CL SupportingChildren'SDevelopment TL SW

Student workbook
Cluster Supporting Children’s Development:

• CHCECE034 - Use an approved learning framework to
guide practice
• CHCECE035 - Support the holistic learning and
development of children
• CHCECE036 - Provide experiences to support children’s
play and learning
• CHCECE038 - Observe children to inform practice
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present and emerging of all Nations.
Version: 20220117
Date created: 17 January 2022
Date modified: 06 August 2023
For queries contact: Health, Wellbeing & Community Services SkillsPoint
© TAFE NSW 2022

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This assessment can be found in the: Learning Bank

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please contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan.
The contents in this document is copyright © TAFE NSW 2022 and should not be reproduced without the
permission of TAFE NSW. Information contained in this document is correct at the time of printing: 19 January
2022. For current information please refer to our website or your Teacher/Assessor as appropriate.
Document name: CHC30121 | Cluster - Supporting Children’s Development Page 2 of 213

Resource ID: PRJ0062485 | Version: 20220119 © TAFE NSW 2022
Contents
Getting started.................................................................................................................. 5
What will I learn by completing this workbook? ................................................................... 6
Icon legends ........................................................................................................................... 7
Topic 1: Supporting development in the early years ........................................................... 9
Overview .............................................................................................................................. 10
Brain development .............................................................................................................. 10
Areas of development ......................................................................................................... 18
The importance of development in the early years ............................................................ 26
Developmental milestones and the EYLF/NQS .................................................................... 28
Child attachment ................................................................................................................. 29
Key learnings........................................................................................................................ 33
Check your knowledge ........................................................................................................ 34
Topic 2: Child development theory and influences ........................................................... 39
Overview .............................................................................................................................. 40
Why do we need to examine theories and influences in early childhood? ........................ 40
Arnold Gesell (1880-1961): Maturation developmental theory ......................................... 41
Erik Erikson (1902-1944): Psychosocial theory .................................................................... 42
Albert Bandura (1925 - 2021): Social learning theory ......................................................... 44
Jean Piaget (1896-1980): Cognitive theory ......................................................................... 45
Lev Vygotsky (1896-1934): Cognitive theory ....................................................................... 48
Jerome Bruner (1915–2016): Cognitive theory ................................................................... 51
Lawrence Kohlberg (1927–1987): Moral development....................................................... 51
Abraham Maslow (1908–1970) ........................................................................................... 54
Theory of Mind .................................................................................................................... 55
Howard Gardner (1943–): Multiple intelligences theory .................................................... 56
Urie Bronfenbrenner (1917-2005): Ecological theory ......................................................... 58
Rudolph Dreikurs (1897–1972): Mistaken behaviours theory ............................................ 59
Key learnings........................................................................................................................ 62
Check your knowledge ........................................................................................................ 63
Topic 3: Child development curriculum and frameworks .................................................. 66
Overview .............................................................................................................................. 67
National quality standard (NQS) .......................................................................................... 69
Approved national learning frameworks ............................................................................. 73
Pedagogy ............................................................................................................................. 85
Play, learning and safety ...................................................................................................... 88
Environments: provisions for play, learning and development in early childhood ............. 99

Key learnings...................................................................................................................... 104
Check your knowledge ...................................................................................................... 105
Topic 4: Program planning for children........................................................................... 110
Overview ............................................................................................................................ 111
What is a curriculum? ........................................................................................................ 111
The planning cycle ............................................................................................................. 113
Partnerships with families ................................................................................................. 119
Collaborating with colleagues ........................................................................................... 122
The role of the educator .................................................................................................... 123
Observing Children ............................................................................................................ 129
Goal Setting – Learning Outcomes .................................................................................... 141
Supporting children’s skills, learning and developing in program planning ...................... 142
Building a program plan – curriculum, planning and programming ................................. 165
Evaluate and reflect on the learning program ................................................................... 169
Key learnings...................................................................................................................... 170
Check your knowledge ...................................................................................................... 171
Answers and feedback for practice activities.................................................................. 173
Topic 1 ................................................................................................................................ 173
Topic 2 ................................................................................................................................ 182
Topic 3 ................................................................................................................................ 190
Topic 4 ................................................................................................................................ 197
References .................................................................................................................... 206
Image attributions ........................................................................................................ 212

Getting started

What will I learn by completing this workbook?
This workbook covers the units of competency:
• CHCECE034 - Use an approved learning framework to guide practice

• CHCECE035 - Support the holistic learning and development of children
• CHCECE036 - Provide experiences to support children’s play and learning
• CHCECE038 - Observe children to inform practice
Successfully completing this unit will give you the skills and knowledge to support children’s
development and:
• evaluate learning plans, and apply theories and frameworks to enhance your practice
• recognise and support the interrelationship between the physical, social, emotional,
cognitive and communication development of children
• set up, support and review experiences for children’s play and learning
• identify and gather information about children from observation and other sources
as part of a collaborative process and as a basis for curriculum planning.
In this workbook, you will learn to:
• support learning and development in the early years

• support development including social, physical, emotional and language
• recognise the states and types of child attachment
• promote learning through play
• support children by understanding child development theories
• apply childhood development theories in curriculum and practice
• utilise the approved learning frameworks to inform practice
• develop holistic pedagogical practises.
Each topic includes opportunities to check your progress and understanding as well as
activities that will prepare you to complete the formal assessments. There are four topics to
complete within this workbook. They are:
1. Supporting development in the early years

2. Child development theory and influences
3. Child development curriculum and frameworks
4. Program planning for children being an educator.
Alright, let’s get started!

Icon legends
Icon Description
Practice activity
Learning activities help you to gain a clear understanding of the

content in this resource. It is important for you to complete these
activities, as they will enhance your learning. The activities will
prepare you for assessments.
Collaboration
You will have opportunities to collaborate with others during your

study. This could involve group activities such as mini-projects or
discussions that will enable you to explore and expand your
understanding of the content.
Self-check
An activity that allows you to check your learning progress. The

self-check activity gives you the opportunity to identify areas of
learning where you could improve. If you identify these, you could
review the relevant content or activities.
Resources (required and suggested)
Additional resources throughout this workbook, such as chapters

from textbooks, online articles, videos, diagrams, and infographics.
These are supplementary resources, which will enhance your
learning experience and may help you complete the unit.
Assessment task
At different stages throughout the workbook, after you have

completed the readings and activities, you may be prompted to
complete one or more of your assessment tasks.
Video
Videos will give you a deeper insight into the content covered in
this workbook. If you are working from a printed version, you will
need to look these up using the URL (link to the video online)
provided.

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Find relevant, reliable information for your subject. Books, videos,

journals, research databases, Australian Standards, and more.

Topic 1: Supporting development in
the early years

Overview
In this topic, you will discover the areas of development children will progress through in the
early years. This includes the importance of positive and healthy brain development for
babies and beyond, and how educators play a vital role in guiding children to achieve their
milestones.
In this topic, you will learn about:
• the key concepts for how growth and development occur

• the influences and impacts on development
• early brain development and the importance for future educational success
• areas of development
• the importance of learning and development in the early years
• developmental milestones
• child attachment.
The activities throughout this resource will assist you in your learning. These activities do not
form a part of your final assessment however they will contribute to your understanding of
the topic area. Answers and feedback for the practice activities are provided at the end of
this document.
Brain development
The way the human body works is quite amazing, and the way our brains develop is even
more complex and intriguing. Did you know, that, ‘at birth a baby’s brain contains
approximately as many neurons as there are stars in the Milky Way (approx. 100 billion) and
is about 25% of its adult weight’, (P.T Slee, M. Campbell and B. Spears, 2012).
The brain stem

There are many ways to 'pull apart the brain'. If you think of the brain as a tree, the brain
stem (at the back of the head near the neck, connecting to the spinal cord) is the first sprout.
For this sprout to flourish and grow, it needs optimal conditions and support, such as safety,
water and food - a healthy input. This begins before the baby is born and is affected by the
mother’s input, whether physically or emotionally. Essentially, the baby and its brain is
altered through the experiences of the mother. The brain stem supports all our most basic,
yet important elements, such as breathing, circulation, swallowing, body temperature,

heartbeat and nervous system, so, for the brain to continue to grow it needs this part of the
brain to be set up as a strong base, before sprouting more branches.
How does the information travel around the brain?

A neuron is essentially a nerve cell, a part of the primary function of the nervous system, to
take in stimuli and information.
The synapse creates doorways to neurons, which are essentially pathways through the brain,
and when stimulated they open up new doorways in the brain, or sections of our growing
tree. The dendrite is the receiver of information for the neuron, and if the signal is strong
enough, the dendrite will send it through the axons - or the channels or tubes between
neurons - and on to the next neuron. As we grow, neurons that are rarely stimulated are
'pruned', making way for new connections, with about 40% of all synapses pruned during
childhood and adolescence.
The limbic system

The limbic system is known as 'the feeling brain', this will develop next. It supports how we
take in the world and ultimately how we manage it. This is where we support by nurturing
the child, creating certainty, safety, emotional support and stimulation. This area includes
the body’s regulator, nervous system, awareness, anxiety and aggression sector, learning
and memory and also hormone communicators. The child is pulling from this bank to know
how to respond to certain situations and stimuli. It also includes the survival mechanism of
flight, fight or freeze, informing the body to protect itself by whatever means.
The cerebral cortex

The cerebral cortex is known for its 'executive function', where higher action and learning
occur. This is made up of four main parts, where we learn to plan and communicate, develop
impulse and motor control, learn emotional regulation, and learn social adaptability. Areas
in the cerebral cortex support vision, visual processing, perception, hearing, and sensory
processing information. This is also split into what is known as the left and right hemisphere
of the brain.

Video
Try making a hand model with your own hand while reviewing Dr Dan Siegal’s Hand Model
of the Brain (YouTube, 8:15 min) (Long URL: https://www.youtube.com/watch?v=f-
m2YcdMdFw&feature=youtu.be).
Using some playdough or clay, try making your own brain model (YouTube, 5:42 min) (Long
URL: https://www.youtube.com/watch?v=qR-zyNVsVQA&feature=youtu.be).
Impacts on brain development

So why is it so important for early childhood educators to know about the development of
the brain? Because without the right support and environment the brain may not develop to
its full potential, impacting on lifelong learning and development.
Studies have revealed that poor diet and malnutrition in the early years of children's lives
may prevent them from developing the brain connections that are essential for learning
throughout life. Evidence shows that harm early in life contributes directly to the inter-
generational transmission of poverty and social disadvantage.
In the early years, children must be supported with a safe environment, where they are fed,
kept warm and have good medical care. Without this support the brain has been known to
stagnate in survival mode. The physiology of the brain (the way it functions) needs to be
settled in order for the brain and body to continue optimal development throughout their
lives. The child needs to have secure attachments with primary carers and safe
environments for exploration and learning.
Toxic stress
It is a normal part of development and life to have to deal with - and learn to deal with -
stress. Throughout our life, the body reacts to life-threatening stress situations by delving
into the brain's response sensors within the brain stem. It prepares our body for fight or
flight by increasing our heart rate, blood pressure and cortisol (stress hormone), in
preparation to run away or fight for our survival, which we need as humans. When stress
happens frequently, is ongoing, or is extreme, this becomes a toxic stress, as the response
system becomes constantly active, which is not healthy for development. The body becomes
stuck in fight or flight mode, or most likely a state of hyper-vigilance, which is when the body
is always prepared to have to survive through hyper-awareness or alertness. When this
occurs, a child cannot focus on other areas of their life, settle the physiology of the body
(effects of the nervous system) or develop further, as the body and brain begin to alter the
biology of the person and the architecture of the brain - with lifelong consequences.

When children experience trauma, they can also go into a disassociated state of 'freeze',
which can present as detached, uninterested or withdrawn.
However, if a child has a secure attachment figure and safe nurturing home, and the
intervention services and supports and are sometimes required, they can often manage this
toxic stress.
Video
This video Toxic Stress Derails Healthy Development from the Centre of the Developing Child
at Harvard University demonstrates the impact of stress on our development and provides
coping mechanisms (YouTube, 1:51 min) (Long URL:
https://www.youtube.com/watch?v=rVwFkcOZHJw).
Physiological responses to stress

We know how it feels to have our heart suddenly beat fast from fear. When confronted with
stress, a child may experience increased heart rate, sweating, agitation, or feel ‘butterflies’
in their stomach. Physiological responses to stress come from the body’s autonomic nervous
system, which controls our involuntary bodily responses and regulates our fight-or-flight
response. Physiological and behavioural responses can occur when a child experiences an
intense event that threatens or causes harm the child’s emotional and physical well-being.
When children have a traumatic experience, they react in both behavioural and physiological
ways. Responses to stress will vary from child to child and depends on the child’s age and
developmental level. Some physiological responses might include:
• crying
• tension
• increased heart rate
• shortness of breath.
The behavioural response is the actual expression of the emotion. Behavioural responses
can include:
• smiling
• grimacing
• laughing or sighing
• other reactions depending on societal norms and personality.

Some physiological and behavioural responses can appear distressing, but in fact, they’re
normal — they’re our body’s way of protecting us and preparing us to confront danger.
However, some children who have experienced a traumatic event will have longer lasting
reactions that can interfere with their physical and emotional health.
Sensitive and critical periods

A sensitive period, which may last for months or years, is the timeframe where a developing
child is particularly responsive to an experience or particularly hindered by the absence of an
experience in relation to the development of the brain. As an example, during infancy this
may include the impacts of attachment, sunlight, or even exposure to sensory information
and play. A major element during these periods is the plasticity of the brain, where it can
change, due to the experiences and influences it is presented with.
Critical periods are a class of sensitive period. That is, when elements of the nervous system
require appropriate stimulation during a specific timeframe, in terms of behaviour, cognitive
processing and psychological state and wellbeing.
How can educators support brain development?

Educators can support the development of the brain through creating a safe, nurturing, and
opportunistic environment, where children trust their educators and their environment,
feeling safe to learn and explore developmentally safe experiences. Early childhood is the
most intensive period of brain development during the lifespan. It is during these years that
a child's brain is most sensitive to the influences of the external environment.
It is important for educators to understand that the quality of care can influence child
development. There has been a burst of knowledge in regard to the detrimental impact of
neglect and trauma on the developing child. Some environmental and external aspects that
can influence a child’s early childhood development include:
• poor diet
• lack of play
• limited stimulation of brain development
• lack of materials and resources
• inconsistent or non-existent emotional support or comfort
• trauma
• child abuse
• family violence

• other life experiences which interrupt appropriate childhood activities, and their
potential long-term harmful impacts.
https://www.wa.gov.au/government/publications/child-development-and-trauma-guide
Video
Review the Hand Model of the Brain for KIDS to understand how to explain the brain to
children (YouTube, 4:25 min) (Long URL:
https://www.youtube.com/watch?v=H_dxnYhdyuY).
Practice activity
Why is this important? Learning activities help you to gain a clear understanding of the
content in this resource. It is important for you to complete these activities, as they will
enhance your learning. These activities will prepare you for assessments.

Activity 1: Brain development
Read the following questions and select the correct answers.
1. Select five environmental or external factors that can negatively affect early childhood
development.
Table 1 – Brain development
# Choices Answer/s
A. Lack of materials and resources ☐
B. Loving family environment ☐
C. Poor diet ☐
D. Limited stimulated brain development ☐
E. Leisure and relaxation ☐
F. Lack of play ☐
G. Child abuse ☐

2. Read the following questions then write true or false in the space provided.
Questions True or False
1. The limbic system is known as 'the feeling brain', this will develop
next. It supports how we take in the world and ultimately how we
manage it. This is where we support by nurturing the child,
creating certainty, safety, emotional support and stimulation.
2. The cerebral cortex is known as 'the feeling brain', this will

develop next. It supports how we take in the world and ultimately
how we manage it. This is where we support by nurturing the
child, creating certainty, safety, emotional support and
stimulation.
3. The limbic system is known for its 'executive function', where

higher action and learning occur. This is made up of four main
parts, where we learn to plan and communicate, develop impulse
and motor control, learn emotional regulation, and learn social
adaptability.
4. The cerebral cortex is known for its 'executive function', where

adaptability.

3. Explain how information travels around the brain.
Areas of development
The first thing to consider is that development doesn't occur in isolation. Development
involves the complex interconnection of social, psychological, environmental, and biological
factors, including genetic factors that influence child and adolescent health. The use of our
development is intertwined within itself, often requiring each to complete tasks, hence why
holistic development is so relevant.
Physical (motor) development
Gross motor development

Gross motor development is the development of the physical body, the bones, muscles,
limbs and extremities and involves the large parts of the body such as legs, arms and chest.
This can be evident when you observe children rolling from front to back or back to front,
standing, crawling, walking, running, skipping, or even dancing.
Fundamental movement skills

Fundamental movement skills are a set of gross motor skills that form the building blocks for
the complex skills that children use to participate in games, sports and recreation.
Fundamental movement skills are not a natural part of children’s growth and development
but have to be taught. Educators play a key role in providing opportunities for the
exploration and practice of fundamental motor skills.

Fine motor development
This is the development of the small bones and muscles that may be evident when using
fingers, toes, tongue, lips or eyebrows. This may become apparent while drawing,
manipulating objects such as playdough, or using blocks.
Video
Review this video by a physiotherapist, on promoting fine and gross motor development in
children (YouTube, 3:49 min) (Long URL: https://www.youtube.com/watch?v=yuVkkhpiHTA).
Sensorimotor development (sensory development)

Sensorimotor development involves the exploration of the senses (vision, hearing, smell,
touch, and taste). When children learn to use their senses from birth to explore their world,
they are preparing their body and brain for learning. The use of the senses helps children to
learn about themselves, their bodies, and objects within their environment.
At about 5-6 months babies begin to process visual information, as vision transforms from
black and white, depth perception/3D, to binocular (through both eyes), leading towards
20/20 vision between 6-8 years. Before this, babies use their sense of hearing and taste,
primarily to understand what is happening around them, which is why you might see babies
moving their heads towards noise, even in the dark, as they are relying on sound.
Sensory development may include whacking at a bright object above them on a play mat,
chewing on a mouthing toy, putting their fingers in their mouth, poking buttons, and
squishing noisy or textured materials. As we grow older this helps fine-tune skills for such
play as playdough, or even a game of freeze, where we need to use our hearing to focus our
listening skills.

Table 2 – Areas of sensory motor skills
Areas of sensory motor skills Description
Proprioception This is our connection to our body (muscles

and joints) and vestibular system and sense.
It is the awareness of our body in space
(balance and head position). These both
support spatial awareness
Laterality Supports us to cross over our body

(midline) and understand left and right. This
is needed to complete such tasks as writing
and reading
Centring From top to the bottom across the midline.

This coordinates the body's action at the
top and bottom of the body, in a fluid
motion, such as when we walk.
Video
This video describes the Sensory Development Needs of Different Children, including those
with diagnosis of ASD (YouTube, 3:07 min) (Long URL:
https://www.youtube.com/watch?v=WxiE9b2Dptg).
Cognitive development
Cognitive development involves developing our thinking, reasoning and problem-solving
skills, required to support us to learn how to tie our shoes, create a collage, complete a
puzzle, organise ourselves, or manage how we deal with an unexpected situation. We learn
how to use different types of thinking, such as divergent, lateral, logical or abstract, to
manage a problem. This is also the way that we process and organise the information we
take in from our senses and the environment - a form of data collection and analyses if you
like, with an internal board meeting to work out the 'next steps'.

Emotional development
This is the development of emotional expression and regulation; a time to learn how to
comprehend, embrace and manage our emotions. It is important for feelings and emotions
to be acknowledged as all emotions are relevant to the person. When we learn about our
emotions, we can usually learn to understand the emotions and needs of others, developing
such skills as empathy, care and compassion. While children are learning about their
emotions, they are egocentric, which means that they do not understand the needs of
others, only their own; this skill has not yet been developed. When young children cannot
share, or choose to take an object off another child, it is because they are meeting their own
needs, but cannot yet empathise with the needs of the other child.
As a part of emotional development, children can also learn what effects their emotions, or
settles them as necessary, for example, "I just need to have some quiet time and read a
book", "I need to go for a jump on the trampoline", "I need to take three deep breaths", "I
need to find the right words for me to manage this situation". As a part of supporting the
mental health of children, finding strategies to support their emotions from a young age can
have positive lifelong effects on the emotional development and long-term mental health of
the child.
Important elements of emotional development also include supporting a child's identity,

self-concept and self-esteem. They help them understand who they are, where they come
from and how they fit into their world - assisting a child to build a sense of self-worth.
Emotional development has major impacts on the formation of the rest of a child's
development, including creating and maintaining friendships and becoming resilient in
challenging situations.
Language (communication) development

This is the development of a child's ability to communicate with both self and others in order
to interact in their world. This separates us as humans from all other species. There are
many theories on how language occurs, such as humans having an innate ability built into
them from conception, whether modelling, reinforcement, experience, or self-taught. Most
do agree that as humans, we are social beings and depend upon language as a means of
communication for our survival.
Language development incorporates both the receptive (understanding of language) and the
expressive (the skills to communicate). There is both verbal and non-verbal communication
that occurs throughout our lives that have cultural and linguistic differences. These tend to
develop within similar patterns and trajectories, regardless of where a child is in the world.

Table 3 – Types of communication
Types of
communication Description
Verbal Speech - this includes articulation - making sounds become words

- it is the act of talking
Non-verbal This includes body language or non-verbal cues, social

conventions, visual communication, tactile communication, and
using various forms of language to make meaning of what others
say
Internal language Such as 'private speech', is also incredibly important for children
when developing thinking, reasoning, processing and verbal skills.
As a contrast to social speech, private speech is not addressed to
others, but to one's self, as a source of self-guidance, self-
regulation, focus, planning, motivating and monitoring
performance of tasks. This is typically seen in children from two
to seven years old, but we often see this throughout life.
Video
Review Roxanne – Private Speech as an example of speech whilst drawing (YouTube, 0:40
min) (Long URL: https://www.youtube.com/watch?v=XuDeh_raBxM).
Video
Watch this Ted talk, Improving Early Child Development with Words: Dr. Brenda Fitzgerald at
TEDxAtlanta (YouTube, 21:56 min) (Long URL:
https://www.youtube.com/watch?v=y8qc8Aa3weE).

