and involved learners, and are effective communicators.
Victorian Early years learning development framework adopts whole child approach that focuses
upon health and wellbeing of children in order to reveal strengths of children which is useful for
their next level learning and development.
But this, Victorian Early years learning development framework contrast with western
Australian approaches because as per the approaches adopted by western Australia, learning of
children begin when they are in Kindergarten. But compulsory learning of children in Western
Australia starts in pre- primary (Department of Education and Training, 2016). There is no doubt
that Victorian Early Years Learning and Development Framework do achiever some of the main
outcomes of Early years learning framework based on health and wellbeing of children but when
learning of those children comes into picture then it is completely different from other
framework.
Western Australia (Kindergarten curriculum guidelines)
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In Western Austral Early years learning framework is used and adopted but that have a
completely different approach of learning and development of children. In western Australia K-
12 education approach is followed (Western Australia kindergarten curriculum guidelines or
Curriculum in WA K-10, 2020). This approach majorly focuses upon designing of curriculum of
Kindergarten years for children. These guidelines are developed on the basis of Early years of
childhood learning framework and focuses upon development of curriculum Kindergarten to
year 12 for children. For development of proper curriculum that focuses upon both learning and
development of children different themes from pre-primary to year 12 children have been
developed. The main key idea of this curriculum and content is related from EYLF framework
which is a nationally recognized framework. These guidelines helps in ensuring that all the
children from kindergarten to year 12 experience high quality learning and teaching. This
curriculum help children in learning though relationships by connecting to community, family,
culture and place. This is because according to these guidelines when children connect with
others they start taking interest in learning, develop their own ideas and understanding of the
world. This curriculum helps in establishing a base for children from 5 years and above.
Size and diversity of western Australia is large because of which these programs need to
meet diverse needs and requirement of children and their families. While planning and
evaluating curriculum it is make sure that all the information is being shared with parents and
colleagues of children. For documentation of children’s learning this framework uses variety of
various diversity context over time and for assessment of learning western Australia K-12
education approach focuses upon gathering information about what children known, what they
can do and what they do understand.
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Early childhood professionals or educators need to keep in mind that their decisions can
directly affect learning and development of children in one way or the other. For proper decision
making profess educators need to follow certain guidelines such as: plan and organize learning
and teaching, interact, monitor and engage with children and with their learning experience,
monitor children’s learning and participation, evaluate their knowledge and learning and share it
with their parents, and lastly reflect upon one’s own learning and practises for future professional
growth.
This approach is completely different from Victorian Early years learning development
framework because it focuses upon learning of children from kindergarten to year 12 whereas
VEYLDF focuses upon development of children from birth to 8 years especially upon health and
wellbeing of children.
Queensland Approaches (Kindergarten learning approach)
This approach or guidelines are completely based upon early year learning framework for
learning and development of children (Queensland Kindergarten learning guidelines, 2020).
Purpose of this approach is to promote a holistic learning approach through professional
development of teachers so that they can take proper and appropriate decisions for learning of
pre-school children (Mills and McGregor, 2016). This approach focuses upon achievement of
five main objectives of EYLF through holistic approach that are: Children have strong sense of
identity, children are connected with and contribute to their world, children have strong sense of
wellbeing, children are confident and involved learners, and children are effective
communicators. These guidelines have adopted a holistic approach on teaching and learning that
helps in promoting social, physical, emotional and cognitive development of children, view
children as diverse learners, and encourage children to become interactive and think of creative
ideas.
This Queensland kindergarten learning approach is based upon following principles: high
expectations, respect, equality for diversity, respectful relationship, collaborative partnership,
effective pedagogies, and reflective practise and professional decision- making.
Differences in planning
Planning methods are very different in each state in which Western Australia considers a
planning approach that is integrated in which they take contribution of parents and colleagues for
planning learning and care of children. In addition to this, ongoing planning is also used for the
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purpose of developing new planning for children’s learning and care. Queensland on the other
hand adopts a different approach in which planning considers developing and negotiating ways
through which educators can adopt to emerging interest and ideas of educating. Planning also
considers that while learning interest of children is also understood and in addition to this,
educators also work on considering how children can reflect their learning through their play.
In Victoria state planning is based on evidences of successful learning and educating and
in Victoria State families are actively engaged in planning learning for children. In northern
territory planning is based on shared knowledge and perspectives and also involves agreed
interventions for learning of children.
