Learning Approaches in Early Childhood Education

This essay discusses the range of learning approaches used in early childhood education in Australian regions. It explores documentation, planning, and assessment methodologies and pedagogies. The essay also highlights the National Quality Framework and the Early Years Learning Framework as key components of early childhood education in Australia.

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EARLY CHILDHOOD
Essay
student

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Early childhood
Early childhood development is an important part of childhood learning to enhance the
intellectual abilities of the child. There is a number of approaches have been used in Australian
regions to childhood documentation, planning and assessment methodologies and the
pedagogies. The documentation is the essential step in order to keep a record of childhood
learning (Grieshaber, & Hatch, J2003). Planning is also essential to strategies the whole
framework or approach for children in order to provide a complete education or learning. In the
end assessment is most important of early childhood education, it has no sense if whatever is
learned by the child in learning centres, and schools, therefore assessment is necessary to
evaluate or examine how well the child is learning and how the educator and educations provider
helping the child in gaining new things (Baxter, & Hand, 2013). In this particular essay, the
range of state and tertiary strategies to early babyhood documentation, planning, and assessment
methodologies and pedagogies will be discussed and compared.
In Australia, there are six different states and two different territory management that are
accountable for providing finance for playgroups. Later 2012, a countrywide consistent scheme
of excellence ranking and least criteria, the National Quality Framework (NQF) for Early
Babyhood Learning and Care (ECEC) or the NQF, is applied in every public and region, which
bring into line controlling necessities for ECEC facilities across the nation. The National Quality
Standard (NQS) is the key feature of the NQF and sets the high, nationwide standard for early
babyhood learning and carefulness, and separate to school hours care amenities in Australia
(Nathan, & Fang, 2009).

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ECEC pedagogy and exercise in Australia is dedicated to providing educational
experiences grounded on an accepted education framework, like “Belonging, Being and
Becoming - The Early Years Learning Framework”, or “My Time, Our Place; The Framework
for School Age Care” (Buldu, 2010).
Another organization working on childhood documentation is ECRH (early childhood
resource Hub). The Early Babyhood Resource Hub is the dominant source of Australian early
babyhood resources, excellence standards, backing and forums. The Early Babyhood Resource
Hub carries together workwise developed assets and info that support teachers’ exercise under
the Nationwide Quality Framework for Primary Childhood Learning and Upkeep, mostly in
relation to the Nationwide Excellence Standard for Early Babyhood Learning and Attention and
School Age Carefulness (Sumsion, Grieshaber, McArdle, & Shield, 2014). The Early Infantile
Resource Hub is coped by Education Facilities Australia with the provision of the Australian
Government (Buldu, 2010).
ELAA is the nationwide topmost body supporting superiority in early education for kids
and helping family members and facility providers. For more than 25 years of Early Learning
Association Australia (ELAA) has been functioning with the parents and primary education
suppliers in the direction of a shared dream of quality in early education for all children. ELAA
has industrialized grassroots knowledge of the worth and encounters offered by early babyhood
learning (Hesterman, 2013). By the promotion work ELAA delivers a voice for the parents and
service- workers similarly; an opinion that is obviously heard and appreciated by policy creators,
appreciations to the knowledge government, relations with early knowledge sector investors, and
the advocacy experience of the early education providers. They work with associates, peak