Practice activity
Activity 2: Learning speech

Try to hold your tongue, while speaking a sentence.
This should help to remind you that children are learning not only what words mean, as well
as their structure, but also how to manipulate and pronounce words that we take for
granted. They are also learning how to manoeuvre their mouths, tongues and lips to support
the sounds required to make such words.
Social development
This is the development of learning how to interact with others. As mentioned in language
development, humans are a social species and rely on this to survive, hence why the
attachment of an infant is so incredibly important. In fact, many argue that it is the most
important element of development.
Social interactions are a give and receive system, especially during infancy, this is where they
learn how interactions work. You may see a parent responding to the 'coos' of their baby as
if they have understood their words, then the baby responds again, this is 'serve and return';
a term focusing on reciprocal, attentive, well-regulated interactions. This is attuned to the
needs of the child, highly supporting the development of the brain for optimal growth and
development. Serve and return is a concept important to remember throughout childhood
and life. Does the child have your full attention? Are you actively listening to them? Are you
taking the time to understand their needs and what they want to share? Prosocial skills
include the development of caring behaviours, or those that benefit others. You may see
these through such demonstrations as empathy, sharing, kindness, helping, cooperating and
putting your hand up to volunteer.
Social interactions vary through the development of children and begin with children 'being'
together, which may not mean they are directly playing together, they may observe others
and then eventually create cooperative relationships and friendships. Children learn most of
their social skills through their environmental influences; those of the home, early childhood
services, and schools. These may also be learnt through media exposure.

Children develop stages of play over time, starting by observing others play, displaying an
interest in others and how they play, playing beside others, sharing materials with others
and, eventually, interacting with others by playing the 'same game'. They also learn to play
competitive play games.
Video
The Providing opportunities to practice prosocial skills video shows why it’s so important for
peers to practice pro-social skills throughout the day (YouTube, 1:05 min) (Long URL:
https://www.youtube.com/watch?v=7vklxomobMI).
Video
View Talking baby at 3 months old to review how the infant and mother use ‘serve and
return’ (YouTube, 5:19 min) (Long URL: https://www.youtube.com/watch?v=vm37vKnDdh8).
Biopsychosocial development
This is a term commonly used in health and education, to describe the interconnectedness
between the following:
• the biology of a child (body make-up, genes, abilities, gender)

• psychology of the child (personality, experiences, emotions, behaviours, memories,
beliefs, cognitive/ emotional/social and intellectual capabilities)
• the social context of the child (supports, culture, family, education, social/economic
status) and the impacts they have on children's health, growth and development.
It is an important notion in understanding how the body is impacted, both negatively and
positively, by these attributes. For example, in recent times research has found that with ill
children in hospitals it positively affected their health to have their family around them, and
emotional support familiar to them. Previously, families were not allowed into hospitals with
their sick children, as it was believed that a family could worsen the child's ill health.

Video
You might like to watch the documentary series Babies - Official Trailer (streaming on Netflix
2020) around the science and research of development from birth (YouTube, 1:42 min)
(Long URL: https://www.youtube.com/watch?v=e3HuD9Ehb_0).
Practice activity
Activity 3: Areas of development

Read the following question and select the correct answers.
1. Select the three things the term biopsychological development describes.
Table 4 – Areas of development
# Choices Answer/s
A. The religion of the child’s family ☐
B. The biology of a child (body make-up, genes, abilities, gender ☐
C. Psychology of the child (personality, experiences, emotions, ☐

behaviours, memories, beliefs, cognitive/ emotional/social and
intellectual capabilities)
D. The social context of the child (supports, culture, family, education, ☐

social/economic status) and the impacts they have on children's
health, growth and development.
E. The attachment style of the child ☐

The importance of development in the early
years
In the first few years of life, a child makes the most rapid developmental changes of their
whole life. These profoundly affect the structure of the brain, which takes on the form it will
need to enable further growth throughout the child's life. The brain at this time experiences
an explosion of electrical and chemical activity, as billions of cells are organising themselves
into networks requiring trillions of synapses between them. During these early years, their
experiences and interactions influence the way a child's brain develops, along with factors
such as nutrition, good health and clean water. This sets a baseline for future success in
school, and the character of adolescence and adulthood.
Variations in development
While the path of development is somewhat predictable, there is variation in what is
considered normal development because development does not occur in a straight line or
evenly. Development progresses in a sequential manner with the pace of development
moving more rapidly in the very early years than at any other time in life. That is to say, no
two children develop in exactly the same way (Government of Western Australia,
Department of Communities, 2021)
Developmental delays in one area will impact the child’s ability to progress through
additional developmental stages. Most experts now agree that both nature and nurture
interact to influence almost every significant aspect of a child’s development.
General health affects development and behaviour. Minor illnesses will have short to
medium term effects, while chronic health conditions can have long-term effects.
Nutritional deficiencies will also have negative impacts on developmental progression

(Government of Western Australia, Department of Communities, 2021).
Adverse influences on the development of children

There are many factors which may have adverse effects on the development of children.
These should be carefully observed and minimised as much as possible. Factors may include:
• abuse or neglect
• inequity
• environmental considerations such as family life, opportunities, and education.
• no time for play and leisure.

Video
This video Do the first 1000 days determine the rest of your life? highlights the importance of
this time period in a child’s early development (YouTube, 17:33 min) (Long URL:
https://www.youtube.com/watch?v=XCscN4zuvd4).
Video
The video UNICEF first 1000 days demonstrates the importance of proper nutrition and care
for mother and baby during the first 1000 days of life (YouTube, 2:12 min) (Long URL:
https://www.youtube.com/watch?v=mpyD19SIiaw&feature=youtu.be).
Figure 1 – Children’s needs in the first 1000 days of life © Eduworks RTO copied under licence

Developmental milestones and the EYLF/NQS
The EYLF outlines that: “Children’s learning is ongoing, and each child will progress towards
the outcomes in different and equally meaningful ways. Learning is not always predictable
and linear. Educators plan with each child and the outcomes in mind.” (Early Years Learning
Framework, p.19). The Australian Children's Education & Care Quality Authority (ACECQA)
have written a quality developmental milestones document, combining developmental
milestones, the Early Years Learning Framework (EYLF) and the National Quality Standards
for the use of early childhood professionals.
It is important for Early Childhood Education professionals to keep in mind when they are
referring to the developmental milestones checklists to use it as a source of information
rather than as a prescriptive checklist. A sound understanding of developmental milestones
supports educators to effectively assess children’s play and learning. Intentional teaching,
planning and evaluation should be based on sound professional knowledge. A sound
knowledge of developmental information (as well as ongoing professional learning about
theories of play and development) enriches and informs educators’ understanding of, and
support for, the learning and growth of the children in their care. When educators embed
the practices and principles of the EYLF into daily practice, the EYLF outcomes will follow, as
will the capacity to meet the National Quality Standards. The developmental milestones
checklists include a list for each category indicating when to seek advice. If educators are
concerned about a child’s development, they should: Talk with their colleagues and with the
service director. Support families to make an appointment with their local family/maternal
health nurse who will carry out a full developmental check.
Resources
Additional resources
Developmental milestones also available from Starting Blocks. (Long URL:
https://www.startingblocks.gov.au/your-childs-development/)
The document, Developmental milestones and the Early Years Learning Framework and the
National Quality Standards, is downloadable for free to keep with you at all times and use in
your study and career in early childhood services. (Long URL:
https://www.acecqa.gov.au/sites/default/files/2018-
02/DevelopmentalMilestonesEYLFandNQS.pdf)

Child attachment
Attachment is the bond that an infant creates with another, usually the parent and usually
first, the mother. This attachment is based on their emotional regulation needs and also a
child's feeling of safety, protection and care, organising the motivational, emotional,
cognitive and memory processes according to the responses in meeting their needs. As an
example, if an infant communicates (using infant cues such as crying), will someone respond
and meet their needs? How are they made to feel safe and secure?
The quality of the attachment will impact on a person's mental health, future relationships
and typically, all areas of development.
Video
Watch the Still Face Experiment. What does this tell you about the importance of responsive
interactions between attachment and child? (YouTube, 2:48 min) (Long URL:
https://www.youtube.com/watch?v=apzXGEbZht0).
Attachment theory
Attachment Theory was coined by a theorist named John Bowlby (1969), and Bowlby’s
student Mary Ainsworth (1989). They, along with other developmental theorists, developed
linking behaviours and processes to attachment theory, including:
• proximity seeking - when one yearns to be close to the attachment figure

• distress when separated - when a child become visually upset when separated from
the attachment figure
• happiness at reunion - when the infant is visually pleased and excited by the return of
the attachment figure
• grief/sadness at loss - when an infant is upset and visually sad by the absence of the
attachment figure
• secure base - when the child feels confident to explore their world when their
attachment figure is near, and can return to them as their 'base' as needed
• confidence at the attachment's commitment to the relationship - when the child
acknowledges the attachment, and paired trust has been developed in line with their
care and support
• capacity for mutual enjoyment - when the infant and attachment share in joyous
pursuits and interactions, such as peek-a-boo

• preferred attachments and secondary attachments - children develop a preference
for a particular attachment figure, but can also have a secondary attachment, which
may include parent, grandparent, educator or other frequent caregivers.
The stages of attachment were henceforth moulded into four stages:
Table 5 – Stages of attachment
Stage Age Attachment
First stage Birth to 5 or 6 months The infant in this stage is particularly responsive
to the mother, as a preference; however,
typically the child will be responsive to all
responsive and caring carers who meet their
needs.
Second stage 5 months to 11 The baby shows definite preference towards

months main carers and attachment figures.
Third stage 11 months to 18 This stage is termed the separation anxiety

months stage, as the baby demonstrates distress when
separated from main attachment figures,
resisting the care or attention from unfamiliar
people, if it means being separated from
attachments.
Fourth stage 18 months to 24 This is termed stranger anxiety. Young children

months in this stage demonstrate a fear or extreme
caution to strangers and unfamiliar people,
often clinging to attachments or familiar
people.

Types of attachment
Secure attachment (trust)

When a child is securely attached it means that they trust that one’s own needs will be met.
They are more open to those who are less familiar, though this may still take time, using the
secure base concept as mentioned above, to return to the attachment when uncertain. They
are able to express one’s own needs and have expectations that own communication will
lead to the desired result. It is essential for children to develop a secure attachment in order
to feel supported and safe to explore one’s own world and develop social relationships in
life. A secure attachment can also be a precursor to the emotional development and mental
health of the child throughout life.
Insecure attachment (mistrust)

When a child is insecurely attached, they are less likely to express their needs, feeling
uncertain that they will be met. This may form a dysregulation from being uncertain of how
to respond to this emotionally, it may result in over- exaggerated outbursts or diminished
demonstrations of communicating needs to carer. This is when a child is either not
responded to or not responded to in a supportive, caring manner, which may be
inconsistent, harsh or negative. This usually leaves a child confused and unsure about how to
express their needs and whether their carer is trustworthy, resulting in high levels of
separation anxiety, emotionally unsettled children, anxious, detached or clingy.
The terms of attachment have altered over the years, but typically include the following:
Insecure avoidant
The child does not orientate, or rely, on the attachment figure for support, the child may be
prematurely independent from the attachment figure and doesn't seek their support. The
attachment may be physically and emotionally unavailable to the child, without supporting
and assisting their needs.
Resistant/ambivalent
The child displays confused expectations or reactions to the attachment, they may appear
overly clingy, but then react by rejecting or expressing anger towards the attachment at the
time of interaction, especially if they have displayed what the child sees as an untrusting
behaviour. For example, leaving the room and then returning. The child does not develop a
sense of trust or security in the attachment figure, therefore finds managing their emotions

difficult and confusing. The child due to inconsistent or nonresponsive caregiving is often
difficult to calm and soothe when frustrated, afraid, angry or upset.
Disorganised
This is often a style seen in vulnerable children who may have experienced abuse, witnessed
abuse or domestic violence. It is a momentarily action of confusion as to how to respond in
anxiety-provoking stations. They may become disconnected from the emotions of others, or
even their own, responding to situations in a variety of disconnected ways, such as
controlling, detaching, becoming distant, and they also struggle with resilience. The
disorganised internal conflict is that, they want to be loved and belong, but also fear and
mistrust close attachments, acting to 'survive'.
Video
Review the following video to learn more about attachment theory and how early
connections can set the stage for the other relationships we form later in life: Attachment
theory: how your childhood shaped you (YouTube, 10:28 min) (Long URL:
https://www.youtube.com/watch?v=t57DCRFZA8A).
Video
The video The Attachment Theory: How Childhood Affects Life demonstrates the importance
of a strong emotional bond to one primary caregiver on early childhood development
(YouTube, 7:35 min) (Long URL: https://www.youtube.com/watch?v=WjOowWxOXCg).
There may be times when a child who has been attending the early years service for some
time, suddenly becomes distressed at drop off times and begins to experience separation
anxiety. The causes of this may be:
• Illness, or the child feels unwell, or out of sorts

• the child may have experienced something negative the last time they attended
childcare
• bullying behaviour from children within the centre
• negative or abusive experience with other staff at the centre
• problems within the child’s home, parental separation, a new baby or a death in the
family

• the child is over tired
• an incident on the way to the service – this can range in anything from an argument
between parents and siblings to a car accident.
Use your professional intuition to guide your response to sudden and unusual changes in
behaviour. Communicate with parents to determine the health of the child or to identify any
factors that may have changed at home to prompt the unusual behaviour. When
communicating with parents, emphasise that you are interested in the child’s wellbeing and
that you may be able to change the program to adjust to the child’s needs.
If the parents don’t report any changes in the child’s environment, speak to the child, talk to
other educators and use observation to analyse all interactions that the child has during the
day. Foremost, remember your duty of care towards the children and if an issue is
discovered that requires action, use the policies and procedures of your childcare centre and
involve senior staff.
Key learnings
Below is a summary of the information covered in this topic:
• key concepts for growth and development

• the influences and impacts on development
• early brain development and importance for future educational success
• areas of development
• the importance of learning and development in the early years
• major developmental milestones from birth to 5 years
• the different child attachment theories, stages and types

Check your knowledge
Knowledge check
1. The cerebral cortex is known as ‘the feeling brain. It supports how

we take in the world and ultimately how we manage it.
2. During a sensitive period, a developing child is particularly

responsive to experience or particularly hindered by their absence
in relation to the development of the brain, which can last for
months or years.
3. Proprioception supports us to cross over our body (midline) and

understand left and right. This is needed to complete such tasks
as writing and reading.
4. Toxic stress prepares our body for fight or flight by increasing our
heart rate, blood pressure and cortisol (stress hormone), in
preparation to run away or fight for our survival.

2. Identify the five correct areas of development in children
# Choices Answer/s
A. Cognitive development ☐
B. Language (communication) development ☐
C. Physical (motor) development ☐
D. Qualitative development ☐
E. Emotional development ☐
F. Progressive development ☐
G. Social development ☐

3. Attachment theory acknowledges four different stages, linking behaviours and processes
to different ages. Match the characteristics of attachment in Column A to the correct age
from Column B in the Answer column.
Attachment characteristics Answer Age
1. The baby shows definite A. Birth to 5 or 6 months

preference towards main
carers and attachment figures.
2. This is termed stranger anxiety. B. 5 months to 11 months

Young children in this stage
demonstrate a fear or extreme
caution to strangers and
unfamiliar people, often
clinging to attachments or
familiar people.
3. The infant in this stage is C. 11 months to 18 months

particularly responsive to the
mother, as a preference;
however, typically the child will
be responsive to all responsive
and caring carers who meet
their needs.
4. This stage is termed the D. 18 months to 24 months

separation anxiety stage, as the
baby demonstrates distress
when separated from main
attachment figures, resisting
the care or attention from
unfamiliar people, if it means
being separated from
attachments.

4. Match the correct term in Column A to the correct definition from Column B in the
Answer column.
Column A Answer Column B
1. Proximity seeking A. When the child acknowledges the attachment,

and paired trust has been developed in line
with their care and support
2. Distress when B. When an infant is upset and visually sad by the

separated absence of the attachment figure
3. Happiness at C. When the infant and attachment share in

reunion joyous pursuits and interactions, such as peek-
a-boo
4. Grief/sadness at D. When the child feels confident to explore their

loss world when their attachment figure is near,
and can return to them as their 'base' as
needed
5. Secure base E. Children develop a preference for a particular

attachment figure, but can also have a
secondary attachment, which may include
parent, grandparent, educator or other
frequent caregivers.
6. Confidence at the F. When one yearns to be close to the attachment

attachment’s figure
commitment to
the relationship
7. Capacity for G. When the infant is visually pleased and excited

mutual enjoyment by the return of the attachment figure
8. Preferred H. When a child become visually upset when

attachments and separated from the attachment figure
secondary
attachments

Self-check
How did you go?

You have completed the topic on Supporting development in the early years. Check the
boxes for the tasks you feel confident you can complete.
☐ I can recall the key concepts for how growth and development occur
☐ I can identify the areas of development.
☐ I understand early brain development and the importance for future educational
success.
☐ I understand the influences and impacts on healthy development
☐ I can identify developmental milestones for children from birth to five years
☐ I can understand child attachment theory.

Topic 2: Child development theory
and influences

Overview
In this topic, we take a close look into the scientific research around children’s development
and behaviour, discussing how this applies to children today. Learners will understand the
concepts of a variety of theorists and how they must apply this to daily curriculum and
practice.
• why we need to examine theories and influences in early childhood

• a range of different developmental and behavioural theories
• how to apply these theories in curriculum and practice.
Over the last century, professionals have theorised about human development, behaviour
and learning. As research continues, some theories have been questioned as we have learnt
more about the brain, the physiology, biology and psychology of a person, helping us to
better understand why we do, what we do. Research also helps us to understand why many
children still develop and grow in typically similar ways around the world, with completely
different experiences and opportunities, while for others, there are vast gaps and changes.
Every day we observe children we are informally researching, theories can also be simplified
as facts learnt through observation, as we are trying to understand what it is they are
thinking, how they attempt to communicate, how they are affected, what they are trying to
achieve and how they will grow and learn. All in order to better support them to meet their
full potential.
Why do we need to examine theories and

influences in early childhood?
We use the basis of researchers and theorists, who in, most cases, have a background in
psychiatry, psychology or education, as meaningful sources of intel or facts. They have
gleaned years of qualitative and quantitative data found through research, on the
complexities of children. This assists us to understand what we see every day when working
with children, using it as a framework for childhood development. It is important to note,
that although we use this knowledge as a helpful baseline, many of the theories were
developed years ago, and using current research alongside previous research, is helpful in
considering more current knowledge that may have been changed over the years.

Most educators find that certain theories make more sense to them or connect to one’s own
ideas and beliefs of how we develop and learn, though this may change over time with
varying experiences and education.
As educators, we use these frameworks as a guideline to make professional decisions about:
• how we understand and interpret children, their behaviour, learning and

development
• how to support their behaviour, learning and development
• how and why children differ and demonstrate their own unique development,
behaviour, and learning
• social and cultural contexts in childhood and lifespan
• how to create the most suitable environments for children
• concepts for critical reflection and pedagogical decision-making.
Arnold Gesell (1880-1961): Maturation

developmental theory
Arnold Gesell observed children from birth to adolescence and identified what we now know
as the early developmental milestones, establishing norms for each age according to the
developmental domains of motor, adaptive, language and personal social behaviours. Gesell
identified further that development occurred in a cycle, with certain points of equilibrium
(settled, calm, compliant, confident) and disequilibrium (explosive, fearful and self-involved).
Gesell stressed throughout the implementation of these milestones that children do,
however, have individual trajectories and variables, growing and developing at their own
pace. Gesell encouraged participants to use the milestones as a guideline.
How does this relate to us today?

As we discuss in developmental milestones, this is still utilised today by many professionals,
as a guideline for the growth and development of children. Many of these professionals use
the milestones as a basis for checklists and observation interpretations. In early childhood
education, it supports us to understand a typical predicted development for children, to
closely observe any concerns, and shows how to support the curriculum decisions of a
service, such as planning and environmental provisions.

Erik Erikson (1902-1944): Psychosocial theory
Figure 2 – Erik Erikson © Eduworks RTO copied under licence
Erik Erikson worked further on the research and findings of Sigmund Freud's psychoanalytic
perspective, moving from Freud's psychosexual instincts to a more psychodynamic
approach, based on the motivation driven from social and personal attributes created by the
environment.
How does this relate to us today?

The psychosocial theory is still utilised in most professional domains where children are
involved today, giving insights into the motivations and stages required to reach mental and
emotional thinking and henceforth developmental growth. The stages are not typically
based on ages, and it is believed that we all can travel from one stage to another, or even
backwards at times. The stages provide maintenance in life as necessary, based on the
resolution of a crisis that we may face. We may use this next to Gesell's updated
developmental milestones, when we consider what a child is trying to achieve in regard to
their psychosocial development. This is useful when observing behaviours, understanding
the emotional motivations, setting goals and reviewing outcomes for children.
Practice activity

Activity 4: Psychosocial theory
Use the resource on Erik Erikson's stages of psychosocial development, to complete the
following table (Long URL: https://www.verywellmind.com/erik-eriksons-stages-of-
psychosocial-development-2795740).
Table 6 – Research activity
Internal Outcomes (what can be

Stage Conflict Task/events questions? achieved in this stage?)
Infancy Trust vs. Feeding, Is my world For example, Children

mistrust nurturing and safe? develop a sense of trust
comfort when caregivers provide
reliability, care and
affection. A lack of this will
lead to mistrust.
Early Autonomy Self-help skills Can I do Eg: Overprotective adult

childhood vs. shame and things by
They would question about
and doubt independence; myself or their ability. As a result, this
toileting, need I always leads to losing confidence,
dressing rely on low self-esteem and
others? hesitation
Preschool Initiative vs. Exploration, Am I good or

guilt play and bad?
learning
School age Industry vs. School and How good Criticisation, peer preasure
and lack of motivation or
inferiority school-age can I be? self-control could make them
activities lose
Adolescence Identity vs. Identity of self Who am I

role in context of and where
confusion their am I going?
world/social
relationships
Young adult Intimacy vs. Intimate Am I loved

isolation relationships and wanted?

Middle Generativity Work life and Will I provide

adulthood vs. parenthood something of
stagnation real value?
Maturity Ego identity Reflection back Have I lived a

vs. despair on life lived full life?
Video
This video, on Erikson’s theory of psychosocial development, explains the eight stages which
a healthy individual should pass through from birth to death (YouTube, 5:19 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=aYCBdZLCDBQ&feature=youtu.be)
Albert Bandura (1925 - 2021): Social learning

theory
Bandura worked parallel to studies previously implemented by theorists Ivan Pavlov and B.F.
Skinner, in which they studied both operant and classical conditioning. They used reinforced
reactions to a stimulus, for example, when seeing (reaching for) a white rat a loud noise
would occur, conditioning a child to refuse to attempt to touch the rat. Bandura's theory was
not based on this reinforced action, but the reinforcement of role modelling or imitation
initiated with the children by the woman who played in the nursery with them.
How does this relate to use today?