Differences in assessment
In Western Australia assessment of children is based on collecting data and knowledge
about what children have learnt and what they can do. In assessment in Queensland learning of
children is recognised and celebrated and assessment is done through documented evidence of
learning of children.
Northern territory assessment is based on several methods that includes conversation with
children, and work of children, rating scale, videos and recording of children are also considered
as part of assessment of their learning. Assessment in Victoria is also based on different methods
however they are different from northern territory in Victoria assessment involves how children
regulate themselves and this is analysed through their writing, drawing, and what they can do.
Differences in pedagogy
In Western Australia pedagogy is based on early childhood development theory and its
perspectives and approach of pedagogy is based on methods about how they learn. In addition to
this along with developing their cognitive abilities focus is also placed on physical, personal and
social development of children. Pedagogy in Queensland is based on learning through different
methods that include play-based learning, project-based learning and enquiry-based learning and
methods through which children can increase their knowledge.
Pedagogy approach in Victoria is based on holistic development of children whereas
pedagogy in Northern Territory is based on certain principles that include partnering with
different people for learning, responsive engagement, cultural competency and principle of
reflective practice.
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Planning cycle and its importance in curriculum design
The Kindergarten Curriculum guidelines are being designed so that adequate support can
be given to educators so that they can enhance learning experiences of children. In order to be
successful learner’s children will be encouraging to be more confident and also develop more
creative skills so that adequate solutions to problems can be find out. Kindergarten educators will
make sure that they are aware of the basic learning areas such as Arts, English, Maths. Physical
education (Gess-Newsome and et.al., 2019). The common wealth Australia has provided five
areas of learning. It includes identity. In this the children needs to have a strong sense of identity.
Learning and thinking is also a major point. In this children needs to be confident and must
evolved as learners. The QKLG has provided better and adequate advice so that better support
can be given to kindergarten children. It has been analysed that agency of children should be
promoted when doing planning. Also all necessary decision must be communicated to families of
children.
The United Nations rights of children related EYLF is that every child must be provided
with right to education. This is necessary because only this can become a foundation for future
learning. The basic fundamental for EYLF is creating a vision for learning of children. In this the
planning related to curriculum must be done on basis that educators must make sure that they
equity must be maintained and also they must make sure that children have the ability to succeed
regardless of the diverse culture (Carlson and Daehler, 2019). Planning in this approach involves
long-, medium- and short-term decisions integration with daily and emerging response of
children in response to their ideas and interest. In order to do planning for children’s learning
their needs are documented first (Inoue, O'Gorman and Davis, 2016). For development of
children in kindergarten they are divided into small groups as per their interest. Planning is
mostly done in order to ensure that Queensland kindergarten learning and developed is aligned
for next step learning.
Documentation of learning and development of Kindergarten students or children is done
with the help of planning cycle. Planning cycle of Queensland Kindergarten learning approach is
as follows:
 Identity building a sense of security and trust acting with independence and perseverance
building a confident self-identity
 Connectedness
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 building positive relationships
 showing respect for diversity
 showing respect for environments
 showing confidence and involvement
in learning using technologies for learning and communication
 Communicating
 exploring and expanding language
 exploring literacy in personally meaningful ways
 exploring numeracy in personally meaningful ways
On the basis of this planning cycle decision making is done. But in this decision- making parents
and teachers both are involved so that appropriate decision making can be done.
Assessment of learning and development of Kindergarten children is done by
professionals as an important of their everyday learning and development activities. Assessment
of learning and development of children is an ongoing activity which is required to be done by
teachers of Kindergarten so that they can collect appropriate and required information, analyse,
inform parents and then take required decisions for enhancement of overall learning process of
students (Fenwick, 2017). This gathering information and sharing with parents is one of the main
strength of this approach.
Pedagogy of teaching in this approach is: it uses different range of evidence- based
techniques in order to support children their learning and development (for example pay based
practise, project- based technique and imaginary games-based practise). This approach further
helps in provision of different kinds of opportunities to children so that their learning can be
enhanced, learning and develop new skills that can be used by them in learning.