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figures, Commonwealth, National and native governments, and other investors to endorse and
backing quality, convenience and cost of primary babyhood facilities (Nathan, & Fang, 2009).
The Early Years Learning Framework for Australia was permitted by the Council of
Australian Governments (COAG) on 2 July 2009 (Tayler, Ishimine, Cloney, Cleveland, &
Thorpe, 2013). It is the leading early education structure to be countrywide permitted for use by
teachers in a variety of early babyhood settings. The Primary Years Education Framework (also
denoted to as 'the Framework') is the guide for primary childhood teachers, nevertheless, it
expresses to entire Australia, to kids, to families, to communal associates and to other specialists
who make effort with new children and their relatives. It recognizes the varied nature of
Australian culture and powerfully supports comprehensive practices (Tayler, 2011). The Early
Years Learning Framework (EYLF) is actually the part of the Assembly of Australian
Governments' improvement program for early babyhood learning and upkeep. It is an important
constituent of the Australian Government's National Quality Framework for initial childhood
teaching and upkeep and it reinforces worldwide access to primary childhood learning. The
EYLF plans the key values and significant activities that reinforce and guide the functions of all
early childhood education providers (Hatch, & Grieshaber, 2002).
Victorian Early Years Learning and Development Framework were developed for the
planning and development of early childhood learning and care. The nationwide Early Years
Education Framework (EYLF, 2009) comprises the exercise of ‘intentional teaching’. Planned
education or intentionality mentions to specialists making choices that are considerate,
thoughtful and focused as they widen and excavate children’s information, skills and
involvement to take them outside what they previously knew can do and comprehend (Sumsion,
Grieshaber, McArdle, & Shield, 2014). Planned teaching is vital for kids’ learning. Kids absorb

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the finest when they are involved. Play, schemes, daily practices and actual life examples are
operational ways to involve kids in learning new things (Dowling, & O’Malley, 2009).
Department of Education, Employment and Workplace Relations help the kids and
educators in order to gains new understating or early childhood and care. All three compasses of
government in Australia need involvement in changing points in the planning or process of child
upkeep centres (Millei, 2011). Australian Government is accountable for national-level kid care
strategy, investigation and data gathering provides working and capital backing to certain child
care facilities, and backings parents with the prices of child upkeep by Child Care Benefit (CCB)
and Child Care Rebate. State and Region governments have main accountability for family
backing, child well-being and the guideline of Early Babyhood Education and Upkeep Services
(Baxter, & Hand, 2013). They support, display and conduct excellence assessments of primary
childhood teaching and upkeep services, and are likewise accountable for creating the strategy
and preparation settings for child upkeep facility as a portion of key communal infrastructure for
societies. A controlling authority in every state and region has principally accountability for
managing the National Quality Framework for Primary Childhood Learning and Upkeep (NQF)
(Australian Kids’ Education and Upkeep Excellence Authority counting admiring, checking and
quality assessing facilities and is the chief point of interaction with services (Cheeseman, & Torr,
2009).
The Early Years Education Program (EYEP) is the evidence-based facility for at threat
and developmentally susceptible kids in north-east Melbourne, Victoria. It was established with
the help of the Children's Protection Society to assist deprived families to get nearby and
reasonable early babyhood learning and care (ECEC) and targets to assist these kids to enter pre-
school developmentally equivalent to their non-disadvantaged groups (Wong, Sumsion, & Press,

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2012). The AEDC data delivers a suggestion of which developing areas are on the path and
which parts require additional support for broods in the school communal. Investigation
constantly expresses us that classifying developmental anxieties and given that customised care
in the initial years upsurges the probabilities of developmental worries being overwhelmed.
Schools have a significant part to play in this course (Woodrow, & Brennan, 2000).
The Nationwide Early Babyhood Growth Approach, Participating in the Primary Years
(the tactic), established under the sponsorships of the Council of Australian Governments
(COAG), is a cooperative work among the Commonwealth and the national and territory
governments to make sure that by 2020 all kids have the finest start in lifespan to make a
healthier future for themselves as well as for the country (Wong, Sumsion, & Press, 2012). The
approach guide Australia’s complete response to an indication about the significance of early
babyhood growth and the welfares and cost-effectiveness of making sure all children practice an
optimistic initial childhood, from beforehand birth through the leading eight years of lifespan
(Fleer, Tonyan, Mantilla, & Rivalland, 2009).
The Early Years Learning Framework (EYLF) is all applied in the assessment of
development and learning of babyhood. Assessment for kids’ education is a portion of a current
cycle that comprises design, documenting and assessing kids’ education. Continuing assessment
in primary babyhood settings focus the ‘space each kid has travelled’ and teachers havean
accountability to collect ‘the evidence that establishes kids are learning’. The National Quality
Standard (NQS), which can be used in numerous early babyhood settings from 1 January 2012 is
fairly obvious about these accountabilities (Harrison, 2011). Assessment comprises
understanding children’s learning in contradiction of learning results in order to design for