Bandura's research and theory emphasised the importance of role models in teaching and
learning, this may be one of the most obvious results to observe in children. This may be
evident as you watch an unknown child walk down the street beside their parent; noticing
the similarities in mannerisms, the way the child navigates and manages the processes from
safety to social conventions, to the way they speak to people in the street- which may be
similar to the parent walking beside them. This concept can be utilised not only in education
but is used in observing and understanding how children manage challenges or react to
experiences; they may manage challenging situations with throwing items on the ground, or
a shrug, stating they will "keep trying". These could be the result of how they see role

models in their lives manage their own challenges. A common example of this, is a child's
reaction to certain animals, such as spiders, which of course can be individual to the child, or
due to their own experiences with spiders, but often is a role-modelled response.
Jean Piaget (1896-1980): Cognitive theory
Figure 3 – Jean Piaget © Eduworks RTO copied under licence
Piaget concluded, through years of research, that evidence pointed towards children
learning more by 'doing', and in doing these children were motivated, without any need of
reward. Through research on epistemological development (the development of the child's
knowledge base), Piaget believed the thinking and reasoning of children altered over time,
as they were predisposed to organise their thoughts, finding new ways to adapt to change
and information, which alters in stages as we age. Piaget determined that most people
would reach the highest level of this theory, though at their own pace and timing -
dependent largely on their life experiences. Piaget also theorised about how children built
ideas, or learnt on top of - or 'scaffolded' from, previous knowledge, including:
Schemas
The actions accompanied with objects. These can be utilised with varying objects in various
places and situations, where the same thought process remains. For example, picking up a
ball and throwing it into a box, then picking up a beanbag and throwing that into a tin. Piaget
developed typical patterns of schema observed in three-year-olds and under.
Assimilation
The cognitive process of managing and organising new information, and building in new
knowledge, or schemas, to extend on our understanding of the world. For example, a child
has learnt what a dog is, they then may build on this knowledge by learning that dogs also
bark and have four legs.
This may be considered regarding change of thinking. Also, you may have a gentle dog, and a
child, at times, roughly plays with it. The child may meet another dog and plays with that

dog in the same way - but the dog snaps at the child, teaching the child that not all dogs are
friendly, or like how the child plays.
Stages of child development

Table 7 – Stages of child development
Required
Stage Age outcome Description
Sensorimotor Birth to Object Learning is through physical

18-24 permanence experience with the environment
months and self. No use of symbols or
symbolic elements.
Figure 4 – Sensorimotor stage ©

Eduworks RTO copied under
licence
Preoperational 2-7 years Symbolic The development of memory and

thought imagination in play.
Egocentric by nature. The use of

objects to connect to language,
memory, modelling and individual
meanings.
An example of the thinking is the

Figure 5 - Preoperational stage © classic two balls experiment, you
Eduworks RTO copied under give a child two balls of equal size
licence
and weight, roll one into a long
sausage, and the child will think
the sausage is bigger due to its
form.

Required
Stage Age outcome Description
Concrete operational 7-11 Operation Beginning to understand the

years thought viewpoints, thoughts, feelings and
needs of others.
Using logical and methodical

manipulation of symbols, they
begin to problem-solve in their
head. Ideally, at this point working
towards the outcome of skills
Figure 6 – Concrete operational needed to work out problems,
stage © Eduworks RTO copied
under licence without having to physically
encounter them.
Formal operational From 12 Abstract Able to make hypothesis. Use

years concepts symbols, abstract concepts and
connect relationships, using
schemas and multiple variables
Figure 7 – Formal operational ©

Eduworks RTO copied under
licence
Practice activity

Activity 5: Stages of child development
Research the terms: egocentric and schema. Write a short narrative about an imaginary or
real child, explaining a situation where they demonstrated these concepts. Consider what
the difference is between egocentric and selfish, it is important to note and comprehend the
difference.
Lev Vygotsky (1896-1934): Cognitive theory
Figure 8 – Lev Vygotsky © Eduworks RTO copied under licence
Many have compared Piaget and Vygotsky, as they have similarities, but also differences.
Vygotsky believed in the involvement of the social world in human development, but also
genetic factors and learnt skills. Vygotsky researched and theorised about the comparisons
of how we learn in isolation compared to with others, or more knowledgeable others, and
the impact that had on our learning and development. Vygotsky connected learning largely
to social, community and cultural contexts, hence why Vygotsky's theories are often referred
to as sociocultural cognitive theories or social constructivism, where the cognitive functions
are the products of social interactions. Vygotsky stated that these concepts were how we
organised and made meaning from information.
Vygotsky also developed the concepts of internalisation and externalisation, where a child
reconstructs internally, upon reflection, an experience they have had externally within their
world. Operations, social interactions, and culture were all considered to be processed this
way.

Vygotsky referred to the term 'scaffolding' when considering the building of acquired
knowledge - i.e. a foundation of knowledge upon which a child builds, as they learn more.
Vygotsky believed that language was a separate higher-order function to thinking, or

thought, at birth, and they merged by around three years old, as the child internalised
speech (private speech) before, and during, externalisation. Vygotsky believed children used
this as a self-guidance strategy for internal collaboration. A child's speech is as important as
the role of action in attaining the goal. Children not only speak about what they are doing;
their speech and action are one and the same complex psychological function, directed
toward the solution of the problem at hand.
The Zone of Proximal Development (ZPD)

As Vygotsky believed that development and learning occurred socially, Vygotsky developed
the Zone of Proximal Development to explain how children's learning base can be scaffolded
by the more knowledgeable other (MKO), compared to achievable growth alone.
The zone of proximal development refers to the difference between what a learner can do
without help and what can be achieved with guidance and encouragement from a skilled
partner. Thus, the term “proximal” refers to those skills that the learner is “close” to
mastering.
Vygotsky believed that when a student is in the zone of proximal development for a
particular task, providing the appropriate assistance will give the student enough of a
"boost" to achieve the task. To assist a person to move through the zone of proximal
development, educators are encouraged to focus on three important components which aid
the learning process:
• the presence of someone with knowledge and skills beyond that of the learner (a
more knowledgeable other).
• social interactions with a skilful tutor that allow the learner to observe and practice
their skills.
• scaffolding, or supportive activities provided by the educator, or more competent
peer, to support the student as they are led through the ZPD.

Video
The video Vygotsky's theory of cognitive development in social relationships explains

Vygotsky’s (and also Piaget’s) theory of Social Development, which argues that community
and language play a central part in learning (YouTube, 5:08 min) (Long URL:
https://www.youtube.com/watch?v=8I2hrSRbmHE).
Tools of the mind

Vygotsky developed the concept of 'tools of the mind' to explain how children learnt to use
systems to aid their thinking and cognitive processes. These tools could be either physical or
mental, and, of course, cultural and social. Physical tools may include ways of using a
particular object according to cultural and social contexts, whereas mental tools are learnt in
the early years from a child's environment, particularly if they are memorable and repeated
many times. Through this, they begin to build and master mental tools for processing,
remembering, thinking and understanding, as well as reusing. They embrace them in a more
methodical, intentional and purposeful manner to function in childhood, school and
throughout life.
Video
Watch the video Children observation of children building towers with blocks (YouTube, 6:45
min) (Long URL: https://www.youtube.com/watch?v=nIXbHFn6Sfw) and consider the ‘tools’
each child uses in order to build their ideal towers. Consider the safety and construction
elements involved in their processes from one child to another. Reflect on the impacts of the
comments from others while the children are building and how this may add to their
thinking system and external actions.

Jerome Bruner (1915–2016): Cognitive theory
Figure 9 – Jerome Bruner © Eduworks RTO copied under licence
Bruner was influenced by the work of Vygotsky and developed further concepts around the
more knowledgeable other (MKO). Bruner believed that when children start to learn new
concepts, they need help from teachers and other adults through active support. Bruner also
discussed how, like a building, scaffolding is required at first, to support the structure of
learning, but, as independence and skills develop, less support will be needed, until
eventually none will be required.
Lawrence Kohlberg (1927–1987): Moral

development
Lawrence Kohlberg was heavily influenced by Piaget’s work on cognitive development,
connecting to the cognitive thinking process regarding moral reasoning abilities in children.
Children, Kohlberg found, moved from behaviours and thinking, based on external factors,
like punishment or shame, through stages, eventually behaving through moral reasoning of
why an action is appropriate, or not in society. They also moved through the idea we know
today as ‘when no-one is watching’, and their own individual thoughts and reasons,
including multiple factors, in order to make a moral decision. We become more morally
superior thinkers as humans, however, not necessarily more worthy, as we develop.

Kohlberg’s theory of moral development
Level one pre-conventional (younger than 6)

• Step 1: Punishment and obedience orientation. Obey rules to avoid punishment.
• Step 2: Naive hedonism. Conforms to get rewards and to have favours returned.
Level two conventional level (7 - 11 years)

• Step 3: Good boy/girl morality. Conforms to avoid disapproval or dislike by other
• Step 4: Conforms to avoid censure by authorities.
Level three postconventional (11 years on)

• Step 5: Conforms to maintain community’s emphasis on individual rights
• Step 6: Individual principles of conscience
Kohlberg’s theory of moral development includes three levels and six stages, including:
Preconventional level
Table 8 – Level 1: Preconventional
Age Stage Descriptor Thinking
• Egocentric
Infancy Punishment “Will I get in trouble”
and obedience • Avoidance of
• Punishment over
considerations of others
• Individual perspective,
Preschool Individualism, “Why should I”
which serves own needs
purpose, and
exchange • Follows rules only when “If I do this, I will get a lolly”
in best interest of self

Conventional level
Table 9 – Level 2: Conventional

• Aware of different
School Mutual feelings and beliefs “Everyone else is doing this
interpersonal and the rules say I should”
expectations, • Takes group’s
relationships, perspective over
& individual
interpersonal • Wants to demonstrate
conformity positive behaviour
according to rules
• More individualised
School Social system considerations within “I feel like I should do this
and social structure because…”
conscience
• Agrees to rules as a part
of contributions to
society
Post conventional
Table 10 – Level 3: Post-conventional

• Considers different
Adolescence Social legal and moral “John feels differently to
to contract, or concepts myself, however, the law
adulthood utility, and says this, and I should
individual • Bias towards friends conform because it is the
rights and family, work right thing to do”
contractually
• Aware of different
points of view
• Understanding of
Adulthood Universal human rights, refers to “This rule conflicts with the
ethical this when in conflict rights for freedom, I don’t
principles between rules and laws believe this should be the
case”
• Has individual ethical
thoughts and principles

Abraham Maslow (1908–1970)
Motivational and psychological health theory: Hierarchy of
needs
Maslow’s work focused on the mental health of humans, researching human needs or
motivations in order to reach self-actualisation, a place where you were capable of meeting
your full potential. Maslow believed, and incorporated, some concepts previously
researched within this model, including the environmental impacts, and internal and
intrinsic aspects of behaviours (why they occur).
Maslow’s hierarchy of needs may be one of the most utilised human theories in the world
today, with health, education and many other workplaces and industries utilising this model
to better understand the motivations of others and self.
There are five levels within the hierarchy system, with each level needing to be satisfactorily
achieved before moving up to the next.
Physiological needs
The bottom level of physiological needs is considered the base, and, in order to build on this,
there needs to be a strong foundation. The base includes the basic needs of human survival,
such as homeostasis, which is essentially the food, drink, sleep, hormones, temperature,
heart rate, and regulation, stabilising the internal state needed to survive.
Safety
The next level is safety, based on our need to feel safe in our world – supported by carers,
shelter, protection, and trusting, consistent and predictable care.
Love and belonging

Love and belonging are the third tier. As an infant, this would mould itself around the
importance of attachment in the early years, and ongoing social interactions, nurturing,
friendship and love.

Esteem
The second last level is esteem, which is based on the positive feelings about oneself – our
self-concept and identity, or ‘feeling good about who we are and about ourselves’. This also
includes self-respect, how others see us, if we feel valued by others, and our contributions to
society, or by society.
Self-actualisation
Self-actualisation is the point where we feel fulfilled, proud, or that we have lived up to our
potential, or what we feel we were meant to do. Maslow stated that many at the point of
esteem may begin to feel restless, and search for more, however, Maslow believed that this
last stage was not always, or even often, achieved in society.
Video
Watch the video Maslow’s Hierarchy of Needs describing the five stages of human needs
that motivate our behaviour (YouTube, 2:47 min) (Long URL:
https://www.youtube.com/watch?v=O-4ithG_07Q&feature=youtu.be).
Theory of Mind
Theory of mind is a term used to explain the awareness a person has over their own
thoughts and ideas and the knowledge that this may vary from that of others. A person will
also use signals and cues to pick up and interpret what others might be thinking or feeling.
This develops in children at around 3-6 years old in a fairly typical pattern; from first having
no concept that anyone has different thoughts or feelings than their own, to understanding
that they are a different person to others – for example, when they see their reflection in a
shop window, they know it is themselves not another child; to understanding that others
have different knowledge, feelings and ideas to them.

Howard Gardner (1943–): Multiple
intelligences theory
Figure 10 – Howard Gardner © Eduworks RTO copied under licence
Howard Gardner developed seven spheres of intelligence, demonstrating that each

individual had one or more of these strengths, in which they learnt best. Gardner later
added another intelligence, naturalistic, to make the eight spheres. Gardner also has interest
in which side of the brain is used within each intellectual sphere and its connection with that
person.
Linguistic intelligence
A personal sensitivity to spoken and written language and the use of language to achieve
your goals. Linguistics may use poetry, interpersonal skills (i.e. discussions), journal writing,
reading, and are often skilled at speaking more than one language.
Musical intelligence
May be reflected in the performance, composition, and appreciation of musical patterns.
The heights of musical intelligence are achieved in composition with the pitch and rhythm
being the most important.
Logical/mathematical intelligence
The ability to study problems, to carry out mathematical operations logically and analytically,
and to conduct scientific investigations. Gardner stated that both logic and abstract thinking
is required here for understanding statements and also mathematics, which is highly
abstract.

Spatial intelligence
The recognition of visual patterns of various sizes, such as pictures and imagery. Those with
spatial intelligence have 3-D thinking, and can mentally and physically navigate
environments, or follow directions well. They have the complex imaginations and mental
imagery needed for solving particular problems.
Bodily-kinaesthetic intelligence
The use of the whole body, or parts of the body, in problem- solving or creation. This may
include dancers, athletes and other physical performers, requiring abstract and complex
forms of representation of movements.
Intrapersonal intelligence
The use of the inner self to make sound decisions. Those with intrapersonal intelligence have
an inner working model of critical self-reflection that they use to collaborate ideas, thoughts
and feelings.
Interpersonal intelligence
Interpersonal intelligence means understanding the inner workings and motivations of
others, and working effectively with them. While the intrapersonal space has become
increasing important in modern Western societies, it is the interpersonal, which typically
characterises traditional cultures.
Naturistic intelligence
As a connector with an affinity to nature and the natural elements, the naturistic has a
sensitivity, interest and deep respect for living things and organisms of the earth. “Nature
smart” people like to be outside or at least see the outdoors and nature, feeling more alive
the closer they are to life and the natural environment.

Urie Bronfenbrenner (1917-2005): Ecological
theory
Bronfenbrenner's ecological systems theory, again, is another theory that has supported
those who have, or work with, children to better understand how they develop, especially in
regard to growing within, and as a part of, their society. The ecological model took into
account the environments and systems of a human dwelling, the relationships between
individuals and these systems, and even the relationships between the systems themselves.
Bronfenbrenner was interested in how the changes in the environment impacted on humans
who live and grow there.
The 2007 adapted model has five sections:
• Microsystem: The person has direct involvement in their microsystems, and it is the
closest system to them, including school, childcare, family, neighbourhood, parenting
factors and communities.
• Mesosystem: The connection of the systems, for example the child’s parent and
teacher meet to have a discussion.
• Exosystem: The link between two settings, a setting where the parent is directly
involved, but not the child, for example the mother’s workplace, yet it will ultimately
have influence on the child.
• Macrosystem: The cultural contexts of the person, such as government and politics,
ideologies, society, economics and the country, including nationality.
• Chronosystem: The timeline for which life events or sociohistorical events, or
conditions, occur, such as the impact of divorce on the household (including what
age a child is when this occurs), war or the development of various human rights. For
example, what would life have been like – and the impacts – for a female in the
1900s, compared to the 2000s; and how would this impact on a household.
Resources
Please read the adapted version for the Victorian early years learning and development
framework (VEYLDF) on page 5. (Long URL:
https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework
.pdf)

Rudolph Dreikurs (1897–1972): Mistaken
behaviours theory
Dreikurs studied the behaviour of humans, with a particular interest in ‘misbehaviour’.
Dreikurs believed these behaviours occur due to two reasons. Either a child’s basic needs
were not being met, or, due to social pressures. Dreikurs believed in the elements of
belonging, feeling valued, community, respect and equality, stating that these principles
were needed to support children and their behaviour.
Dreikurs determined that children had four goals when mistaken behaviour was evident:
• Attention: Attention is required in order to meet the child’s needs to feel visible and
valued
• Power: If attention is not met, a child may seek to control the power in the situation
• Revenge: A child seeks revenge in order to have their needs met by others
• Avoidance of failure: When no attempt is made, or exaggerated behaviours occur, in
order to avoid attempts due to fear of failure, or inadequacy.
Dreikurs also coined two terms for variance in consequences for children:
• Natural consequences: Consequences that occur without the intervention of the

adult, such as if you leave your bike in the street it may be stolen.
• Logical consequences: They are known reactions (consequences) to inappropriate
actions, such as “if we cannot be gentle with the pet guinea pig it will have to go back
in its house”.
Practice activity

Activity 6: Mistaken behaviours theory
Scenario
Instructions: Read the scenario and answer the question below.
Tina is playing with two peers Alana and Georgia in the sandpit. Alana takes the green castle
mould and begins to fill it with sand. “Hey, I was using the green one, give it back!” Tina
shouts. “No, I’m using it, use the other one. “No”. “C’mon, Georgia, let’s go play on the
swings”, they then run away from Alana to play on the swings.
Scenario question
1. Which mistaken behaviour may be evident here?
Scenario
Daneel walks over to the painting easel and picks up a brush. “Don’t forget to put a smock
on Daneel so that you don’t get paint on yourself”, the educator says. Daneel ignores the
educator and continues to paint. Once the educator gets to Daneel, there is already red
paint on Daneel’s yellow dress. “Oh no, my dress!” Daneel states in surprise. Daneel looks at
the educator, “I didn’t wear the smock”.
Scenario question
2. Which consequence occurs here?

Practice activity
Activity 7: Overview of theorists and main theories

Review topic 2 on the different theorists and research further if needed to complete the
table below:
Table 11 – Overview theorists and main theories
Theorist Name and summary of main theory
Erik Erikson
Figure 11 – Erik Erikson © Eduworks

RTO copied under licence
Jean Piaget
Figure 12 – Jean Piaget © Eduworks


Lev Vygotsky
Figure 13 – Lev Vygotsky © Eduworks

Jerome Bruner
Figure 14 – Jeromne Bruner ©

Eduworks RTO copied under licence
Howard Gardner
Figure 15 – Howard Gardner ©

Key learnings
• the theories and influences in early childhood development

• using childhood development theories to understand, interpret and support children,
their behaviour, learning and development
• how to apply childhood development theories in curriculum and practice.

Knowledge check
Read each question carefully and answer by selecting the appropriate response(s).
1. Over the last century, professionals have theorised about human development,
behaviour, and learning. Match the theories to the correct theorist.
Table 12 – Matching question
Theorist Answer Theory
1. Lev Vygotsky A. Psychosocial theory
2. Arnold Gesell B. Motivational and psychological

health theory
3. Abraham Maslow C. Moral development theory
4. Lawrence Kohlberg D. Ecological theory
5. Albert Bandura E. Maturation developmental

theory
6. Urie Bronfenbrenner F. Multiple intelligences theory
7. Erik Erikson G. Mistaken behaviours theory
8. Howard Gardner H. Cognitive theory
9. Rudolph Dreikurs I. Social learning theory

2. Read the following statements and identify which are true or false
Table 13 – True or false question
1. The bottom level of Maslow’s hierarchy system is safety –

supported by carers, shelter, protection, and trusting,
consistent and predictable care.
2. Intrapersonal intelligence means understanding the inner

workings and motivations of others and working effectively
with them.
3. The awareness a person has over their own thoughts and

ideas and the knowledge that this may vary from that of
others is called the Theory of Mind.
4. Albert Bandura developed the concept of ‘tools of the

mind’ to explain how children learn to use systems to aid
their thinking and cognitive processes.
5. The notion that children learn more by ‘doing’, and that

this motivates them, without any need of reward is based
on the research by Jean Piaget.

3. Rudolph Dreikurs studied the behaviour of humans, with a particular interest in
‘misbehaviour’. Dreikurs determined that children have four goals when mistaken
behaviour becomes evident. Identify the four correct goals.
Table 14 – Multiple choice question
# Choices Answer/s
A. Power ☐
B. Submission ☐
C. Attention ☐
D. Anger ☐
E. Avoidance of failure ☐
F. Revenge ☐
Self-check
How did you go?

You have completed the topic on Child development theory and influences. Check the boxes
for the tasks you feel confident you can complete.
☐ I understand why we need to examine theories and influences in early childhood
☐ I understand a range of different developmental and behavioural theories
☐ I can apply child development theories in curriculum and practice.

Topic 3: Child development
curriculum and frameworks

Overview
In this topic, we discuss the educational curriculum that is implemented in early childhood
services across Australia. Reflecting on pedagogy and play based learning. Guiding learners
on the essence of a curriculum that complies with the approved National Quality Framework
(NQF).
• the approved learning framework

• pedagogy
• play, learning and safety
• environments: provisions for play learning and development in early childhood.
The Australian Children's Education and Care Quality Authority (ACECQA) is an independent
national authority that works to develop a national approach with governments and state-
based regulatory bodies in administering the National Quality Framework (NQF) for
children's education and care, including regulations, assessment, and quality improvement.
The NQF launched on 1st of January 2012 and contains new standards for childhood
education and care. Its aim is to provide quality education and care from birth leading to
better outcomes in education, health, and wellbeing in later years.
The NQF provides a national approach to regulation, assessment and quality improvement
for early childhood education and care and outside school hours care services across
Australia. The NQF includes:
• Education and Care Services National Law

• Education and Care Services National Regulations
• National Quality Standard
• Approved learning frameworks
• Assessment and rating process by the regulatory authority.

Figure 16 – The National Quality Framework © Eduworks RTO copied under licence
The approved national learning frameworks, which we discuss within this topic, is what early
years curriculums and programs are based upon in Australia. The NQF Evaluation Framework
was developed so that governments and their regulatory agencies have an agreed way of
understanding whether and how the NQF is meeting its objectives.
Video
Watch the video Why has the NQF been introduced? by ACECQA (Australian Children's
Education and Care Quality Authority) (YouTube, 3:03 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=g8MzLCSkuIs).