Northern Territory pre-school curriculum
Pre- school curriculum of Northern Territory is basically developed for developed for
pre-school teachers as per EYLF national framework for supporting teachers for intentional
learning of numeracy, language with the help of play- based learning (Devlin, Disbray and
Devlin, 2017). Even this curriculum is based upon EYLF national framework for achievement of
five main learning and development outcomes that are identify, connected ness, wellbeing,
learning and thinking, and communication.
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This curriculum is based upon EYLF vision for children and is characterised on the basis
of: children’s belongingness so that they feel that they are a part of the environment in which
they live in and can develop effective relationship with other (Northern territory pre-school
curriculum, 2020). Lives and childhood of children is valued so that they can be prepared for
their future or adulthood.
This curriculum is design in such a manner that it integrates learning and teaching so that
development and learning of children can be enhanced and they can be prepared for their future.
Embedment of EYLF principles into this approach helps in promotion of literacy though play
based intentional teaching. Planning of these guidelines is done in such manner that inclusion of
indigenous and non- indigenous children can be done. This curriculum is basically developed for
both children and teachers so that teachers can be provided with proper training that they can
assist children, enhance their learning in such a manner that transition of children to adulthood
can be done easily.
In this practise what teachers do is documented simultaneously with planning cycle. In
planning cycle. First of all, information about children is collected by evaluating participation
and learning of each and every child (Devlin, Disbray and Devlin, 2017.
Assessment of learning and development of children is done with a step-by-step process.
First of all, the records of children in which their progress is recorded is analysed in order to
check whether all the learning outcomes have been achieved or not. Record development is done
by collecting information related to learning of children though photographs, sample collection
etc.
Pedagogy of this curriculum is to enhance learning and development of children in such a
manner that transition from childhood to adulthood of children can be done easily on the basis of
belongingness, being a part of others and becoming adults though proper learning and
development.
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Planning cycle and its importance in curriculum planning
Collect information- This is first step of planning cycle in which information is collected
through different ways. Information is collected about family background, cultural beliefs and
capabilities of children (McEvoy, 2019).
This information is collected through observation of children so that on the basis of
relevant and specific information further planning is undertaken. Information helps in planning
learning, development and care of children in most appropriate way so that their learning is in
coordination with their interest and beliefs.
Question analysis- This is another step in planning cycle that involves analysis and questioning
about what meaning can be made out of observation and information collected. This involves
developing and answering questions about how learning of children can be enhanced (Martland,
2017).
This involves identifying methods and ways through which knowledge of children can be
increased and how their growth can be planned. This stage involves identifying what children are
doing and what they should do so that their knowledge can be increased.
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Plan- This phase or stage involves developing planning for growth and development of children
while their learning. This involves determination of activities and strategies that are used in
learning and growth of children (McEvoy, 2019).
Plan stage also involves identifying different ways and methods through which not only
teachers or educators but other people involved with children can contribute in their learning and
development. This mainly involved determination of strategies that teachers and educators will
use while teaching children.
Act/implement- This is a step in planning that involves implementing planning that has been
developed in previous stage of planning cycle. This is a step in which planning is converted into
action and is used while teaching (Martland, 2017).
This is one of the very important step in which teachers are required to use developed
strategies for learning and development of children. Implementation of planning is done so that
teachers can create meaningful and interested experience where children can learn and grow.
Reflect/Review- This is last stage is planning cycle in which implementation of planning is
analysed on the basis of results achieved in form of learning and development of children. This
step involves reviewing planning through its implementation (Smith and Dyer, 2019).
This is done with purpose to determine what strategies and methods of learning and
development for children have been successful and what changes are required in planning. This
can be done through measuring actual learning and development with desired outcomes of
learning and development planning.
Importance of planning cycle in curriculum design
Curriculum design is concerned with planning and organising instructional units for the
course. Curriculum design involves planning activities, reading, lessons and assessment for
achieving goals of education. Planning cycle plays important role in curriculum design and its
success (Jabbarova, 2020).
Planning cycle involves collecting information and on the basis of information collected
teachers and educators can determine what are learning needs children have and on the basis of
that suitable content can be included in curriculum design.
Planning cycle also involves adequate determination of learning needs of children and
determination what are desired results for learning and development of children. In curriculum
design, this creates basis for assessment of children against what they have learned and how
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educators and teachers have enabled children to achieve their educational objectives (Jabbarova,
2020).