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additional learning and to show this to family carers and others about youngsters’ learning
(Sumsion, Grieshaber, McArdle, & Shield, 2014).
The Montessori approach is also been used in childhood learning and care settings.
Montessori learning is precisely non-economical and avoids rewards and penalty in favour of
inspiring the growth in children of inherent inspiration for education. Actions are open-ended,
stimulating inspection and inventive thoughtfulness. There is a strong stress on separate choice
and individualized training, grounded on the knowledge that kids do not attain those developing
objectives, nor leading those abilities and perceptions, in the lockstep, however rather require to
effort at their personal pace (Isaacs, 2018). Another important contemplation is the association
between consistent program assessment and valuation since what kids can do is related
watchfully to what task they have to do. For instance, how does a kid validate that he or she has
issues solving abilities if the program delivers insufficient chances for children to challenge real-
life glitches? How does a kid validate that she is the involved beginner if the everyday timetable
delivers few chances for broods to play deprived of interruption (Johnson, Sevimli-Celik, & Al-
Mansour, 2013)
Pedagogical credentials are the vital technique of assessing and detecting young kids and
are the exercise that allows physicians, families and kids to learn together with each other.
Current methods to the curriculum in primary childhood learning emphasise the significance of
the educator as a prospectus decision creator (Grieshaber, & Hatch, 2003). This stresses that
early babyhood educators should be aware of their daily exercise, informed about the program
content and well-informed about the methods that kids learn. This method inspects the
theoretical and hypothetical basics of modern approaches to pamphlet and pedagogy outside
technics approaches to training and learning (Nathan, & Fang, 2009). Learners require involving

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in the serious inquiry of planned teaching and identifications of early babyhood pedagogy and
program at a progressive level. They need to contribute to investigation-based schemes to further
inspect pedagogies in exercise. Broods learn finest when early childhood care and education
(ECCE) is concentrated on children, play- dependant and cooperative; though, for this tactic to
be operative, ECCE educators and consultants must require the abilities and tools desired to
make it an actuality (Wong, Sumsion, & Press, 2012). The Reggio Emilia methodology is an
instructive philosophy concentrated on toddler and primary learning. It is the pedagogy labelled
as student-focused and a constructivist that applies self-engaged, empirical education in
relationship-driven atmospheres. The course is centred on the values of respect, accountability,
and communal through examination and detection by a self-guided prospectus. At its principal is
a supposition that broods form their personal character during initial years of growth and is
gifted with "a hundred tongues”, by which they are able to express their concepts (Buldu, 2010).
Early babyhood learning and care are the facilities provided to the students in order to
develop their interpersonal skills and health. Particularly in Australian state and territories, there
is a number of approaches are implemented for documentation, and planning methodologies and
pedagogies (Tayler, 2011). The nationwide excellence framework is accountable for delivering
financial support for the children’s. It sets the high and national criteria for initial childhood
learning and care. ECEC and EYLF pedagogy develops an accepted framework for early
learning. Another approaches used by ECRH which supports the teacher and learners in
documentation, planning and assessment (Millei, 2011). The child must be learned with different
methods for example videos, charts, presentation and real-life example so that they can
understand the things easily. The Montessori approach is the learning method that helps the
students to stimulate the investigations of child learning and education. The pedagogical

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credential is the important techniques to assess and identify the young broods and allow family
members, and experts to learn collaboratively. All these approaches are quite effective and
successfully implemented different regions of Australia in order to document, plan, and assess
childhood learning (Sumsion, Grieshaber, McArdle, & Shield, 2014).

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