National quality standard (NQS)
Quality area 1: Educational program and practice
The quality area “educational program and practice” requires education and care services to
have an education program that meets children's individual learning and development
needs.
The knowledge, ideas, culture, abilities, and interests of the child should be incorporated
into the program, with continuous assessment of the child's learning and development.
Select the link to review "Quality Area 1 – Educational program and practice", Quality Area 1
– Educational program and practice | ACECQA paying particular attention to quality
standards 1.1 and 1.2. (Long URL: https://www.acecqa.gov.au/nqf/national-quality-
standard/quality-area-2-childrens-health-and-safety)
Video
Watch the video Educational program and practice that looks at Quality Area 1 of the NQS
and explains the importance of having an educational program that suits your child’s
evolving needs (YouTube, 3:07) (Long URL: https://www.youtube.com/watch?v=-
uBGFrmSg1c).
Quality area 2: Children’s health and safety

The aim of Quality Area 2 under the National Quality Standard is to safeguard and promote
children’s health and safety, minimise risks and protect children from harm, injury and
infection.
All children have the right to experience quality education and care in an environment that
support one’s physical and psychological wellbeing and provides support for each child’s
growing competence, confidence and independence.
Select the link to review "Quality Area 2 – Children's health and safety " Quality Area 2 –
Children's health and safety | ACECQA, paying particular attention to quality standards 2.1
and 2.2 and 2.3. (Long URL: https://www.acecqa.gov.au/nqf/national-quality-
standard/quality-area-2-childrens-health-and-safety)

Video
Watch the video Children’s health and safety that looks at Quality Area 2 of the NQS and
explains the importance of health, safety and wellbeing in a learning environment and
highlights elements to look out for (YouTube, 2:57 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=zg5JUcr-VJA).
Quality area 3: Physical environment

The aim of Quality Area 3 under the National Quality Standard is to ensure that the physical
environment is safe, suitable and provides a rich and diverse range of experiences that
promote children’s learning and development.
The way that the environment is designed, equipped and organised determines the way that
the space and resources are used and has the potential to maximise children’s engagement
and level of positive experience and inclusive relationships.
Select the link to review "Quality Area 3 – Physical environment" Quality Area 3 – Physical
environment | ACECQA, paying particular attention to quality standards 3.1 and 3.2 and 3.3.
(Long URL: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-
physical-environment)
Video
The video Physical Environment from Quality Area 3 of the NQS describes the importance of
selecting the right educational environment for your child and what characteristics to look
out for (YouTube, 3:21) (https://www.youtube.com/watch?v=QyyxcfRTL8o).
Quality area 4: Staffing arrangements

The aim of Quality Area 4 under the National Quality Standard is to ensure the provision of
qualified and experienced educators, coordinators and nominated supervisors who are able
to develop warm, respectful relationships with children, create safe and predictable
environments and encourage children’s active engagement in the learning program.
Select the link to review "Quality Area 4 – Staffing arrangements" Quality Area 4 – Staffing
arrangements | ACECQA, paying particular attention to quality standards 4.1 and 4.2. (Long
URL: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-4-staffing-
arrangements)

Video
Here is a video on Staffing Arrangements from Quality Area 4 of the NQS explaining the
importance of educator qualifications and training to deliver high quality education and care
(YouTube, 3:16) (Long URL: https://www.youtube.com/watch?v=KZKHt8NhdsY).
Quality area 5: Relationships with children

The aim of Quality Area 5 under the National Quality Standard is to promote relationships
with children that are responsive, respectful and promote children’s sense of security and
belonging. Relationships of this kind free children to explore the environment and engage in
play and learning.
Select the link to review "Quality Area 5 – Relationships with children" Quality Area 5 –
Relationships with children | ACECQA, paying particular attention to quality standards 5.1
and 5.2. (Long URL: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-
5-relationships-with-children)
Video
Here is a video on Relationships with Children from Quality Area 5 of the NQS highlighting
the responsibility of educators to develop high quality relationships with children, as well as
supporting children to build supportive relationships with each other (YouTube, 3:18 min)
(Long URL: https://www.youtube.com/watch?app=desktop&v=iXKkMZC2DII).
Quality area 6: Collaborative partnerships with families and

community
The aim of Quality Area 6 under the National Quality Standard is to recognise that
collaborative relationships with families are fundamental to achieving quality outcomes for
children and that community partnerships that are based on active communication,
consultation and collaboration are also essential.
Select the link to review "Quality Area 6 – Collaborative partnerships with families and
communities" Quality Area 6 – Collaborative partnerships with families and communities |
ACECQA, paying particular attention to quality standards 6.1, 6.2 and 6.3. (Long URL:
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-
partnership-with-families-and-communities)

Video
Here is a video on Partnerships with families and communities from Quality Area 6 of the
NQS explaining the importance of creating positive links between families and educators, as
well as strong engagement with community (YouTube, 3:54 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=EvgkGPlAb9M).
Quality area 7: Leadership and service management

The aim of Quality Area 7 under the National Quality Standard is to support effective
leadership and management of the service that contributes to quality environments for
children’s learning and development. Well-documented policies and procedures, well-
maintained records, shared values, clear direction and reflective practices enable the service
to function as a learning community.
An ongoing cycle of planning and review, including engagement with families, creates a
setting for continuous improvement.
Select the link "Quality Area 7 – Governance and leadership" Quality Area 7 – Governance
and leadership | ACECQA, paying particular attention to quality standards 7.1, 7.2 and 7.3.
governance-and-leadership)
Video
Here is a video on Leadership and service management from Quality Area 7 of the NQS
discussing effective leadership to create a positive environment for educators and enable
clear goals in the learning and development of children (YouTube, 3:48 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=3tC3Kh1uweE).
NQS in Summary
Here is a guide (Long URL: https://www.acecqa.gov.au/sites/default/files/2021-11/Guide-to-
the-NQF-September-2020-compressed.pdf) to the National Quality Standard and how it
relates to learning outcomes and its importance in early years education. It is important you
take the time to read and understand this resource as all care, education and planning you
deliver will come from these standards.

Resources
To understand more about the Early Years Framework and the NQS in practice, read the
following guide:
Links between the EYLF, the NQS, and everyday practices (Long URL:
https://articulateusercontent.com/rise/courses/GdqnUGun08jUljeuLXwbQ7lasJlNCj9P/90cK
L3thASKXYW6c-Links-EYLF-NQS-practice.pdf)
Approved national learning frameworks

Educational and learning frameworks are a set of formalised principles, practices and
outcomes that support and assist building knowledge in learners. They are a conceptual
structure (of educational ideas) that enhance learning and development. Learning
frameworks clearly define what is to be achieved with in a social and cultural context and
guide educators in making relevant and meaningful curriculum decisions.
The frameworks were designed with Australian children and families in mind, connecting
Australian children with Australian heritage, land, and communities. The basis of the guide
being upon mutual respect, equality, and partnerships, while using key concepts and
practices to build upon the expertise of educators to meet the best outcomes for children.
The frameworks are designed to provide guidance for curriculum and learning decisions, but
not to be the program or the assessment tool.
The learning frameworks are designed to be integrated into all aspects of the curriculum,
including routines and daily practice, experiences, interactions, partnerships and the
environment. The focus of the frameworks is the wellbeing of children, as we walk along
with children on a journey of discovery, development, and learning.
There are two nationally approved Learning Frameworks:
• Belonging, Being & Becoming: The Early Years Learning Framework for Australia
(EYLF) was created for children between 0-5. It aims to support a child's transition to
school with a vision that “All children experience learning that is engaging and builds
success for life”. (Long URL: https://www.acecqa.gov.au/sites/default/files/2020-
05/belonging_being_and_becoming_the_early_years_learning_framework_for_austr
alia.pdf)

• My Time, Our Place: Framework for school-aged care (MTOP) is for school-aged
children with a vision for children’s learning through play and leisure. (Long URL:
05/my_time_our_place_framework_for_school_age_care_in_australia_0.pdf)
The purpose of these frameworks is to ensure, "All children have the best start in life to
create a better future for themselves and for the nation".
In Victoria, there is a specifically approved framework – the Victorian Early Years Learning
and Development Framework (VEYLDF). In Western Australia, there is a specifically approved
framework- the Curriculum Framework for Kinder until year 10, (CFK-10). (Long URL:
.pdf)
How do I know which framework applies?

In early childhood education and care, the national law and national regulations legislate
that early childhood services are to use an approved learning framework to inform
educational program and curriculum decisions. Approved learning frameworks named in the
National Law Act and National Regulations and sit alongside the National Quality Framework
and National Quality Standards. Here is a visual explanation of where each of these
important documents are positioned.
The table below outlines the summary and scope of each approved national learning
framework.
Table 15 – Overview of approved national learning frameworks
Framework Summary Age group Coverage
EYLF From birth, children connect to one’s Birth-5 years National

family, community, culture and place. In
early childhood services, the role is
continuing to support and embrace
these elements, and any earlier
development, which has occurred during
these times. Young children are
supported to feel safe, to feel belonging,
and to participate in everyday life
activities, continuing to develop one’s
own identity, interests and
understanding of the world.

Framework Summary Age group Coverage
MTOP School-age care supports the needs and 6-12 years National
interests of individual children within a
context that promotes collaboration and
active citizenship; where choice and
control over one’s own learning is
nurtured, in collaboration with
educators and peers. This is a time for
children to seek and make meaning from
the world, learn and develop capacity-
building life skills, and explore one’s
identity in a place in which belonging is
felt.
VEYLDF The Victorian framework is designed to Birth-8 years Victoria only

support professionals to “work together
with families in support of children,
embracing and responding to the
cultural and linguistic diversity of the
Victorian community, and diverse
approaches to child-rearing”. (p. 4,
VEYLDF).
CFK-10 The outline sets out a mandated Kindergarten- WA only

curriculum, guiding principles for Year 10
teaching, learning and assessment, and
the support for teachers in the
assessment and reporting of student
achievements within the state of
Western Australia (WA).

The Early Years Learning Framework (EYLF): Belonging, Being
and Becoming
This is Australia’s first national Early Years Learning Framework for early childhood
educators. Fundamental to the framework is a view of children’s lives as characterised by
belonging, being and becoming. The Belonging, Being and Becoming framework may
complement, supplement, or replace individual State and Territory frameworks. The exact
relationship is determined by each jurisdiction. The Council of Australian Governments
developed the Belonging, Being and Becoming Framework to assist educators in providing
young children with opportunities to maximise one’s potential and develop a foundation for
future success in learning. In this way, the Early Years Learning Framework (the Framework)
contributes to realising the Council of Australian Governments’ vision that: “All children have
the best start in life to create a better future for themselves and for the nation.” (p.5).
The aim of the Belonging, Being and Becoming framework is to extend and enrich children’s
learning from birth to five years and through the transition to school. It has been designed
for use by early childhood educators working in partnership with families, children’s first and
most influential educators. It forms the foundation for ensuring that children in all early
childhood education and care settings experience quality teaching and learning. It has a
specific emphasis on play-based learning and recognises the importance of communication
and language (including early literacy and numeracy) and social and emotional development.
Access The Early Years Learning Framework for Australia: Belonging, Being & Becoming (Long
URL: https://www.acecqa.gov.au/sites/default/files/2020-
05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
)
The concept of belonging, being and becoming in the early years, bases itself on the research
of the importance of supporting:
Belonging
A child's sense and understanding one’s own identity, how and where one fits into groups,
society and the world - building a strong sense of self-concept and self-esteem. From here,
children can learn and explore in the safety of an environment feeling valued and where one
can contribute.
Being
The EYLF states, "Childhood is a time to be, to seek and make meaning of the world" (p. 4).
Being is the importance of being in the moment and living in the now. Being is engaging in
the joys of life and appreciating the little things, but also the challenges in everyday life.

Becoming
Is the rapid, yet dynamic discovery and journey of a child's transition during childhood,
including one’s identity, knowledge, skills and relationships. Becoming emphasises learning
to "participate fully and actively in society" (p. 4).
The EYLF aims to embed reflective practice and inquiry into 'educators' everyday practices.
Access the Educator’s Guide to the Early Learning Framework (Long URL:
https://articulateusercontent.com/rise/courses/GdqnUGun08jUljeuLXwbQ7lasJlNCj9P/lHw9
xGrQdl79we2V-
educators_guide_to_the_early_years_learning_framework_for_australia.pdf)
An information booklet for families is also available in 20 languages on the ACECQA website.
(Long URL:
https://articulateusercontent.com/rise/courses/GdqnUGun08jUljeuLXwbQ7lasJlNCj9P/PLhO
PjkpuOTfW-w3
belonging_being_and_becoming_the_early_years_learning_framework_for_australia_infor
mation_for_families_0.pdf).
The five principles that underpin the EYLF

As an early years professional, you will need to be familiar with all aspects of the Early Years
Learning Framework (EYLF). The purpose of the framework is to support curriculum decision
making and activities in order to enhance children's learning from birth to five years old. This
framework supports children's identity and the importance of family and community
involvement in a child's education and care. It places huge importance on cultural
competency and the inclusion of Indigenous children and 'bridging the gap'.
Here are the five principles that state what the beliefs are:
• Secure, respectful and reciprocal relationships

• Partnerships
• High expectations and equity
• Respect for diversity
• Ongoing learning and reflective practice
The practices that support these principles are:
• Adopting holistic approaches

• Being responsive to children
• Planning and implementing learning through play
• Intentional teaching

• Valuing the social and cultural contexts of children and families
• Creating physical and social learning environments that have a positive impact on
children's learning
• Providing for continuity in experiences and enabling children to have a successful
transition
• Assessing and monitoring children's learning to inform provision and to support
children in achieving learning outcomes.
The EYLF/VEYLDF learning outcomes – What we want to

achieve
Here are the learning outcomes we try to achieve when designing activities and curriculum
using the EYLF as a framework.
LO 1 Children have a strong sense of identity

• Children feel safe, secure and supported
• Children develop emerging autonomy, independence, resilience and sense of urgency
• Children develop knowledgeable and confident self-identities
• Children learn to interact in relation to others with care, empathy and respect
LO 2 Children are connected with and contribute to the world

• Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active
community participation
• Children respond to diversity with respect
• Children become aware of fairness
• Children become socially responsible and show respect for the environment
LO 3 Children have a strong sense of wellbeing

• Children become strong in one’s own social and emotional wellbeing
• Children take increasing responsibility for one’s own health and physical wellbeing

LO 4 Children are confident and involved learners
• Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity
• Children develop a range of skills and processes such as problem solving, enquiry,
experimentation, hypothesising, researching and investigating
• Children transfer and adapt what one has learnt from one context to another
• Children resource one’s own learning through connecting with people, place,
technologies and natural and processed materials
LO 5 Children are effective communicators

• Children interact verbally and nonverbally with others for a range of purposes
• Children engage with a range of texts and gain meaning from these texts
• Children express ideas and make meaning using a range of media
• Children begin to understand how symbols and pattern systems work
• Children use information and communication technologies to access information,
investigate ideas and represent one’s thinking.
Practice activity

Activity 8: Belonging, being, and becoming
Create a mind map for yourself with these headings: belonging, being, and becoming. Attach
key phrases or impacting influences that link or contribute to your own belonging, being,
and becoming.
Resources
To research information about the approved learning frameworks, visit the following link:
Australian Children’s Education & Care Quality Authority (Long URL:
https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks)
Victorian Early Years Learning and Development Framework

(VEYLDF)
The Victorian Early Years Learning and Development Framework: For all children from birth
to eight years (Long URL:
.pdf) guides early childhood professionals to work together with families in support of the
child, embracing and responding to the cultural and linguistic diversity of the Victorian
community and diverse approaches to child rearing.
The VEYLDF draws upon the Early Childhood Australia Code of Ethics 2016, and the
Australian Human Rights Commission publication: Supporting Young Children’s Rights
Statement of Intent (2015-2018).

In this way the VEYLDF:
• is part of an integrated set of reforms aimed at supporting young children’s learning

and development
• sets a cohesive inclusion agenda and provides information about each Outcome,
including how the Outcomes relate to the first three levels of the Victorian
Curriculum F- 10 in schools
• includes Practice Principles to guide evidence-based practices in the early years.
The Practice Principles are based on contemporary international evidence about the best
ways to support children’s learning and development. They are interrelated and designed to
inform each other. The Practice Principles were developed in the context of:
• the pedagogy of the Early Years Learning Framework for Australia

• the Australian Professional Standards for Teachers (AITSL, 2013)
• the Australian Professional Standard for Principals and the Leadership Profiles (AITSL,
2014).
The Practice Principles are based on the pedagogy of the Early Years Learning Framework for
Australia and evidence about the best ways to support children’s learning, development and
wellbeing.
Practice Principles include:
Reflective practice
Reflecting on and critically evaluating practice is an integral part of all early childhood
professionals’ work. It is at the core of maintaining a learning culture in a service, setting or
network and is linked with continuous improvement.
The Early Years Planning Cycle outlines the process early childhood professionals use in
partnership with children, families, kinship members and other professionals to question
and analyse, act and reflect on evidence collected. Reflective practice strengthens the
decisions made about what is important for children and families within one’s community.
Applying the early years planning cycle can increase early childhood professionals’
awareness of bias and inequities and support them to uphold the rights of all children to
become successful learners. The use of a planning cycle process may validate existing
practices or challenge and drive improvements to less effective practices. It can help
individuals and teams to identify the ‘next steps’ in improvement.
Educators should use reflection to become co-learners with children and families as well as
ensure the educators’ teaching, pedagogy, quality, equity and children’s wellbeing can be
improved.

Partnerships with families
Children learn most in the early years from those the child has the closest relationships.
Children learn in the context of one’s own family and the family is the primary influence on a
child’s learning and development. It is important for educators to work in partnership with
families to support children's learning at home. Educators must listen to and understand
each family's circumstances, acknowledging that there may be changes in children's
behaviours at this time. Children will identify what families do well and build on this for
confidence. Professionals play a role in uniting around a shared vision for all children, with
early childhood professionals working together with children and families to facilitate
learning and development. Every partnership will be unique, just as each family, with
different experiences, values and priorities, is unique.
High expectations for every child

High expectations and encouragement are closely linked with children’s agency and sense of
capability. High expectations by professionals and families means being open to possibilities
about children’s capabilities and avoiding being locked into ideas about what children are
capable of at a certain age or stage. High expectations act as an important protective factor
in achieving better outcomes for all children including those who encounter more risk and
fewer protective factors in everyday life. The expectation of success is a powerful motivator
for children, promoting resilience and willingness to work hard, regulating behaviour and
establishing goals and aspirations for the future. Building on each child’s strengths and
having high expectations for success can help early childhood professionals to reach a unity
of purpose around each child and family.
Respectful relationships and responsive engagement

The image of the child as a competent learner from birth drives professionals to provide a
safe and stimulating environment and encourage children to expand capacities and deepen
knowledge and understandings of the world. Warm and respectful relationships with
familiar adults build and strengthen secure attachments that are fundamental to children’s
learning and development. These relationships nurture, regulate and provide protective
factors to support children’s wellbeing, resilience and learning capabilities. Protective factors
provide a secure base and act as a buffer to help children feel safe and confident enough to
try new things and learn new skills and concepts.
Relationships are deeply connected to thinking and learning. Early years professionals can
support children to learn about negotiation, collaboration, problem solving, conflict
resolution and listening to each other’s perspectives.

All aspects of practice and programs should actively encourage children to develop
respectful relationships with others, however respectful relationships and responsive
engagement not only applies to children but also with families and communities.
Equity and diversity

Inclusion is the active response by early childhood professionals to understand all children’s
and families’ experiences and children’s individual capabilities. Children’s own identity,
family and cultural histories shape learning and development. It is important for early years
professionals to recognise and nurture each child’s sense of belonging to one’s family,
community and early years settings. Equitable opportunities for children promote the
learning and development outcomes supporting children’s capacity to succeed, regardless of
circumstances and abilities.
When children experience acknowledgement of and respect for diversity, one’s sense of
identity becomes stronger.
Assessment for learning and development

As an early childhood professional, you will choose assessment instruments and techniques
to create a holistic picture of each child’s knowledge, understandings, skills and capabilities.
The instruments and techniques you use will be thoughtful, deliberate and purposeful in the
way that information is discussed with families and responses are shaped to children.
Assessment is designed to discover what children know, understand, and can do. It provides
opportunity to explore children’s knowledge, understandings, skills and capabilities and is an
essential part of the learning cycle.
Integrated teaching and learning approaches

Play is essential to stimulate and integrate a wide range of children’s intellectual, physical,
social and creative abilities, and is central to the concept of integrated teaching and learning
approaches. Early childhood professionals use integrated teaching and learning approaches
to support sustained and shared interactions with children.
It is important for early years professionals to recognise that learning occurs in many
different contexts and social environments, such as when children watch others, talk with
others and participate in routines and everyday experiences. Children also learn on one’s
own and this learning can be stimulated and extended by the involvement of responsive
adults. A successful integrated teaching and learning approach is one that is an active
process founded on learning relationships with children. This involves active engagement (by
and with children), sustained shared thinking and conversations, and intentional teaching.

This approach recognises the centrality of respectful and responsive relationships to
children’s learning.
Partnerships with professionals

All professionals including those in early childhood education and care services, health
services, family support services and schools have a part to play in developing collaborative
partnerships. It is important for early years educators to recognise that effective
partnerships with other professionals requires leadership, common goals and
communication across disciplines and roles to build a sense of shared endeavour. A culture
of inquiry and challenge will help to build robust collaboration and continuous improvement.
Practice activity
Activity 9: Learning frameworks

Using the most relevant learning framework for you, write a short statement for each
principle/practice and how this connects to your own thoughts, ideas and values around
working with children.

Pedagogy
Pedagogy is a piece of the curriculum puzzle; it supports the who, what, why, when, where
and how of the program for children, and is often referred to as “the art of teaching”, or, the
teaching methods and strategies we use to support children’s learning and development.
The EYLF refers to pedagogy as “the holistic nature of early childhood educators’
professional practice…”, especially with regard to:
• decision-making
• building and nurturing relationships
• the socio-cultural contexts of the child, family and learning environment
• theoretical approaches to teaching and learning
• professional knowledge and skills of the educator
• knowledge in childhood development and learning
• knowledge of the children, families and community
• the educators own critical reflection on one’s values, beliefs, personal styles, past
experiences and the impacts of these on one’s professional practice.
Pedagogical practise may include:
• working within the ‘whole child’ concept

• strength-based approaches to teaching and learning
• culture and social contexts
• play-based learning
• unhurried, open-ended, indoor/outdoor play opportunities
• use of the EYLF practices.
Scenario
The following three scenarios outline differing pedagogical approaches used by educators.
Scenario 1: Kate
Kate places a lot of value on sensory experiences for children, as a means to settle the
nervous system and allows for exploration in open-ended play opportunities. Kate always
has at least four highly sensory experiences within the environment, using different senses
and always supports the children in ‘fine-tuning’ them. Kate believes in providing
nonstructured equipment such as corks, rocks, boxes and tubes, so that the children can
build constructed learning.