Planning cycle is also important in which learning of children can be perfectly
coordinated with their requirements of learning on the basis of their interest and beliefs and also
considering their cultural background. Involving content that has been influenced by these
factors create coordination in their learning and development and personal background.
CONCLUSION
From the above debate essay it has been concluded that Most of the states and territories
of Australia have developed their w technique on the basis of nationally approved framework
which is Early years learning framework but Victorian Early years learning and development
framework is a bit different from other frameworks or approaches. As per this framework
learning of development of children takes places from birth to eight years of age. Similarly,
different states and territories have their own perception and on the basis of those perception
planning of their own frameworks, techniques are done. All the approaches of techniques of
different states and territories have some similarities and dissimilarities so that every changing
needs and requirement of children of those states or territories can be fulfilled. Due to those
similarities and dissimilarities planning, documentation, assessment and pedagogy of those
approaches is done differently.
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REFERENCES
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Carlson, J. and Daehler, K.R., 2019. The refined consensus model of pedagogical content
knowledge in science education. In Repositioning pedagogical content knowledge in
teachers’ knowledge for teaching science (pp. 77-92). Springer, Singapore.
Chai, C.S. and et.al., 2019. Enhancing and modeling teachers’ design beliefs and efficacy of
technological pedagogical content knowledge for 21st century quality learning. Journal
of Educational Computing Research, 57(2), pp.360-384.
Department of Education and Training [DET]. (2016). Victorian Early Years Learning and
Development Framework [VEYLDF].
Devlin, B., Disbray, S. and Devlin, N., 2017. A thematic history of bilingual education in the
Northern Territory. In History of bilingual education in the Northern Territory (pp. 1-
10). Springer, Singapore.
Ebbeck, M., & Waniganayake, M. (2017). Play in early childhood education: Learning in
diverse contexts. Oxford University Press. 198 Madison Avenue, New York, NY 10016.
Fenwick, L., 2017. Promoting assessment for learning through curriculum-based performance
standards: teacher responses in the Northern Territory of Australia. The Curriculum
Journal. 28(1). pp.41-58.
Gess-Newsome, J., and et.al., 2019. Teacher pedagogical content knowledge, practice, and
student achievement. International Journal of Science Education, 41(7), pp.944-963.
Inoue, M., O'Gorman, L. and Davis, J., 2016. Investigating early childhood teachers'
understandings of and practices in education for sustainability in Queensland: A Japan-
Australia research collaboration. Australian Journal of Environmental
Education. 32(02). pp.174-191.
Jabbarova, A., 2020. PLANNING TEACHING AND LEARNING ON THE BASE OF
CURRICULUM DESIGN AND DEVELOPMENT. Архив Научных Публикаций
JSPI. pp.1-5.
Martland, R., 2017. Next steps and planning. Child Care. 14(10). pp.4-5.
McEvoy, J., 2019. 11 Monitoring and evaluating EYFS planning. Child Centred Planning in the
Early Years Foundation Stage. p.151.
Meschede, N. and et.al., 2017. Teachers' professional vision, pedagogical content knowledge and
beliefs: On its relation and differences between pre-service and in-service
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Mills, M. and McGregor, G., 2016. Learning not borrowing from the Queensland education
system: Lessons on curricular, pedagogical and assessment reform. The Curriculum
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Smith, K. and Dyer, M., 2019. Planning the learning environment. In Child Centred Planning in
the Early Years Foundation Stage (pp. 69-82). Sage Learning Matters.
Tanak, A., 2018. Designing TPACK-based course for preparing student teachers to teach science
with technological pedagogical content knowledge. Kasetsart Journal of Social
Sciences.
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White, A. D., & Fleer, M. (2019). Early childhood educators’ perceptions of the Australian Early
Years Learning Framework (EYLF): Engaged professional learners. Australasian
Journal of Early Childhood. 44(2). 124-138.
Online
Northern territory pre-school curriculum. 2020. [Online]. Available through:<
https://education.nt.gov.au/support-for-teachers/nt-preschool-curriculum>
Queensland Kindergarten learning guidelines. 2020. [Online]. Available through:<
https://www.qcaa.qld.edu.au/kindergarten/qklg>
Western Australia kindergarten curriculum guidelines (Curriculum in WA K-10) . 2020.
[Online]. Available
through:<https://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/
Western-Australian-Kindergarten-Curriculum-Guidelines-pdf.pdf >
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