Scenario 2: George
George’s professional pedagogy is highly based on a Reggio Emilia approach, where nature is
key to the children’s learning, and project work is highly regarded as developing intellectual,
emotional, social and moral potentials. These are carefully cultivated and guided. George
believes in carefully observing and listening to children, which allows children to use
initiative to create and follow one’s own learning.
Scenario 3: Cindy
Cindy believes in preparing children for the real world and school. In Cindy’s kindergarten
room, children will be required to sit and complete tasks. Cindy prints many colouring and
activity sheets, and has structured numeracy and literacy sessions for, predominantly, ROTE
learning.
Resources
For more information regarding the introduction, critical reflection of, and changes over, the
last few years to the NQF see:
Perspectives on pedagogy (Long URL:

https://www.education.sa.gov.au/sites/default/files/perspectives_on_pedagogy_early_year
s_learning_framework.pdf?acsf_files_redirect)
What is pedagogy and how does it influence our practice? (Long URL:
https://www.childaustralia.org.au/wp-content/uploads/2017/02/CA-Statement-
Pedagogy.pdf)
Leading excellent pedagogy (Long URL: https://www.acecqa.gov.au/sites/default/files/2018-

03/WFCPosterExploringTheRoleOfEdLeader.pdf)

Curiosity and discovery
Successful learning dispositions such as curiosity and flexibility, and processes of learning
such as problem-solving, are essential to learning, particularly in a complex and rapidly
changing world. Studies of effective lifelong learning also indicate that successful learning for
both children and adults involves:
• curiosity – interest in the world and the capacity to analyse and to see things from
different perspectives
• meaning-making – creating new meanings by connecting new experiences and
learning to what we already know
• creativity – imagination, playfulness, trying and evaluating new ideas
• metacognitive awareness – being aware of one’s own learning strategies and
feelings (this helps us to reflect on our own learning and to transfer learning from
one context to another).
• learning relationships – being connected to a community of learners and learning
from relationships and interactions.
• resilience – the capacity to persist at a task, to see failure as an opportunity to learn
and to cope with changing circumstances and conditions.
• growth orientation – an understanding that learning takes time.
Curiosity is important in children as it supports collaborative and shared explorative learning

opportunities that promote a strong sense of connectedness to others. Additionally, it allows
educators to reflect with the children on what is of interest and what has been learnt to
build on knowledge.
Practices to support children’s agency

The EYLF: Belonging, Being and Becoming defines agency as being able to make choices and
decisions, to influence events, and to have an impact on one’s world (pg. 45).
Educators should acknowledge that every child is unique and how one learns and the way
one learns can be different. Educators should always show interested and acknowledge
children’s choices as this will help build a stronger relationship with children. Children will
recognize an educator’s genuine interest and support in one’s unique thoughts and ideas. It
not only helps you to understand a child’s behaviours but also helps you to organise
activities according to the child’s interests.

Educators should:
• acknowledge that every child is different and unique.

• not compare children with each other because all children grow and learn at
different times.
• acknowledge that due to the diverse nature of society children are from culturally
diverse backgrounds and have different strengths and skills which can be shared with
other children.
• use children’s ideas and creative thinking as a tool for setting activities.
Children’s choices and decisions must be acknowledged and respected but should also be
guided at the same time. Educators should use every opportunity, for example, group time,
story reading time, show and tell etc. to consult or ask children about one’s choices and the
activities one likes to play. It is important that educators discuss opportunities with children,
however discussing limitations is equally as important. Educators should not discourage
children by saying no, but rather think of alternative ideas to satisfy curiosity.
Activities and programs you develop should be based on research with children and families.
Learning activities and programs should be able to be varied depending on interest, age and
ability of the children, should be a challenge to children and be able to change to suit
different environments.
Play, learning and safety

Play has been observed for as long as humans can remember. It has been found and
observed in all cultures and countries around the world, often using various provisions, yet
having similar outcomes developmentally. Early philosophers such as Plato (427-346 BC) and
Aristotle (383-322 BC) advocated for play for children - including free play, music and
physical activities - in order to promote development. Friedrich Froebel (1782-1852) started
the first kindergarten and coined the term 'playground', all before the 1900s. This is still
instrumental in the development of children. We all play throughout our lives, from a reflex
swat at an overhead shiny bee toy, to riding a tricycle; from playing with cars and dolls, to
playing a board game, and from playing sport to acting in the theatre. Ultimately, it is
something we do for fun - beneficial fun.
The importance of play itself varies between humans, though researchers today refer to play
as essential for human development, capacity-building skills and the development of skills
needed for life, as well as a precursor for academic success. All life skills can be traced back
to play, where this learning developed.

Consider cooking for example, an important skill for us all around the world, in play, many of
us have used home corner sets with stoves, pots, plates and cups; we made mud pies, mixed
flowers around in bowls, had sandpit dinners and cut VelcroTM fruit with a small wooden
knife. This play will obviously vary slightly around the world, according to the resources
available, and cultural and social contexts.
Although it seems simple enough to recognise play in children, it really is very complex and
multidimensional, and as such, it is hard to completely define. Whitehead (2012), informed
in a policy review for Cambridge University, regarding the value of play: "Play in all its rich
variety is one of the highest achievements of the human species, alongside language, culture
and technology". Whitehead also found that playful children are more likely to be securely
attached emotionally to significant adults.
Video
Consider what the ‘Taxonomy’ of play may be, view and consider the complexity of play in
Play is more than fun by Stuart Brown (Long URL:
https://www.youtube.com/watch?v=HHwXlcHcTHc&feature=youtu.be).
Why play?
Children's brains are wired to learn and play from birth, and evidence supports the
contributions of play to human success, relating it to all forms of development, especially
those relating to cognitive development and emotional wellbeing. It promotes underlying
factors for social and linguistic skills and relationship-building criteria.
Play supports children's development in a long list of ways. These include:
• how children understand, process and represent learning and life

• self-regulatory abilities, emotional wellbeing and development
• problem-solving, reasoning and thinking skills
• social interaction, empathy and conflict resolution
• self-expression, creativity and imagination
• innovation and independence
• understanding of self, self-identity, and self-concept
• catharsis (the release of emotions)
• numeracy, mathematical concepts and literacy skills
• sensory skills

• cooperation, negotiation and discussion
• a sense of community and culture-sharing (competence and sensitivity)
• motor skills
• emergence
• fun.
Play-based learning
Since the early 2000s, there has been a shift towards recommending the use of play-based
learning in early education curricula across several different countries. Some of the key
issues surrounding the pedagogy of play-based learning, include defining types of play,
perspectives and recent findings regarding the benefits of play, and discussions regarding
the role of the educator in play to facilitate learning.
Play-based learning is, essentially, to learn while at play. Although the exact definition of
play continues to be an area of debate in research, including what activities can be counted
as play and how play-based learning is distinct from the broader concept of play. Learning is
not necessary for an activity to be perceived as play but remains fundamental to the
definition of play-based learning. Within studies that have examined the benefits of play-
based learning, two different types of play have been the primary focus: free play, which is
directed by the children themselves, and guided play, which is play that has some level of
teacher guidance or involvement.
Free play is typically described as play that is child-directed, voluntary, internally motivated,
and pleasurable. One type of free play frequently endorsed is sociodramatic play, where
groups of children practice imaginative role-playing through creating and following social
rules such as pretending to be different family members. On the other hand, the term
guided play refers to play activities with some level of adult involvement to embed or extend
additional learning opportunities within the play itself.
A range of terminology has been used to refer to types of guided play activities (for example
centre-based learning, purposefully framed play); however, one distinction that can be made
is who has control over the play activity. Some activities are described as teacher-directed,
such as intentionally planned games, while others are described as mutually directed, where
teachers get involved without taking over or transforming the activity so that both teachers
and students exercise some control over the play. One example of teacher-directed play is
the modification of a children’s board game to include actions that practice numerical
thinking and spatial skills, while one example of mutually-directed play is a teacher observing
students acting out a popular movie and suggesting that the class make one’s own movie,
which leads to creating and writing a script, researching relevant topics, and practicing
different roles in a collaborative manner.

Play might look like:
Exploration and discovery, speculation, hypothesizing, deception, measuring, role reversal or
acting, socialising, building, collecting and assembling, synchronising, cooperating,
synthesising, spinning, dancing, balancing, tracking.
Figure 17 – Examples of children engaging in different forms of play © Eduworks RTO copied under licence
Video
You might choose to watch this clip on: Play, How it Shapes the Brain, Opens the
Imagination, and Invigorates the Soul (YouTube, 1:11:12 min) (Long URL:
https://www.youtube.com/watch?v=CnoAVnupfbo).
A child's right to play - UNICEF: the convention on the rights

of the child
In 1989 world leaders came together to create a historic commitment (or treaty) to protect
and fulfil the rights of all children, building the international framework that we know today
as The United Nation's Convention on the Rights of the Child. Within these rights, are 54
statements that 'protect a child's time to grow, learn, play, develop and flourish with dignity'
(United Nations, 2020).

As citizens, caretakers and educators of today's children, we must abide by the UN rights and
fulfil our duty to keep children safe, and support play, rest and relaxation for them within
our care.
View full child-friendly version of the UN Convention on the Rights of the Child. (Long URL:
https://www.unicef.org/media/60981/file/convention-rights-child-text-child-friendly-
version.pdf)
Article 31
Article 31 of the UN Convention on the Rights of the Child recognizes the “right of the child
to rest and leisure, to engage in play and recreational activities appropriate to the age of the
child…”. (United Nations Human Rights, 1990)
Early Childhood Australia: The code of ethics

Early Childhood Australia created a framework, The Code of Ethics, for educators working
with children, based on the principles of the rights of the child.
The Code of Ethics is an "aspirational framework for reflection about the ethical
responsibilities of childhood professionals who work with, or on behalf, of children and
families" (ECA, p.1.). The framework supports the protection and wellbeing of children by
promoting educators to speak out against unethical practices by those working with children
in a professional capacity.
Resources
Learn more from this brochure by Early Childhood Australia: The Code of Ethics (Long URL:
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-
Brochure-web-2019.pdf)

What if we don't play?
In many ways, children's right and opportunities for play are constrained within modern
urbanised societies, as a consequence for environmental stressors that may include:
• contemporary life
• risk-adverse society
• detachment from nature - lack of access to natural and outdoor environments
• educational tensions regarding the most relevant pedagogies for learning and
development of children
• poverty
• screen-based play
• urban living (minimises safety level for playing in the street)
• safety in community for play.
Every child has the right to rest, relax, play and take part in cultural and creative
activities
These challenges are not only affecting children but are the creators of stress for parents
recently finding that some children have begun to develop play deprivation and nature
deficit disorders. The deprivation of play has been found to have major effects on the
developing brain with adverse effects on independence skills, resourcefulness, and a whole
range of developmental benefits.
Play may be limited for the offspring of those who do not value play for children over chore
work, in accordance with the family's needs, and to the detriment of the children.
Remembering how the brain develops, if a child does not have the basic needs met, play
may not be instigated within the window of opportunity for the child, which, without
intervention, will affect the child's life-long development, learning and outcomes.
Types of play
A few clear and consistent patterns emerge from studies on play around the world. All
children engage in five types of play:

Physical play
By the age of 4-5 years, physical play occupies around 20% of all play and behaviour, which
may include: skipping, hopping, jumping, climbing, dancing, rough and tumble play, bike-
riding, and ball play. The fine-motor play may consist of sewing, colouring, cutting,
modelling, collaging, creating and manipulating actions, fine-motor hand and finger co-
ordination skills, and construction with toys, and junk materials. These may include boxes,
tubes, and tinker parts. These types of play, due to the absorbing nature, help children
develop concentration and perseverance skills.
Play with objects

As children's exploration and curiosity continues to emerge, children develop a sense of
wonder about the physical world and the objects found within it; consider a child at the
beach that returns home with pockets full of treasures, which the child explores and
assesses for weeks, or even years. This play with objects begins during infancy, or as soon as
children can grasp objects and hold them, using senses to investigate the object’s properties.
You might see children mouthing and biting, rotating the object while staring inquisitively,
rubbing/stroking, hitting and dropping it - or using sensorimotor skills for sensory motor
play. As the play emerges you may see children begin to arrange and sort them, then classify
and order, using them often in a socio-dramatic context.
Symbolic play
This includes various symbolic systems such as verbal language, reading and writing,
numbers, visual media, such as painting and collage, and even music. Symbolic play supports
a child's developing technical abilities to express and reflect upon one’s experiences, ideas
and emotions. Children sing, dance and delight in exploring and making sounds of all kinds,
with one’s own body and with all kinds of objects. Symbolic play is using objects, actions or
ideas to represent other objects, actions, or ideas, like using a box as a bed, a car or a spa;
the more complex, or possible number of, symbolic representations from an object, the
higher developed the play skills.
Pretence or socio-dramatic play

High-quality pretend play is associated with the development of cognitive, social and
academic abilities. Pretend play is one of the most complex forms of play, and requires well-
tuned reasoning, thinking and problem-solving skills. Just think, managing the problems of
cat and dog with both wanting to sleep on the same cushion; creating personas for your stick
people; building worlds and storylines, all while using narratives to share the story with
others, or use as private speech. Pretend play develops further understanding of ToM and

social competence, improving self-regulation, social responsibility, language skills - along
with imagination, motor skills and the skill of deciphering one’s own world and experiences
through play.
Games with rules

Games with rules are played by children from infancy. Children often invent one’s own
games, these may include peek-a-boo, chasing games, hide-and-seek, and throwing and
catching; developing into more structured games, like board games, card games, electronic
and computer games, and sporting games. These games are highly social and relate to turn-
taking, sharing, cooperation and understanding the perspectives of others.
These can be broken down further into such play as:
• Social play
• Exploratory play
• Fantasy play, including superhero play
• Communication play
• Creative play
• Dramatic play
• Imaginative play
• Role play
Recapitulative play
This is play that explores ancestry, history, rituals, stories, fire, light, water and darkness, and
is often involved within other types of play, allowing a child to support one’s intrigue and
curiosity for the complexity of human nature and history. A child may explore nationalities,
races, cultural contexts supporting cultural competency, social competency and self-identity.
Risky play or deep play

Risky or deep play supports a child’s opportunity to self-manage situations that may present
elements of risk or risky behaviours in order to manage challenges and one’s own safety as
older children and adults. It may include conquering fears, playing with animals, climbing
heights, going at speed, using dangerous tools, or challenging obstacles, or trees.
Connections to risky play have been made to self-confidence, self-regulation, independence,
resilience, resourcefulness, motor skills and the ability to self-manage general challenges
and problems in life.

However, with the loss of natural environments and space for pay and safety concerns, over
time this play has diminished, with developmental concerns, based on its loss initiating the
resurgence around Europe and the globe.
Video
Watch Australian Bush kinder: Westgarth Kindergarten and write a list of the safety
considerations and development pros and cons of this scene (YouTube, 3:58 min) (Long URL:
https://www.youtube.com/watch?v=c1CaEgFjQPg).
Dramatic play stages

When engaged in dramatic play, children develop various play themes and mimic roles, as a
precursor to socio- dramatic play. This may start initially as simple play, involving pouring a
kettle in solitary play actions (imitative play) using an item similar to the real thing, to
developing further circumstances, such as running out of water in the kettle. This can also
lead to using an item less like the real thing, such as a tube to represent the milk (make-
believe play); to creating an entire restaurant and serving the class - which may involve staff,
negotiating roles, more complex storylines and problems, such as when the eftpos machine
is not working, a customer needing almond milk due to an allergy, or running out of a dish
on the menu. Here, children need to use more thinking and reasoning to manage problems
similar to those in the family, culture or community, and imagine where the scenario will
lead (socio-dramatic play).
Stages of play
In 1932, Mildred Parten developed Stages of Play, a theory and classification of children's
participation in play. Parten recognised six different types or categories of play:
Unoccupied play
When the child is not playing, just observing. A child may be relatively still, standing in one
spot or performing random movements. Many don't define this stage as one of the
categories of play as it is observational, but it is a foundation for the other stages of play,
where the child explores and manipulates with materials and equipment, while learning how
the world works.

Solitary play
When the child is alone, yet focused on an activity, appearing to have no interest or
knowledge of what others are doing around them, as the child is absorbed by play.
Onlooker play
Characterised by a change in the interest in others and one’s own play. The child will watch
the play and possibly have interactions or conversations about the play but does not engage
in the play. The onlooker may only view momentarily before moving on, or do so, for a
longer time period.
Parallel play
The child plays beside another player, without engaging or co-operating in the same play.
The children may copy some actions and use some similar objects but do not interact or play
the same game.
Associative play
The child plays beside another, using, sharing or discussing the same materials, and
interacting, but without the play being connected or synchronised.
Cooperative play
Children engage in meaningful interactions and play cooperatively with others. Children
share storylines, play parts and negotiate sections of the play for the group. The play is
highly social, and the children are interested in the involvement and contributions of others
to the play.
Imaginative play
Creative, communication, exploratory and imaginative play are examples of games with
rules.

Resources
To read more on these elements of play in Eberle’s Elements of Play (Long URL:
https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-2-article-
elements-of-play.pdf)
Video
To learn more about how natural play review the video Natural play in schools (YouTube,
13:58 min) (Long URL: https://www.youtube.com/watch?v=_pot8EhKUdI).
Resources
To learn more children’s transitions, review The Spoke’s article: One day with little
transitions (Long URL: http://thespoke.earlychildhoodaustralia.org.au/one-day-of-little-
transitions/)
Strategies to support play

Educators can support play through the everyday pedagogy and interactions with children,
including:
• engaging children as active participants and decision-makers in one’s own play

• transition flexibly and smoothly in and out of play sequences
• allowing unhurried opportunities for play, practice and mastery
• providing a mix of symbolic and constructed play materials
• providing open-ended play, self-guided play and directed play experiences
• providing developmentally appropriate materials and resources for play
• including natural materials in play
• allowing freedom and choice in play
• providing various environments for different types of play
• arranging spaces for large groups, small groups, paired play, quiet, rest and solitary
spaces where children can play alone, if desired

• promoting and encouraging play, demonstrating genuine interest in the children’s
play and discoveries
• demonstrating empathetic responses to play narratives, for example, "oh dear, Sally
is crying, I can see baby Sally is upset that it has a sore tummy, that must hurt"
• encouraging children to respect and share in the interests and play of others
• allowing for individual play preferences and styles
• providing a social and interactive environment for children
• providing a safe environment for children
• extending and supporting the developing play and play interests.
Environments: provisions for play, learning

and development in early childhood
Children’s learning experiences come from interactions and engagement with the
environment and the people around the child. Creating a positive and dynamic learning
environment is one that takes reflection and requires much deliberation. The physical
environment is often referred to as the 'third teacher' due to the impact that it has on the
potential for children learning a development.
Children need warm and trusting relationships in predictable, safe, stimulating and nurturing
environments. Your environment is shaped by the setup, use of space, equipment, and
materials, and resources, which all contribute to children’s learning outcomes and
engagement with your curriculum.
Intentionally design and create the environment that encourages children to engage,
explore, be curious, be social, care for the environment, investigate, and be autonomous in
one’s own learning. Create settings that support the teaching of Fundamental Movement
Skills (FMS). A rich and varied environment suits different types of play. The environment
gives them the confidence to explore and learn in a secure and safe, yet challenging, indoor
and outdoor space (Hodman, 2011). Environments that support learning are vibrant and
flexible spaces that are responsive to the interests and abilities of each child. They cater for
different learning capacities and learning styles and invite children and families to contribute
ideas, interests and questions. (EYLF, pg.15)
A truly empowering environment for children should support learning and development
across each of the five learning outcomes in the EYLF (Belonging, Being and Becoming) and
MTOP (My Time, Our Place). Both learning frameworks place significant emphasis on
environments for children as this is one of the key practices outlined in the EYLF and MTOP.

Resources
To learn more about how children learn FMS and its impact on children’s growth and
development, review Fundamental movement skills (Long URL:
https://www.wslhd.health.nsw.gov.au/Healthy-Children/Our-Programs/Munch-
Move/Fundamental-Movement-Skills)
To learn how to create the perfect play environment that supports children’s learning
experiences, review Creating the Perfect Place Space (Long URL:
https://www.acecqa.gov.au/sites/default/files/2021-01/CreateThePerfectPlaySpace.PDF)
Early childhood environments should:
• stimulate intrigue and items to be manipulated and wondered about

• have a range of play options to engage in
• be accessible and encourage agency
• be inclusive
• encourage collaboration
• encourage wonder and care for the world
• represent the children’s interests, life, culture, current and emerging development.
Design the physical indoor and outdoor space to promote children’s holistic development.
Indoor environments require reflection on room size and shape, defining of spaces,
organisation of equipment, balance of visual displays, and incorporation of natural materials.
Outdoor environments include trees, plants, rocks, sand, water and various elements from
nature that promote spontaneity, risk-taking, and exploration. (EYLF, p. 15). Collaborate with
children to design spaces so the child may have an active role in the development of the play
environment.
Video
The following video from NSW Health Fundamental Movement Skills Part 1 (YouTube, 2:19
mins) (Long URL: https://youtu.be/uE0cYB-9UYw), discusses the three main categories of
FMS.
Watch Fundamental Movement Skill Part 2 to learn more examples of group games and
activities that incorporate FMS (YouTube, 00:50 mins) (Long URL:
https://youtu.be/UBPzn3J7NaQ).
Incorporating inclusive learning environments for children
All children have the right to be included and respected within learning and play
environments. To be included, means to have access and to be able to see yourself within
the group with a feeling of value. Inclusion is to have the opportunities to be involved,
contribute, and have your perspectives respected. Inclusive practice ensures all children can
participate, learn and develop in an environment that supports one’s individual needs
(Victoria State Government Education and Training, 2020).
An inclusive learning environment would:
• have equipment, resources and provisions that are accessible to all children
• represent each individual’s race, gender and individuality within the setting
• support individual development needs, challenges
• support the emotional wellbeing of all children
• celebrate the successes and journey of each individual
• welcome and embrace the child’s family, culture and individual background
• encourage learning about each other’s interests, strengths, similarities and
differences.
Video
The video Articulating your inclusive practices highlights some of the key points on inclusion
in the National Quality Framework and considers what an authorised officer may observe,
discuss and sight about your inclusive practices when visiting your service. (YouTube, 8:23
min) (Long URL: https://www.youtube.com/watch?v=V69FIRMyzqM).
Play and environmental safety

The first consideration when planning for a play and learning environment is the
consideration and management of safety for the children.
Video
Watch EYLF PLP Talking About Practice - Environments for learning, a resource to guide you
through the planning process to create meaningful environments for learning (Vimeo, 42:30
mins) (Long URL: https://vimeo.com/30000917).
Provisions
The resources, toys, equipment and materials that are chosen for these environments must
always be considered for their age appropriateness and relevance to children's play.
Managing the line between risky play and putting children at risk is an imperative one,
where educators must consider:
• Risk management protocols and procedures

• The developmental pros and cons for each selection
• Potentially dangerous products
• Environmental assessments for safety
• Emergency evacuation plans and protocols
• Staff to protect the safety, rights, wellbeing and dignity of the children at all times
• Service policies and procedures for safety, physical environments, supervision,
staffing and program planning.
Sun safety
When playing in the outdoors it is an advantage to have an environment full of natural shade
from trees and plants, however, when this is not available, the service must engage in the
required amount of shade to protect the children from the dangers of the sun; through
manufactured shades, hats, sunscreen, protective clothing and sunglasses where possible.
The educator must have in place SunSmart policies and procedures, to create a streamlined
process for managers to eliminate these dangers, and use common sense and guidelines,
from the relevant authority, on the most suitable time for outdoor play.
Water safety
Water play is an extremely beneficial sensory experience for children of all ages, yet any play
around water must be supervised appropriately, and have service policies and procedures
available to support the safety of children at all times.
Cultural safety
This should be a part of pedagogical practices, children's rights and service philosophies.
Cultural safety is imperative for children to feel safe, to sustain children’s individual identity,
and feel respected in one’s own skin, as a part of one’s cultural group. Cultural safety
protects the child's spiritual space -both socially and physically, and allows children to feel
safe to be themselves.
A clean, hygienic, well-lit and ventilated space for learning
and play
While at the service, a child's time of play and learning should ensure an environment is
well-cleaned and regularly tidied, minimising spread of infection, slips, falls, injuries or
incidents, that could cause harm to the children and educators. The environment should
have sufficient lighting required for play, routines, rest and sleep, and have ventilation and
fresh air throughout the day, to promote health and wellbeing.
Practice activity
Activity 10: Environmental safety
Log in to the Little.ly Educator Hub (Long URL: https://littlely.eduworks.com.au/).

Once you are logged in, find and view the Little.Ly policies and procedures.
Services should ensure play and learning environments consider and manage safety for the
children. Identify which Little.Ly policy addresses the following:
1. Sun safety
2. Water safety
3. Cultural safety
Key learnings
• the principles, practices and learning outcomes of the relevant approved learning
frameworks used in Australia
• the relationship between the framework, pedagogy and other aspects of relevant law
and regulations
• requirements of the National Quality Standard and related regulations and laws
related to children’s health and safety, educational program and practice, physical
environment, and relationships with children
• strategies to support learning and development through play.
• what provisions should be made in the environments for play learning and
development in early childhood.
Knowledge check
1. Read the following questions on the National Quality Standard (NQS) and identify which
statements are true or false below.
1. The physical environment should provide a rich and diverse range

of experiences to promote children’s learning and development.
2. Educational programs and practices should include standardised

learning and development for all children.
3. Relationships with children should be responsive, respectful and

promote children’s sense of security and belonging.
4. Collaborative relationships with families and community

partnerships are fundamental in achieving quality outcomes for
children.
2. Identify the five correct principles that underpin the EYLF.
# Choices Answer/s
A. Partnerships ☐
B. Respect for diversity ☐
C. Segregated and detached learning experiences ☐
D. High expectations and equity ☐
E. Secure, respectful and reciprocal relationships ☐
F. Ongoing learning and reflective practice ☐
3. Match the correct stages of play to the correct explanation in the answer column.
Stages of Play Answer Explanation
1. Unoccupied play A. The child will watch and

C possibly interact in
conversation about the play
but does not engage.
2. Solitary play B. When the child is alone, yet

focused on an activity,
F
appearing to have no interest
or knowledge of what others
are doing around them, as the
child is absorbed by play.
3. Onlooker play C. When the child is not playing

A
but just observing. The child
may be relatively still, standing
in one spot or performing
random movements.
4. Parallel play D. The child plays beside another

D player, without engaging or co-
operating in the same play.
5. Associative play E. Children engage in meaningful

B interactions and play
cooperatively with others.
6. Cooperative play F. When the child is alone, yet

E focused on an activity,
or knowledge of others around
them.
4. Match the play example with the type of play.
Play example Answer Type of play
1. Hopping and skipping A. Risky play
2. Hide and seek B. Physical play
3. Obstacle course C. Games with rules
4. Playing with building blocks D. Symbolic play
5. Building a cubby house E. Play with objects
5. Match the play description with the stage of play.
Play description Answer Stage of play
1. Child is playing alone and A. Parallel

focussed D
2. Child plays beside another B. Onlooker

player, without engaging or co- A
operating
3. Child watches the play but does C. Cooperative

not engage
B
4. Child is not playing, just D. Solitary

E
observing
5. Child play cooperatively with E. Unoccupied play

others
C
Self-check
How did you go?

You have completed the topic on Child development curriculum and frameworks. Check the
boxes for the tasks you feel confident you can complete.
☐ I understand the approved learning frameworks
☐ I understand pedagogical practise
☐ I can use play in practise to support children’s development
☐ I can identify which environmental provisions should be in place for play learning and
development in early childhood
Topic 4: Program planning for
children
Overview
In this topic, we dive into developing a curriculum for individual children in our setting. This
topic focuses on the planning cycle, taking meaningful observations and analysing these to
develop engaging and educational learning opportunities. This topic also includes
information about the role of educators and need for continued reflective practice.
• partnerships with families

• collaborating with colleagues
• the role of the educator
• observing children
• goal setting
• the planning cycles
• supporting children’s skills, learning and development in program planning
• building a program plan
• evaluating and reflecting on learning and the program.
What is a curriculum?
Let’s define what a ‘curriculum’ means in an early learning service. The Early Learning Years
Framework defines a curriculum to include:
• planned experiences
• spontaneous experiences
• routines
• events
• interactions.
The curriculum in an early learning service will also be complaint with the National Quality
Framework and includes the approved learning framework for the service.
The development of the curriculum
A services vision and philosophy will be specific to each individual service but will also meet
the requirements under the National Quality Framework (NQF) and in particular the
National Quality Standard (NQS). Once a service has developed their service vision and
philosophy, they are able to develop service goals in collaboration with all stakeholders.
Stakeholders include educators, children, families, carers and significant adults, other
relevant professionals, and wider community. These goals become curriculum goals and are
then translated into the daily program and routines through learning-based outcomes that
would come from an approved learning framework such as the EYLF.
Curriculum goals include what methods and practices the educators will use to achieve the
goals and philosophy expectations. A continuous cycle of review takes place to ensure that
the service philosophy and goals are being implemented and that they are meeting the
needs of the key stakeholders and also meeting the requirements of quality educational
programming and planning under the NQS.
Promoting opportunities for all areas of children’s learning, sustained shared thinking and
collaboration in the curriculum is an important job for educators. Providing children the
chance to explore freely in a well-organised and child-safe space is the most effective way to
support learning and encourage a collaborative environment.
There is no national set standard of how a curriculum is documented – each service will
have their own format or template that meets their needs. Early Childhood Australia (ECA)
under the National Standard Professional Learning Program provides templates that
services could use as a starting point and adapt to suit their needs.
Resources
Review this following webinar on Supporting professional learning and practice (Long URL:
http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/Workshee
t_planning_cycle.pdf)
A quality early childhood education and care program relies on many factors, it is intentional
and planned for the ongoing learning and development of all children. The national
education and care regulations remind us that we must:
1. Plan in line with the learning outcomes of the approved learning framework.
2. Assess children’s developmental needs, interests, experiences and participation in
the educational program, and their progress against the outcomes of the program.
3. Evaluate a child’s wellbeing, development, and learning, for children over preschool
age.
4. Use documentation purposefully and consider how it will be used in the service.
5. Prepare documentation in a manner that is comprehensive to educators and
families.
6. Display the program for access by families and regulators.
7. Make all planning information available, on the request of regulators and the family.
8. Inform families of the program, and their child’s participation in the service program.
9. Keep individual planning documentation in line with confidentiality and privacy
requirements.
The planning cycle

The cycle of planning, or curriculum planning cycle, provides visual guidance, reinforcing the
process of planning, that is ongoing and continuous.
The curriculum planning cycle includes the following stages:
• gathering information
• questioning and analysing information
• planning
• implementation
• review and reflection.
The cycle begins with gathering information from family, colleagues, children, or
observations. The educator then interprets and questions what is known and how to use it
to further extend the child’s learning. Next is to create a plan and add to the program goals
to meet further needs through an experience set up for the child or group. Once the
educator has a plan to support the goals, they will implement them into the program and
then review and reflect on what happened. This curriculum planning cycle then returns to
gathering information and begins again.
Children develop over time and can be supported to develop through learning and play. The
cycle of planning supports children’s development because it first seeks to know how
children are learning and where they can develop. It also encourages relationship
development with the educator as the educator supports their learning and experiences.
The cycle then supports children’s development by planning experiences which will support
their development and an educator has planned their teaching approach for the experience.
The educator then reflects and reviews their plans and implementation to support further
enhancement of children’s development.
Resources
Early Childhood Australia (ECA) has created a learning resource ‘Unpacking the planning
cycle’ to support educators to clearly understand the planning cycle– this is a valuable
resource as you journey through your studies. (Long URL:
http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/EYLFPLP_T
hinking_about_practice_Planner_Screen.pdf).
Resources
Read through pages 10 – 16 of the Educators Guide to the EYLF. This section provides a
review of curriculum development, including a chart that explains the Planning Cycle (Long
URL:
http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years
_learning _framework_for_australia.pdf).
Observing/collecting information
Observing and gathering information of children is very important in early learning services
to keep track of children’s development. When educators collect information about
children, they not only focus on all the developmental areas but also their interests, choices,
preferences etc. When collecting information through observation it is important to ensure
the assessment principles are valid, representative, significant and relevant.
Valid – It means correct recording and observation method has been used to assess a child
development and the recording exactly tells us what happened and how it happened.
Another important thing is whether the information is true or not.
Representative – The assessment shows the work done by a child and it shows their skills
and true picture of what they can do themselves.
Significant – To find out why the child behaves in a way sometimes; to find out mastered
skills or skills which have been mastered that are different from the rest of the group.
Example: time sample to find out a child’s particular behaviour.
Relevant – The observations done for a child are relevant. The observations done for a child
should make sense. If the observations are done because they need to be done as a
requirement, but the observations don’t explain anything about a child’s development or
interests then they are not relevant. The observation and assessment should explain the
purpose and benefit of the assessment for child and the child’s family.
When collecting and gathering information and observations it is essential to do this over
time and in a variety of spaces.
Ways of gathering information and who may be involved

There are many ways of gathering information and data. Educators not only collect
information and data from parents and families about a child’s development (primary
source), but also collect information from secondary sources such as:
• previous early learning services / playgroups

• children’s medical practitioners
• speech therapists
• physiotherapists
• psychologists
• paediatricians
• nurses and doctors
• occupational therapists.
When meeting with any of these primary or secondary sources it is important for early
childhood professionals to consider the setting in which the meeting will be held and
whether the meeting is being conducted formally or informally.
Informally - This can be done at pick up or drop off times. As it’s an unplanned meeting, you
will neither be able to speak confidentially nor have time to prepare or plan. It is a good
time to catch up with the family on the child’s interests, achievements and activities in
which they have participated. You may also provide feedback on activities that are planned
for the future or offer small pieces of information.
Formally - This is an arranged meeting that is planned and prepared in advance. Mediums
you can use for formal feedback are:
• planned meeting -scheduled as parent teacher meetings

• newsletters
• emails
• telephone meetings with specialists or other support networks
• invitations
• communication books
• enrolment forms
• allergy action plans.
Other key considerations when collecting and gathering information and data are:
Cultural considerations
When gathering information and data, early years professionals need to consider the
family’s cultural background including literacy and language needs. It is important to always
make a family feel comfortable; this may include using an interpreter or another staff
member who can speak the same language if they are not comfortable speaking English.
Encouraging parents to ask questions or offer suggestions will further engage them during
the meeting. Once the meeting has taken place, record the outcomes and what was
reported. Provide a copy to the parents. Keep a copy for your records.
By implementing regular meetings, you are working together with parents to aid the
development of their child. All of the information shared by families should be recorded and
documented in line with the services policies and procedures. Always remain
nonjudgmental and show empathy if there are any concerns while sharing or collecting
information. Communication between early years professionals and families is important for
children’s development and should be a two-way process.
Confidentiality and privacy requirements

Early years services need to gather a lot of information that is not always related to children,
but belong to children’s families such as their address, personal phone numbers, bank
account details, Centrelink statements and medical history. Educators and staff should
always adhere to service policies and procedures by maintaining confidentiality at all times
within and outside the service as well.
All educators and staff must follow the confidentiality policy of their early years service in
order to keep children’s information confidential, including ensuring information is shared
appropriately.
When analysing the information and data collected it is important for the early years
professional to question:
• What does the information tell me about what and how the child is learning?
• Where can this be found in my documentation?
• Do I address the ‘what’, ‘why’ and ‘how’ children are learning it?
• How does this link to the Approved Learning Frameworks
• How does this learning affect the way we plan opportunities and environments?
• How can we further support the child in transferring and adapting learning and
support her agency and interactions?
Closing the cycle loop: Planning, implementing and

evaluating
The Educators’ Guides to the Approved Learning Frameworks supports early years
professionals to engage in the planning cycle, with a particular focus on completing the
cycle by assessing and evaluating learning and wellbeing. This is a key component of the
process and involves educator decision-making about the educational program and practice.
It involves setting goals and planning experiences, interactions and environments that build
on children’s interests, abilities and identities in relation to the learning outcomes.
Plan
When planning for children’s holistic learning using the learning outcomes it is important for
the early years professional to:
• Plan the pedagogical learning environment and teaching strategies, using the
Practices and Principles of the Framework.
• Design and set up the physical learning environment.
• Plan for ways to monitor and assess children’s learning consistent with the Principles
and Practices of the Framework.
Implement/Act
When implementing the plan, it is important for the early years professional to question
how will I use the curriculum to support children’s learning and wellbeing, including
routines, transitions, interactions, indoor and outdoor environments, group projects and
investigations? Other key reflection questions to ask may include:
• Do I ensure program learning opportunities by using all aspects of the day?

• Is this visible?
• How does it reflect play-based learning?
• How does it allow for children’s agency and choices?
• How is it visible in the learning spaces so that children can engage with it?
• Am I co-constructing meaning with children – ensure there are sustained
interactions and thinking experiences with all children in secure, respectful and
reciprocal relationships?
• Am I taking a supportive role in children’s play, guided by the Framework’s Practice
Learning through Play?
• Am I modelling and promoting enabling learning dispositions?
• Am I listening and responding to the children’s voices?
• Am I monitoring and reflecting on children’s learning and pedagogical practices and
refining as I go?
Reflect/Evaluate
When reflecting and evaluating it is important for the early years professional to reflect on
how effective, meaningful and relevant were the observations and analysis, responsive and
intentional teaching, and planned program?
Other key reflection questions may include:
• How do my reflections give a picture of the whole child?

• How do they inform practice changes?
• How is the evaluation more than sharing how the children did or didn’t enjoy the
experience?
• What is working and what could we improve?
• In what ways are we ensuring that we are considering each child’s belonging, being
and becoming?
• In what ways do we know which children or groups of children are being privileged
or disadvantaged by our curriculum? In what ways are we addressing this?
• How do we accommodate children’s many learning styles?
• In what ways are we assessing children’s learning and how are we scaffolding and
extending learning?
• In what ways are we gaining feedback from peers, children, families and the
community?
• How are we involving children and families in the assessing process?
• How are we documenting the learning journey for children and educators and how
are we sharing this with children, families and community
Resources
View this following Planning Cycle infographic
(Long URL: https://www.acecqa.gov.au/sites/default/files/2019-

07/18012019%20Planning%20Cycle%20infographic%20v2_EDIT.pdf).
Resources
ACECQA case study for school-aged care. Educators and coordinators take a planning and
reflective approach to implementing the program for each child. (Long URL:
https://www.acecqa.gov.au/assessment/exceeding-nqs/qa1/standard-13-assessment-and-
planning-case-study-1)
Partnerships with families

As educators and attachment figures we acknowledge that the parents and families are the
experts in regard to their children; their personality, temperament, interests, strengths,
emerging skills and development. The families can inform educators how their child learns
best and provide a wealth of knowledge that can be incorporated into the curriculum for
the child. The family can also inform educators about the family’s values, cultural heritage,
practices and beliefs, as to their child’s life and goals for their future.
An ongoing process of gathering information from families and sharing information about
their children’s participation and progress in the program, is an imperative process for
success. This communication also maintains a partnership with families who collaborate
with educators as shared mutual decision-makers regarding their child. After all, ‘it takes a
village to raise a child’ and given this community concept, a quality partnership is more
likely to produce and support healthier children, positive wellbeing and more enhanced
learning outcomes. Information may also come from secondary sources close to the family,
including specialists, intervention support, child protection, assessments – or any
information that may support understanding of the needs, life and development of the
whole child.
How can educators develop a partnership as to planning

with families?
All services have their own strategies for encouraging and promoting collaboration with
families, usually beginning with the service philosophy. Does the philosophy specify their
belief in mutual respectful and collaboration processes with families? Do they actively seek
out families to contribution and ask for their input? Are there formal (for example surveys)
and informal processes for gathering and sharing information? Is it relevant to programming
planning for the child? All of the above may be relevant to the families of the service,
depending on their needs. Plan to ensure all children, family and the community are
respected.
Educators need to actively seek and investigate the influences of each child’s family, and the
influences within the service, the community and from themselves. This can be done
through:
• team meetings and brainstorming

• surveys and questionnaires
• review of systems, policies, procedures and practices
• discussions with families and collections of family information and if possible cultural
artifacts
• gathering and interpreting observations of children promoting inclusion and cultural
competence in the curriculum can often be very challenging and take a long time to
implement into practice.
It is essential for educators to ensure everyone is involved in fostering and creating a
culturally competent learning environment, one where the child’s and families voice is
included and indeed at the centre. Inclusion involves taking into account the following about
all children:
• social and cultural background

• linguistic abilities
• learning styles
• disability or developmental delay
• gender
• family circumstances
• geographic location.
Resources
Little.ly Early Learning Centre is a fictional business developed by Eduworks Resources as a

simulated business for students studying qualifications in Early Childhood Education and
Care. The website of the early learning centre provides access to policies, procedures,
forms, templates, routines and a number of resources that you would normally find in an
early learning centre. You will also find information on the mission, vision, values and
curriculum of the early learning centre. You can access the simulated environment via the
Little.ly website (Long URL: https://littlely.eduworks.com.au/).
The Randwick family
The Randwick family live in the inner-city suburbs of Melbourne, they both work full-time as
professionals in the medical and health industry and live very robust lives. The early
childhood service enables them to continue their careers with the support of educators and
a homely environment, with plenty of wonderful experiences and friendships for their child
Tessa. They feel confident and encouraged, sending their child to the education and care
service four days a week. Due to their busy lives they don’t often contribute to the service,
as time is scarce, with any spare time spent on family activities together. The educator of
their child, Margarite, reflected on their busy careers and considered that, though time for
them is scarce, their input would be valuable when planning for Tessa.
Margarite decided to speak with Holly, Tessa’s mother, at drop-off, to ask if there was a
better way for them to share information that could support Tessa’s planning. Holly
informed Margarite being happy that it was mentioned, noticing quite a few emerging
interests and skills Holly wanted to share but didn’t have time to have a formal conversation
or write out long-form about the interest and skills. Margarite asked what the best way
would be for them to share this information in a way that would work for Holly? Holly asked
whether it could be completed in an email, or online, as one often thinks of these things
later at night. Margarite introduced Holly to the service-learning platform, where you can
send confidential messages to the educator, and include any photos you feel you may wish
to share. Holly was excited and sent through ideas and photos that very night, that inspired
Tessa’s future planning the very next day.
The Fairly family
The Fairly family live in the outer hills of the Hinterland valley. The service uses an online
portal to share information about their child James, however Dale and Pia can rarely
contribute as the internet in their area is extremely poor.
The educator, Gavin, considers that many families have poor internet and find it difficult to
contribute online. Gavin discusses the issue with management to find a solution so that
families are able to participate. The service is aware of their environmental impact, so
attempt to minimise their footprint by not printing sheets wherever possible. They agree to
have an all-inclusive meeting with families to discuss the most suitable solution for families’
contributions.
Collaborating with colleagues

Fellow educators can have a wealth of knowledge and experience to share. In most cases, a
colleague would have advice or support to offer to help guide colleagues in almost any
situation. Fellow educators may have supported the care and learning of a child, or group,
before you, utilised the learning environment and considered many times how to support
various outcomes for learning, including the entire planning and program process.
Transition information is extremely valuable, when one educator moves rooms and takes on
another. They can inform you on what has happened so far in the lives of the children in the
group, providing a helpful base for program planning, and a greater understanding of the
children as individuals – the dynamics of the group and elements of the environment for
consideration.
Educators of the service may observe valuable insights that you may have missed; in a
shared yard, during family grouping, or covering a tea break.
Without this insight, educators could be missing valuable information and a piece of the
puzzle. Educators should critically reflect on children’s learning and development in
collaboration with colleagues, to affirm and challenge practices.
How can educators develop collaborative relationships with
colleagues for program planning?
There may be formal or informal processes for sharing such information within the service.
There will mostly be formal processes for room, group or child transitions, and opportunities
for sharing vital information with the next educator in the child’s life. Educators may jot
down, add to the online learning portal, or have a quick verbal interaction surrounding the
sharing of information. The service may use room or service meetings to share information
regarding program planning, in line with the service’s processes, for the sharing of child and
group information. Features of collaborative practice between educators and families
include:
• Trust between both parties

• Respectful communication between both parties
• Mutual engagement in decision making
The role of the educator

It is no secret that the role of the educator is a busy, yet important one. One of the
challenges as the early childhood educator, can be managing and wearing the many hats,
and still having time for your afternoon tea break. The role requires organisation, planning
but also flexibility, where the educator must continuously observe children for emerging
interest, skills and needs.
The role model

As children develop, they may not always know how to manage situations, enter or exit
places, or use particular resources. The educator may use role-model strategies, materials,
or even the beginning of play – as children learn by the observation of others – to prompt or
extend the understanding of the children. The educator may read teachable moments and
choose to further ‘extend and scaffold’ on a child’s understanding, to enhance their skills,
learning, understanding and development.
The program facilitator and evaluator
The educator creates and manages the program, implementing the experiences, setting up
the environment, and making resources available for children to meet their needs and
desires. They must move between planned facilitation and pick up on cues or moments for
spontaneous facilitation when they observe a natural emerging interest, or an extension has
become evident. The play environment is not simple; the structure of the spatial
organisation is very important and requires attention to detail and commitment, with the
educator distinguishing play zones or areas, considering the placement of each area
carefully, and their potential impact on each other – along with reflecting on safety and
supervision elements for the play areas. The environments must be inviting for the children,
accessible and designed for their development, or, for the group itself. The educator is
responsible for constructing appropriate curriculum for the children, while maintaining
ongoing observation, assessment and planning, as well as reflecting on the results, and
making necessary alterations and changes.
The advocate and mediator

During the program, there will be times, due to the emerging and ongoing development of
particular skill sets, when educators need to support and advocate the health, safety and
wellbeing of the children, over and above their everyday role as a child advocate educator.
They will support inclusion, understanding of differences, respect, fairness, empathy, care,
behaviours and challenges within play and social relationships. The educator must support
children in managing, problem-solving and collaborating to resolve conflicts. The educator
may also need to advocate for children who are not interested in participating in the
program – just as adults do not always want to engage with others or intensive activities.
These children may need further nurturing and emotional support or have other needs that
need to be advocated for. These times will also be observed, discussed and reflected upon
to support the child for their current needs.
The partner in play and collaborator

At times, the educator will become involved in the play of the children; playing beside them
to support the play moments and observing and supporting their play and social skills. Being
a partner in play can mean that you become the learner, through the observation of the
child, but this also gives the child the opportunity to teach you something that they know.
The educator may work with children to support ideas, projects and overall learning. The
educator collaborates with the child, regarding their own interests and learning; they
observe, have conversations, and may plan together to build on interests and developments
in a shared collaborative partnership.
Practice activity
Activity 11: Tracking practice
Practice this skill with a child, or even your cat. Observe them, give verbal feedback to
commend what they are doing. When an emotion is evident, express that you ‘see’ them
and their emotion. This is called ‘tracking’ and ‘empathetic responses’, e. g. “I can see you’re
happy about finding your truck/ball”.
The cheer squad

One of the most important elements for an educator, is a genuine interest and care for
children – their learning, development and needs; as well as an ability to demonstrate
compassion and a shared interest in, the children’s experiences. The educator will
encourage exploration, curiosities and intrigue, both verbally and non-verbally, and with
how they facilitate the interest. Educators who share in the emotions of children display
empathy towards the child. When the child is proud of themselves, be proud too, and
demonstrate that you can see how proud they are. When a child is frustrated, demonstrate
you understand, and empathise with their frustrations. The ‘cheer squad’ encourages the
child when they feel frustrated, or when demonstrating emerging skills. This encourages
them to try to challenge themselves further, reinforcing learning and promoting self-
confidence. The educator may give specific feedback to support the child, while maintaining
non-verbal and verbal encouragers.
The teacher
The role of the teacher is imprinted into everything educators do; the educator is always
considering intentional teaching moments, which are purposeful and deliberate, and can be
either direct or non-direct teaching. The EYLF describes intentional teaching as “actively
promoting children’s learning through worthwhile and challenging experiences and
interactions that foster high-level thinking skills. They use strategies such as modelling and
demonstrating, open questioning, speculating, explaining, engaging in shared thinking and
problem-solving to extend children’s thinking and learning”. The educator looks for learning,
skills and development in every child, and the group as a whole. They use opportunities to
extend and scaffold on current learning and interest to enhance growth of skills and
knowledge. As we remember from the topic involving brain development, the vast number
of sensitive periods and windows of opportunities fall in the early years, which represent
prime times for learning and development – or, as many refer, as the time when children
are sponges, soaking up extensive amounts of information.
The critical reflector

The educator is always thinking, reasoning and considering the curriculum, program and
environment, in line with the needs of the children. They reflect on the children’s safety,
wellbeing, development, behaviour and interest, to support and guide their actions, always
considering why, how, who, where, when? They reflect on their own experiences,
knowledge and theoretical perspectives to guide their work, along with service philosophies,
our own personal philosophies, ethics, laws, regulations, standards, and the learning
framework. Critical reflection is a meaningful and purposeful process that helps us to
question, consider and improve our practices. Critical reflection is used in a range of
domains, for those working with people and children, in particular, to assess if what we
know and do is relevant, productive and meaningful. Reflective practice includes an
observation and analyses of self, always examining ways to build on professional knowledge
and skills, through learning opportunities, mentors, children, families and the community,
including ATSI elders or representatives.
The EYLF (2019, pp 14), refers to the key overarching questions to guide reflection.
• What are my understandings of each child?

• What theories, philosophies and understandings shape and assist my work?
• Who is advantaged when I work in this way? Who is disadvantaged?
• What questions do I have about my work? What am I challenged by? What am I
curious about? What am I confronted by?
• What aspects of my work are not helped by the theories and guidance, that I usually
draw on to make sense of what I do?
• Are there other theories or knowledge that might help me to understand better
what I have observed or experienced? What are they? How might those theories and
that knowledge affect my practice?
What is reflection?
Reflection is a technique for analysing your thoughts and feelings. This can be in relation to
a particular event, or more generally to assess your own behaviours, views, and values. You
can use reflection in different ways:
• Self-reflection: Improve your self-awareness to identify where you might have a bias
• Reflection on teaching and learning: Identify opportunities to improve the way you
interact with children during teaching and learning
• Reflection to inform continuous improvement: Identify opportunities to improve
inclusive practices in the service.
Practicing reflection is about gaining learnings from situations, thinking about what
happened, and why it happened. Incorporating reflection into our daily routine allows you
to take a step back and consider a situation objectively. Reflecting on an event from other
perspectives allows us to gain a holistic and more empathetic understanding of the situation
and allows us to identify options for improvements in the future.
Critical and meaningful reflection

As part of the engagement with and implementing the learning framework, educators must
engage in critical reflection through reflective practices. Educators are guided to question
the practices, approaches and learning opportunities for children to continue to develop as
professionals. Reflection is key to the effective implementation of a quality curriculum and
supports educational teams to learn together.
Educators who engage in reflective practices and continually reflect on own skills and
knowledge in the industry, are able to further develop and improve the personal way of
working, and ensure the best professional efforts benefit the children in the service. In early
learning and education, reflection can be used to evaluate practices in the classroom, to
look deeply and objectively into how lessons, experiences, and events happen in the service,
and identify improvement opportunities for the benefit of children.
Reflective practices can include:
• discussions during staff meetings

• written reflections
• program reflections
• dialogue as part of the self-assessment process.
There are so many opportunities daily for educators to reflect together and consider new
perspectives, ideas and solutions to problems.
Reflective practice is learning from daily situations, issues, and concerns that arise in an
early childhood setting. It's about reflecting not only about what happened but why it
happened which helps to guide our decision making.
Educators use reflection to gather evidence about a child’s learning by observing and
listening. Reflective practice allows educators to critically analyse their practices and how to
achieve the best outcomes for children.
Meaningful reflection should also consider EYLF’s five learning outcomes. These are:
• children have a strong sense of identity

• children relate to and contribute to the world
• children have a strong sense of wellbeing
• children are confident and involved learners
• children are effective communicators.
Resources
Access the Early Years Learning Framework
(Long URL: https://qcg-

media.s3.amazonaws.com/media/uploads/116799/2021/03/20210311_795815_belongingb
eingandbecomingtheearlyyearslearn_OPNNUyJ.pdf))
Video
The video What is a Critical Reflection introduces what, so what, now what model of critical
reflection (YouTube, 2:44 min) (Long URL:
https://www.youtube.com/watch?v=vGyjF9Ngd8Y).
Observing Children
Learning about the child
Educators observe how children learn their learning styles – their skills, knowledge,
emerging areas and capacities for learning. Educators also want to know who the child is as
a unique individual; their temperament, personality, routines, comforts, fears, likes and
dislikes. What are their cues? How do we know if they are hungry, tired or frustrated?
Understanding how children use their environment

Do children prefer certain play spaces? Do they prefer to be alone, or at least at certain
times of the day? Do they choose group activities? What materials do they investigate? How
do they investigate? Who do they involve? How much time do they spend in certain areas?
Where are their areas of challenge and intrigue? Do they always use the same spaces and
materials? Is it repetitive or varied? Do they try everything once and come back to one? Do
they use items symbolically and in many ways? Is there an area they avoid?
Understanding their pre-social or social interactions

Do they discuss social interest or engagement? With whom? For how long? Do they play
with selected peers or a variety, and what do they do together? How do they play together?
Which social skills are they using?
Understanding their behaviour

Observing behaviour at different times of the day, and in different contexts, helps to
support the program, and also the child’s emotional wellbeing and self-regulation.
Educators may wonder, how does a child express, understand and share their emotions?
When an educator can predict the times when a child is more tired or frustrated, they can
be at the ready to jump in and support or engage further, in an experience that provides the
necessary release or engagement. How does the child prefer their behaviour to be guided or
supported? What works for the child? Educators may also look for changes in behaviour,
where children may have learnt to manage social situations, or may suddenly struggle to
self-regulate their emotions, impacting on physiological responses.'
Understanding their development and learning
Frequent observations highlight any changes in development, analyse milestone
achievements, or support needs. These observations support ongoing learning, challenges,
and support for emerging skills and development enhancement. The educator must also be
aware, through these observations, of any developmental challenges or concerns that may
need further support or external services.
Understanding if the program has been effective for the

children
Observing the children tells an educator whether the program meets the needs and
interests of the children. Educators may wonder whether the environment is suitable, if
there are particular areas of interest that are busy, and, if the experiences are engaging,
interesting and intriguing to the children. Observing the children informs the educators if
they are learning and developing from the experiences over time, and how they use the
experiences and program. Is there an experience the children continually overlook? Use in
other ways than designed; use in a different way than expected? Are the children meeting
or working towards the outcome set? Are you facilitating a holistic program?
Where are we observing children?

Children should be observed in a range of settings and circumstances.
Arrival and collection

Educators would observe how the children settle and transfer into the service. How the
child manages attachment separations and blends into the program. Are they confident and
happy to walk straight in and begin to engage? Or do they need help engaging? How do they
interact with the family member? Is the child upset when the family member leaves? Do
they cling to them? Does the family member need to stay for longer to support the
transition? How do they interact with the educator on arrival? How does the child finish the
end of the day at the service? Are they happy to leave, or do they want to continue to
engage in the program, with children and educators? What are they looking forward to
when they leave for the day?
During play
Children should be observed during various types of play, as to gather a holistic
understanding of the child’s skills and interests in various play areas. They should be
observed during social play in small or large groups, in solitary, or paired partnership. How
do they interact? What role do they play in the group? Are they the leader, follower, rule-
maker, game-creator, questioner, narrator? Do they engage with the same children at all
times? Do they play the same role at all times? Do they play with a variety of children, or
certain children on certain days? Do they play with primarily one type of experience; do
they like messy play or avoid it? Do they engage in art and creative outlets?
How do they use the experiences, what do they create, how do they reason their play?
Which stages of play and types of play are evident? Are they playing in line with
developmental milestones?
It is important to note how often they have attempted the task you are observing; is this
emerging, a new attempt, a skill acquired, or utilised many times? How then, has this
changed over time?
Transitions
Transitions can be a great time to take observations of children. Looking at, how they
manage the changes? How they lead from one moment to the next? Consider if they want
to help organise the transition. Do they lead children into transitions? Are they prepared,
and predict changes? Or, if they get frustrated, emotional or confused during these times.
Transitions can also be personal, observing how the children move from one experience to
another of their choosing.
Routines
They are helpful times to observe children’s self-awareness and self-help and care skills.
How they feed themselves, support others and engage socially? How they manage toileting?
Or nappy-changing processes.
Social engagement
Observing how children socialise, or attempt social interactions, is extremely relevant to
document, and be aware of. These may help the educator to understand their skills and
interest in others, and also the social role they play. Who do the children interact with? Do
they interact with all children throughout the day; one of, some, or only the educators? Do
they mix socialising between educators and peers? Do they appear to enjoy the interaction,
or are they a means to have their needs met? How do they interact? What do they say, how
do they converse, negotiate or problem-solve with others? Do they get frustrated or angry
at others? Is their social development in line with developmental milestones? How do you
view this in context to their socio-cultural worlds?
How do we use the observations?

The observation needs to be:
• meaningful, relevant and purposeful

• objective
• in the appropriate tense to the style of observation utilised
• non-biased
• depict what is seen and what is said, without assumptions or exaggeration
• of individuals and groups
• completed often in varying environments and play spaces, during social interactions,
behavioural challenges or successes, transitions, entry and exit to the service, and
routines
• completed at different times/days of attendance
• attempting to gather a picture of the whole child over time
• completed at the necessary time, space and moment, when looking to observe a
particular skill
• informative and captures learning and progress
• strengths-based
• able to capture the individual, their identity and culture
• child centered.
Resources
Learn more about Evaluating and communicating about children's learning (Long URL:
https://articulateusercontent.com/rise/courses/67hTDQRdiM27JKsQJWxeTyE0g1ARVuDP/L
WLcIX98GWPeuoz4-Communicate%2520using%2520observation%2520NQS.pdf)
On the educator hub on the Little.Ly Early Learning Centre fictional website, you can find
policies and procedures, templates and sample documentation on topics such as Health &
Safety (HS), Management & Leadership (ML), and Curriculum Documentation (CD). Below
you can see an example of a work observation template as well as a filled-out example from
the CD section of the educator hub.
How do we document observations?
When documenting observations an early years professional must first consider if the
observation is meaningful and worthy of documenting. “Observation alone is not enough.
We have to understand the significance of what we see, hear and touch”. John Dewey
(1938). This idea suggests that for observation to be meaningful early years professionals
must first be curious and open to the meanings that arise – to therefore gain a deeper
picture of the child and their learning.
When documenting any child observation, it is important to record any behaviour in a

descriptive manner. Observations should document the details of how children play and
learn. In the Gowrie NSW workshop ‘Capturing the Story - Learning foundational skills for
writing meaningful documentation five elements are suggested:
• Objectivity – Observing without judging – being aware of the lens that you are
looking through.
• Specificity – Look for the specific details. How many children were involved? What
materials were used? How long did the play run for? Whether a child has done
something for the first time,
• Directness – Capturing the child’s voice through direct quotes. Using photographs,
artefacts and video to support detail and add layers to the observation.
• Mood – the social and emotional details of the play experience. Tone of voice, child’s
gestures, non-verbal information, mood cues what is the emotional atmosphere
surrounding the play? Here, we may notice a child’s joy or pride in the experience.
• Completeness – The play event has a beginning, middle and end. The observation
captures the detail in its entirety.
When early years professionals document play and learning through a written observation,
they should use a strengths-based approach and also ensure accuracy with as much detail as
possible about what they observed. When educators us strengths-based approach to
collecting information there is an emphasis on observing, reflecting and then drawing from
a child’s strengths and abilities to focus the work. Accuracy allows for an authentic
understanding of the child and their experience.
It is important for the early years professional to keep in mind:
• Use positive language - Focus specifically on what the child is doing and use a
strengths-based approach to the choice of language. Avoid critical language.
• Be factual and relevant - Only write what actually occurred, including direct quotes
and any other detailed information.
• Be objective not subjective - Observations should be based on true events, not what
you personally think, avoid personal opinions and judgements when observing.
• Avoid labelling and bias- To avoid bias when documenting a child's observation, it is
important to document the child's exact words using quotation marks. Never use
labels to describe a child’s behavior. Many labels, such as “social, emotional and
behavioural difficulties”, locate the problem within the child, individualising issues
and shifting the focus away from the wider context. This can make it hard to tackle
problems holistically. Labels that focus on the difficulties a child is having do so at
the expense of recognizing their capabilities and strengths in other areas. Such labels
can be very difficult to see past, even though they are only one part of a child’s
identity. This can result in lowering adults’ expectations of children and unduly
influencing their interpretation of a child’s actions. Observations and documentation
should be written and presented in an anti-bias manner. Bias documentation is
written with an inclination or prejudice for or against one person or group, especially
in a way considered to be unfair.
• Use the correct tense - past and present tense - Observations can take place during
everyday routines, as the child interacts with peers, activities and materials or during
a spontaneous event. Most observations are written in present tense however can
be written in past tense if linking or reflecting on a previous observation.
Resources
Meaningful Observations in Early Childhood Education and Care (gowriensw.com.au)
One of the challenges for educators has been the size of document they feel they need to
produce to prove their efforts in observing, interpreting, planning and evaluating children’s
learning. Children should be observed using a variety of styles to gather a holistic view and
understanding of the child. Children’s observations should be:
• Reliable
• Attentive
• Accurate
• Valid
• Objective
• Time efficient
• Focused
Types of observation and documentation
Depending on the need for the observations there are many types of observations and
documentation tools that can be utilised.
1. Photos/videos: These require a written caption to express any information that

cannot be gleaned from the image, such as what was said, what happened before
and after.
2. Jottings: Short notes of relevant and pinpointed information about the observations
of children. These are written in past tense as they are recorded after the event. It is
important for an educator to take a concern as to what they are taking photos of,
and how many photos they are taking. Video and photos need to be meaningful and
protect the rights and privacy of children. Educators need to ensure when taking
photos or video-taking (as well as all observation) that they are not missing out on
experiences and engagement opportunities with the other children, as their heads
may be buried in their iPad, camera or notebooks.
3. Learning stories or narratives: These are stories of a moment in time with a
beginning, middle and an end. They will usually include children’s quotes, actions,
photographs and reflections, and all in one observation. These often have the voice
or collaboration of the families, or the child. Learning samples are written in past
tense as the information is amalgamated at a later time, than the actual observation
occurred. As these are a story they are often also written in present tense.
4. Running records: These are considered very time-consuming for educators as they
need to include every element observed; from which hand a child picked up a pencil,
to how long they stayed, and where they went next. They require dedicated time for
the observer to detail the child’s every word and action in the set period of time.
Today, running records aren’t used very frequently due to their nature, and the time
constraints. They also can capture information that may be seen as less meaningful.
These may be used when an observer is looking for a particular development or
transition of the child, or where there may be behavioural or developmental
concerns. They help to gather a larger picture of a child in a period of time. Running
records are written in present tense, as they are written at the moment of
observation.
5. Language samples: Are used when there are concerns about language
predominantly, and capture a child’s linguistic efforts, and conversations with
others. The language should be documented as said, with no alterations, so that a
picture of the child’s language skills can be captured.
6. Time samples or event samples: These are used to find out where certain
behaviours or challenges may arise, it may be to see where a child spends their time,
and how long they spend there. In some ways, it can be useful to see where children
engage in the program, but it is rarely used for such purposes. Event sampling is a
good observation to have, to try to assess when, where and why behaviours may be
occurring. In a time sample, an observation of a child will be made every five minutes
over a set period of time, usually an hour. The observations are only short, like a
jotting, but are purposefully searching for who the child is engaged with, and with
which experiences or material. A time sample makes evident a child’s level of
participation in the program.
7. Anecdotal record: After learning stories, anecdotes are the most common form of
documented observation. They are written in the past tense and capture the most
meaningful moments of a child’s day. On the following pages are some examples of
how to document observations.
8. Portfolios (especially of art and created evidence): There has been a lot of debate
within the early childhood industry regarding portfolios, as they are extensively time-
consuming, though, on the flip side, are extremely enjoyable for the family, the child
and educators to read through. They include artwork, learning stories (and
sometimes other forms of observation), reflections, the child’s voice, and events that
the child was involved with at the service, such as a farm day or crazy hair day.
9. Most of the observations, and even images of the artwork, are posted on online
sites, to minimise the use of paper, and are less time-consuming for educators to
scrap-book together. Most educators who complete portfolios today, include a
collection of the children’s artwork, which they can then take home with them, and
share at the end of the year.
10. The child’s voice: This is a documentation of what a child has said. It may connect to
an image or piece of artwork, or a photo, but often it is just the meaningful
commentary given by the child at a moment in time. It often reflects their learning,
especially emerging concepts. When educators promote children and ask relevant
questions, children can express their interest, learning, what they are doing, and
what they want to do next, as well as share valuable insights, which the educator
then can capture.
11. Developmental checklists and summaries: These are used to analyse children’s
development at certain points of the year, or as required. They separate the
domains, to gather a picture of where they are at, and the progression they have
made. Developmental checklists are taken at moments of time, against a list of
milestones typically expected within the age range. As they are one moment in time,
it is important to remember that on that particular day, they may have been
excelling, or may have been tired or struggling. So, it is important to consider this in
line with various observations, taken within similar timeframes, so as to consider the
whole child. A developmental summary will be an overview of the developmental
evidence provided over a period of time and summarised. It will reflect goals and
also learning outcomes.
Learning stories or narratives
Access learning stories and narratives at the Little.ly simulated organization under Sample
Learning Story Observation and Sample Documentation. (Long URL:
https://littlely.eduworks.com.au/intranet/dashboard/).
What is included in an observation?

Typically, observations have some descriptive requirements, in order to grasp and gather an
understanding of who the observed child is, and when the observation occurred. This is in
order to review the observation at a later time and distinguish changes or lack of
progression.
These observations include:
• a child’s full name

• age at time of observation
• date of observation
• time of observation (for some this will include start- and end-time)
• setting for example home corner, construction area or morning teatime
• the observer
• an interpretation
• links to outcomes
• extension ideas.
Many services may require educators to also make direct links to reflect on
principles/practices and belonging, being and becoming elements, where most appropriate.
Resources
On the educator hub (Long URL: https://littlely.eduworks.com.au/intranet/) on the Little.Ly

Early Learning Centre fictional website, you can find policies and procedures, templates and
sample documentation on topics such as Health & Safety (HS), Management & Leadership
(ML), and Curriculum Documentation (CD). Below you can see an example of a work
observation template as well as a filled-out example from the CD section of the educator
hub.
Figure 18 – Work Sample Observation © Eduworks RTO copied under licence
Figure 19 – Completed Work Sample Observation © Eduworks RTO copied under licence
Who do we observe?
All children must have documented observations to base their learning, programs, plans and
progress upon. Children will be observed individually, and in small and large groups.
How do we interpret what we see?

As discussed previously the purpose of an observation is to use it to determine a child’s
interest, development, skills and knowledge acquired, learning, and needs. The analysis, or
interpretation, picks apart the relevant information from the observation, using it to
distinguish these interests, development or needs, and making sense of what the observer
has seen in order to use it as a basis for ongoing learning. The educator incorporates and
uses their knowledge in child development and theoretical insights, informing on what this
observation means for the child. The educator considers the analysis in the context of their
cultural and social world.
Practice activity
Activity 12: Toddler observation

1. View this toddler observation (Long URL:
https://www.youtube.com/watch?v=7nQxWCn_dBg) (YouTube 7:22mins)
2. Choose one child to focus on and write a running record. Remember to record every
moment and document from beginning to end of a selected time.
3. Be sure to add all the descriptive information such as name, setting. (You can engage in
some creative license here, with names etc. that you are not informed of).
4. Interpret your observation.
Video
Watch the video on Planning and documentation (Part 1 of 3) the different ways that early
childhood educators can use the EYLF and work towards meeting the requirements of the
National Quality Standard (YouTube, 13:57 min) (Long URL:
https://www.youtube.com/watch?app=desktop&v=XRkPaewfMm0).
Goal Setting – Learning Outcomes
Standard 1.2 Practice – Educators facilitate and extend each
child’s learning and development
Educators use the observations and analyses gathered to set goals for children and the
group, using the approved learning frameworks. They consider what they have seen and
know about the children, due to their information, and plan to achieve further outcomes
extending on each child’s needs, planning for extended learning to support children as
capable, competent people with agency, and the ability to make choices and decisions.
Practice activity
Activity 13: Observations
Observations have some descriptive requirements, in order to grasp and gather an

understanding of who the observed child is, and when the observation occurred.
Identify four observations that should be made by an educator in their descriptions
# Choices Answer/s
A. Child’s full name ☐
B. Child’s religious beliefs ☐
C. Age at time of observation ☐
D. An interpretation of the observation ☐
E. The child’s family matters ☐
Supporting children’s skills, learning and
developing in program planning
In order to support children’s learning, needs, development and interests, an educator must
ask themselves these questions:
• How will I utilise the learning outcomes?

• How does this incorporate holistic development?
• How will I support this through the experience, routines, environment and
interactions/pedagogical practices?
• How will I utilise the EYLF practice and principles?
• Learning outcome 1: Children have a strong sense of identity.
• Learning outcome 2: Children are connected with, and contribute to, their world.
• Learning outcome 3: Children have a strong sense of wellbeing.
• Learning outcome 4: Children are confident and involved learners.
• Learning outcome 5: Children are effective communicators.
We might observe that we want to support goals, such as:
Demi
L02 for Demi to contribute to their world, having an interest in the world around them. This
might also support Demi’s regulation and comfort into the program each day. We also know
from Demi's age that they are right on the cusp of separation anxiety age, where Demi is
preferable to people known and wants to remain with, so it is important to build a smooth
home-to-service transition and create bonds and secondary attachments with educators.
So, L03 may also be relevant - in many cases multiple-learning outcomes may match.
You would consider how you would utilise pedagogies, and the principles and practices of
the EYLF, to support Demi through such experiences as:
• animals play, with wooden or plaster animals, for further interest in her natural
world
• babies, for further caring and empathy-based role-play and exposure
• water play with sea creatures - for the sensory calming of the water and interest in
her natural world
• singing songs, or reading stories, with the educator about her world, or a shared
interest.
Educators who are attempting to build a bond with Demi will share in Demi’s interest and
excitement in play. The educators will continue to support Demi’s emotional development
as they settle into the room, developing a relationship that is built on trust, care and
interest in her needs and wants.
Practice activity
Activity 14: Goals
Read these following scenarios
• Demi (12 months)

Demi arrived at the service today and cried for around 10 minutes. The educator tried to
soothe her by showing her the fish, and they fed it together. She slowly calmed her
breathing and crying and reached out to the bowl saying “fishy, fishy”. “Yes, it is the fishy”,
replied the educator. Demi walked to the window and pointed outside “birdy, birdy”. She
eagerly watched for around five minutes and flapped her arms mimicking the action of the
bird outside.
• Joseph (3.3 years)

Joseph ran straight outside today as we opened the doors, he ran straight for the obstacle
course and stepped carefully, and slowly, on each step. On step three, he lost his balance
and fell to the ground where he looked around to the educator and smiled, “never mind”.
He stood back up and ran to the sandpit and began digging a deep hole in the middle with
his peers.
Instructions: Add to this template, the experience of each child from the scenarios for
Joseph and Demi
Table 16 – Activity 14
Learning that Link to EYLF Extension

occurred, Outcomes experiences
Description of including and future
play experience challenges faced goals
Joseph
Demi
Supporting emotional development

Emotional development is built on a consistent, predictable and nurturing environment, and
like adults, children will have days when they are tired, unwell or full of life. Children are still
deciding whether they feel safe and secure in the environment. They are learning slowly
how to manage and understand their emotions and those of others; ultimately
endeavouring to develop emotional competence - when a child develops positive feelings
about themselves, can express their emotions positively, and build resilience.
For children, many of the needs in emotional development will relate to the relationships
that they create with their educators, the interactions with these educators, and the
persistence and consistency in meeting needs and affections within the program.
Knowing each child and how to respond to their cues is imperative, and at times different
actions will get various responses from children. Babies, since their time in the womb, react
to rhythm patterns, such as singing, soft talking and even music.
Many of their needs will be based on activities such as:
• talking with the child

• sharing in their emotions and responding empathically and supportively
• music, rhymes, and games such as peek-a-boo, or completing the actions to row,
row, row your boat
• being read to, even if the children don't appear to stay for the whole book
• sensory exploration that is safe for the child's age and stage, such as waterplay, sand
play or playdough
• figuring out how things work, especially if they have sounds or can react to their
actions, such as with sensory tactile books, textured materials, or even when
touching plants and animals (where safe to do so).
Feelings of self
By around 18 months, children become more self-aware, and may understand such things
as social referencing (what gestures or facial expressions mean), they may like to look at
themselves in mirrors and begin to copy things they have seen, such as carrying around a
handbag or smelling flowers.
Children begin to have similar patterns or reactions to emotions, which educators may be
able to predict - therefore finding ways to support them through affection, distraction, or
meeting particular needs, such as sleeping and eating.
From 4-5 years old, children are still trying to understand their own emotions, though they
may begin to understand that they have emotions, and it is relevant for educators to assist
in supporting their expressions of this through play, in such ways as:
• dramatic play or role play, such as baby play or home corner

• figurines or small-world play, such as dolls or animals
• sensory experiences like playdough, goop, water or sand play.
• art and craft
• cars and trucks.
Many of these experiences assist children to express their feelings, thoughts and emotions
through play, via an outlet that also promotes language, cognitive thinking, such as
problem-solving, and social interactions.
Language is strongly connected with the ongoing development of emotions.
As children grow, they develop a need for further independence, playing out stories, making
their own choices, and, asking if their ideas and opinions support their self-concept, self-
esteem, sense of pride and connection to their community.
Children need support when they cannot manage or do not succeed in tasks, including self-
care tasks like feeding, toileting or using a cup, but also during play.
Understanding of feelings
By around two months, infants are capable of discriminating among distinct expressions,
including the intensity levels of some expressions. This doesn't mean at this stage they can
comprehend the emotions they are exposed to. This takes much more cognitive
discrimination and social understanding.
Once children begin to understand emotions it is important to discuss and plan for their
ongoing understanding, this helps them to label feelings so that they can tell others how
they are feeling. It also supports their understanding and capacity for empathy and care
towards others.
You may support this by:
• having labelled emotion cards or games

• playing emotion games at group times for example show me a sad face, silly face,
scared face
• discussing feelings when you observe them for example "I can see that you are sad
that tina took the truck you were using"
• during story time, discussing how the characters might feel
• using feeling songs, rhymes, dances or stories to support the learning of emotions
• continuing to provide pretend and dramatic play experiences for children to explore
emotions
• sharing your relevant and appropriate emotions, "I was so happy on the weekend
because we got a puppy, I was so full of love for our new puppy. I was scared that
the puppy would hurt himself on our stairs though".
Feelings of others
By toddlerhood, you may start to see children responding to babies by tickling them and
saying, "it is okay", or gently patting them, in an understanding of emotion. This is typically
due to their experiences of how others respond in similar moments, or to similar emotions.
By age four, changes occur in the brain as it develops further, contributing to emotional
development and the ability for children to have more intimate relationships. Even four-
year-olds often feel overwhelmed by their feelings and find self-regulation challenging, but
within this year a lot happens in terms of the settling of the emotions. By about five years
old the child lets go of their egocentric nature and begins to embrace and accept the
perspectives of others, leading to enhanced empathy towards others. Empathy is thought to
be a precursor to such behaviours as compassion and helping those in need, predominantly
developed through the experience of others who show, them and others, empathy.
Educators can enhance empathy by such experiences as:
• demonstrating empathy themselves, especially in challenging times

• encouraging others to reflect and consider how others might be feeling for example
through storybooks, conversations and play
• giving children opportunity to role-play, so that they may put themselves into the
'shoes' of others
• helping others during routine times such as meals
• helping others during play, where needed as a partner in play and encourager.
Supporting resilience
When children have been nurtured, supported and had healthy attachments, they begin to
develop a positive sense of self and worth. This helps children to be able to manage
emotionally and mentally when things are not successful, or there is a crisis, also called
physiological resilience. Children learn to use cognitive processes and behaviours to guard
against the negative effects of stress. Resilience is when a person can keep the balance
between the stress and their mental state - through coping skills - picking themselves up
when things go haywire.
Educators can support the resilience in children by:
• encouraging them and supporting all efforts - not just the final product
• giving physical affection and comfort when needed
• encouraging trial and error, adaptive strengthening and self-regulation enhancement
• learning coping strategies such as deep breathing, talking about their feelings,
relaxing, active play, or reading a story when it all gets too much
• building a sense of self-efficacy and perceived control.
Supporting self-regulation
Self-regulation is the body's ability to modify physiological responses, such as behaviours to
the demands of the environment - biological, cognitive, emotional and social - where
children are learning to negotiate acceptable outcomes to emotionally charged situations in
more effective ways. There is evidence to suggest it plays an important role in future social
development, and pro-social capabilities such as compassion, sharing, and other caring
behaviours, impacting holistically on the outcomes of a child's life. Self-regulation begins at
birth, when babies begin to learn how to resettle themselves after having their needs met.
There are cultural influences connected to self regulation, where in various cultures there
are different expectations of what children are expected to feel, and when, where, how and
with whom, they express these feelings.
We support self-regulation by:
• providing support when needed, and encouraging methods to manage feelings, and
have a child's needs met where possible
• role-modelling emotional regulation through their behaviour
• being responsive to infants' signals and cues contributes to the development of
emotion regulation. educators can support emotion regulation by minimising
exposure to excessive stress, chaotic environments, or over- or under-stimulation
• giving children ample chance to practice regulation in safe, and supportive,
environments through play and interactions.
Supporting social development

The social development of children is imperative to the skills needed to understand the
world and how to participate in it. Humans are social creatures, and many say that we need
to be social for our survival. Children learn social skills largely through their environment,
observing how peers interact with others and their world, which will require lots of
repetition and practice (due to the development of memory and recall). This is the time
when we learn how to communicate and interact with others through listening, speaking
and understanding, and using non-verbal gestures and cues.
Social development is seen even in infancy, when you can see a baby reacting to the actions
and verbalisation of their parent, learning how to reciprocate interactions when the parent
reacts to their cues and coos. You can observe the serve-and-return actions occurring, this
wires the brain and helps them to understand how to interact with others, hence, why the
attachment period is so paramount. It is important to remember, as a young child learns to
be social, they are still in the egocentric stage where they are partial only to their own
thoughts, ideas and needs (perspective) – so although they may begin to socialise, often
these needs by development, will come first.
Data from Sander (1975); Sparrow, Balla, & Cicchetti (1984); and Sroufe (1989), as cited by
Ray (2018), create milestones for the social development of children, regarding the
achievements they need to make in each age group.
Methods for support may include:
• providing socially stimulating environments

• providing opportunities for children to socialise and interact through small- and
large-group activities, dramatic play, discussions, stories, songs and routines
• supporting social interactions as they occur, have conversations and discussions
around social topics, including social responsibility, respect and care for others
• role models and positive social interactions with families, educators and children
• providing opportunities for children to have solitude as well as social experiences
• supporting age-appropriate independence, autonomy and agency, through activities
that allow choice and encourage decision-making, such as having open-ended
experiences, labelled experiences for self-selection, and asking the children where
relevant
• practicing and supporting turn-taking and sharing, where developmentally ready.
this will take time, sharing is hard
• encouraging children to help and assist routines, with the educators and each other
• supporting cooperative experiences such as building together, or creating a large
collage
• encouraging children to support each other, by role-modelling, and encouraging for
various achievements. a fun place to start may be races or obstacle courses, where
you can stand on the sideline cheering them on and hi-fiving for effort
• encouraging respect, care and empathy through role-modelling and pro-social-based
experiences.
Table 17 - Social developmental tasks, contexts, and milestones across the first three years of life
Development Social Coordinated

task context(s) behaviours Select Milestones Ages
Regulation Primarily the Parent assists the infant Developing 0-3

parent- infant in regulating sleep attentiveness to the months
relationship feeding, distress, and social world
arousal
Emerging Primarily the Parent-led system of Increased eye-to-eye 2-3

sociability parent- infant coordinatedengagement contact emergence of months
relationship with the infant. social smiles social
vocalizations
Face-to-face interaction
with increasing mutual
gaze
Parent language and

verbalization toward
infant
Reciprocal Parent-infant Back-and-forth Infant increasingly 3-6

exchange & close family exchanges between responsive to social months
relationships infant and others bids
Infant initiative Parent-infant Infant initiations of play Evidence of 6-9

and close with others, as well as intentionality & goal months
family an increasing ability to direction-the infant
relationships direct activities Infant shows a preference for
embellishes on others’ certain activities & leads
initiations attention
Delight in games (for

example, Peek-a-boo)
Onset and Parent-infant Parent provides secure Stranger anxiety, 7-18

establishment relationships base separation distress months
of focused
Infant relies on parent Emergence of person
attachment
for comfort and permanence (i.e., ability
protection during times of to keep the parent in mind
distress or perceived threat even when they are not
present)
Infant explores the
environment in the Secure base behaviour
presence of caregiver
Emergence of Broader social Infant has an awareness of Mirror self-recognition 18-36

joint attention context, self Use of “no” and temper months
including Infant determines and tantrumsIncreasing
parents, select his or her own autonomy
family, peers, goals and intentions Egocentric reasoning
care providers apart from parents
Self-assertion Broader social Infant has an awareness of Mirror self-recognition 18-24

and context, self Use of “no” and temper months
independent including Infant determines and tantrumsIncreasing
self-concept parents, select his or her own autonomy
family, peers,
goals and intentions Egocentric reasoning
care providers apart from parents
Recognition, Broader social Child displays an emerging Emerging recognition 18-36

continuity, and context, awareness that the of the permanence and months
emergence of a including caregiver’s intentions are continuity of primary
goal-corrected parents, separate from his or her relationships
partnership family, peers, own
Increasing ability to
care providers The coordination of negotiate and coordinate
sequences increasingly behaviour in terms of the
reflects exchanges goals of the other
between two Empathic responding
autonomous yet
interdependent
individuals
Establish peer Siblings, peer Child engages in Increasing interest in 18-36

relationships relationships meaningful interaction other children Moves months
with siblings and peers from solitary to parallel
in play groups, day care play Rough-and-tumble
environments, and other play with peers
settings Evidence of empathic
concern regarding peer
distress
Retrieved from Rosenblum et al., (2009). Infant social and emotional development: The emergence of self in a relational
context.
Practice activity
Activity 15: Supporting children
Reviewing these milestones and developmental tasks, how do you think we could support
children in each area, in early childhood learning environments? Consider:
• supporting social competence

• social and self-responsibility
• social cultural differences and social conventions
My world
This may include children learning about themselves and how they fit into their own world,
by learning about who they are, the educator celebrating them, having mirrors available,
family photos and discussions about their own life outside of the service. Small-world play
encourages them to explore this, but also merge into their community through play.
Our world
Encouraging the children through experiences to learn about each other; singing name
songs, asking each other and the group questions, show-and-tell, and having community
experiences inside and outside of the service, to learn about the world outside of
themselves. Children will begin to develop friendships, but often will need support to learn
what is appropriate in regard to how we treat others (social conventions), appropriate
physical space and affection.
The world
Environmental and social responsibility build a sense of citizenship in children, this is where
they learn that they are a part of a bigger world and play a part in its survival and growth.
This may look at caring for people, places and things, but also taking responsibility for their
own actions, which develops slowly over time.
Supporting cognitive development
When we think back to Piaget’s research on cognitive development, Piaget concluded that
children largely learn and construct an understanding of their environment through doing,
though children are predisposed to organise their thoughts and adapt to new ways of
relating to, and understanding, the situational information, largely through sensory
information.
Cognitive processes are in regard to thinking, reasoning and problem-solving, which are
required to understand their world, and they may become compliant through cognitive
development from an early age, through again, the attachment process. Children then learn
about objects; how to use them, where to find them (memory, recall), matching, sorting,
classifying, coding and following instructions or direction. The cognitive process supports
other areas of development, especially language and communication, in order to convey
and understand the meaning of symbols, non-verbal and verbalised speech. Recall Theory of
mind as discussed in the last topic; ToM is a large part of this cognitive process, as children
use previous knowledge and experience to build upon further, to understand the
perspectives of others.
Through cognitive development, the body and brain process information and the brain
decides what to do with it and what it means; it collects the information, sorts the
information, stores the information, and recalls it when required, in order to use it
purposefully and meaningfully.
An important factor in a newborn’s cognitive development is play, as this allows the baby to
engage in thinking, understanding, communicating and imagining.
Adults can expect the baby to stare at the adult’s face for long periods as the baby will start
recognizing the voice of an adult after four weeks. The baby may also stare at bright objects
and look in the direction of sound for long periods. These are all signs of cognitive
development.
Read more here about Cognitive Development in Babies. Long URL:

https://raisingchildren.net.au/newborns/play-learning/play-ideas/thinking-play-newborns)
Methods of supporting cognitive development

For young babies, they are still learning and exploring their world, they use their senses to
mouth, observe and touch their environment. Giving young children stimulation to consider
this curiosity builds their understanding.
• Building on their understanding of the permanence of objects (object permanence),
things and people. For example, if an educator crouches down behind a shelf to pick
up books, they are still there, they just can’t be seen; or if a sipper cup falls from the
highchair is it gone completely, or just from view? Games such as peek-a-boo or
placing items in a box, or under a cloth, for children to look into/under, help them to
understand this concept.
• They are learning about spatial awareness and may often misjudge how close or far
away objects are, this will take practice, but having objects to go to and for
• They will explore their body, chewing on their hands and feet – as well as objects, to
understand how their body works, in order to understand themselves in the world.
Babies benefit from mirrors, and seeing their own reflection, as a means of
understanding their body and becoming more aware.
• They are understanding language and begin to interpret non-verbal and verbal
communications; first understanding what is communicated to them (receptive),
before being able to communicate themselves (expressive). Children of all ages
benefit from language around them, building upon the complexity as their skills
develop and grow. Repetition by any means is supportive to children, especially
babies, who will take time to remember, focus and recall such observations and
experiences.
• Supporting this development of memory can be achieved in many ways; placing the
same experiences within the environment for consistent periods of time, allows
children to see the same items, expect the same results, and build on this
knowledge. Receptive songs and stories – often with songs, interactive books, tactile
books, or rhymes – help to build the memory and recall what will happen if, ‘we
open this flap in the book’. Children need time to practice and remember, and by
placing the same or similar experiences or resources out for children to explore,
allows opportunity for mastery. Songs with actions are wonderful for memory as
they are learning by doing, using their whole body to remember and explore.
• Experiences that are familiar, or allow for interpretation, see children repeat the
actions they have seen. They may have seen actions at home, in the community,
through media or at the service. You will often see children, patting babies to sleep –
as they have seen or experienced, changing a baby’s nappy or cooking dinner as their
family does, and walking to see the ducks as they may experience. They often
attempt to problem-solve during these dramatic and social situations, as a means of
testing their world and how to manage it.
• Sorting, classifying, assimilation, accommodation, adaption and cause and effect, are
concepts tested throughout childhood. This is done by taking previous knowledge,
moving it to another situation, that may be similar, and through exploration of the
properties of an item, to better understand it, and make connections. When we use
trial and error we are testing how things work through repetition, research or seeing
what happens. ‘If I do this, will I get the result I want’; ‘if I do this, what will
happen?’; ‘if I put the puzzle piece this way will it now fit...no. Or how about this
way?’. Young babies do this through similar tactile experimentation, or ‘if I push this
button, this noise occurs, and the lights go off’; this then builds to experiences that
are less likely to give them the result they want straight away so they will need to
trial different strategies. Providing for experimentation is key to developing these
understandings, supporting the journey may be required at times. The educator is
becoming the encourager or teacher, giving suggestions, or cheering them on where
needed – ensuring that you give them ample time to practice and trial alone
beforehand. Children can develop the skills to make assumptions based on previous
knowledge, such as ‘the sun is out, it must be hot’ or building from two different
experiences ‘the sun is out, it must be hot, and I have to wear a hat’.
Supporting literacy
Exposure to communication in any form from a young age is vital to the growth of literacy
skills. i.e., understanding that letters and sounds come together to make words, and, in a
particular order, make meaning. Early literacy needs to be enjoyable for children and should
create a love of learning once they begin high concepts, such as self-led reading and writing.
These are practiced and learnt skills not innate, so forming a positive relationship with
literacy early, promotes not just further understanding of these skills, but enjoyment.
This affects children’s access to employment in their future. According to the Australian
Institute of Health and Welfare Australia’s children report, (2020), around 95% of Year 5
students achieved at, or above, the minimum standard for reading skills. A number of
factors affect successful educational outcomes during the school years, including:
• a child’s home environment, such as if books are available at home, and if parents
read aloud to their children. (Children whose parents read to them every day at 2-3
years old had on average higher year 3 naplan reading scores, than children whose
parents read to them less frequently, according to Yu & Daraganova, 2015)
• attending pre-school programs has also been found to be positively associated with
year 3 NAPLAN results.
• Literacy-rich environments and learning opportunities relating to literacy skills, are
paramount for the exposure children need to develop these skills. These include
environments inclusive of:
• ongoing developmentally appropriate communication, verbal labelling of items (i.e.
bottle), discussions, stories, rhymes and action dances
• having books and written text available for children (this includes locker names, bed
tags and item labels, with their contents)
• supported emergent literacy stations and creative outlets for opportunities to write
representation symbols, that later lead to letters and words
• talk about letters often, and relate them to objects, along with their phonetic
connections. For example, "This is a tiger, 't' for tiger, t, t, t for tiger".
Literacy development for children

The development of a child’s literacy is an important aspect of their overall development.
Children need to build their foundations of literacy before they can learn how to read and
write – children need skills in how to speak, listen and understand others, and draw.
Some techniques that educators can use to support children’s literacy development include:
• Learning sounds, words and language – Singing songs, repeating a child’s words,
using language to describe to the child what they are doing, etc.
• Patterns and repetition - Provide children with loose parts to make patterns or
shapes, supporting children to express ideas using repetition in an open-ended
manner.
• Rhyming & mimicking - Reciting nursery rhymes to children, watching and imitating
videos online, etc.
• Pre-reading skills - Reading bedtime storybooks, discussing components of a book,
discussing pictures in a book.
• Early writing skills - Teaching children how to hold a pencil and scribble on a paper,
providing activities to strengthen fingers muscles, display literacy in the
environment.
As children develop their visual literacy they learn to derive meaning from different symbols
in their environment. Children learn that symbols are a powerful way of communicating,
and that our ideas and thoughts can be expressed using symbols. Our symbol systems
appear in many places through a child’s world – in artwork, books, music, television, signs,
posters and more.
Educators can support children to develop their understandings of these symbol systems,
and to explore culturally constructed symbol systems in their environment:
• letters – for example, in story books, posters, art work

• numbers – for example, on counting blocks, in books, posters
• time – for example, observing how a clock works and the numbers used to symbolise
time
• money – for example, role playing shops with play money
• musical notation - – for example, sharing examples of pieces of music.
Supporting communication and language development

Establishing an understanding of literacy, words, sounds and their letters is a concept that
takes time. Through repetition of modelled communication, experience and opportunities
for practice, children learn many of the systems required for communicating and interacting
with others.
When supporting children to develop their speech, it is important for educators to show an
interest in children’s attempts to communicate, and to value a child’s linguistic heritage as
they develop an acquisition of their home language.
Private or self-speech supports children's rehearsal of language and helps them to problem-
solve at the same time. For babies, language and communication starts with different
sounds; cooing, crying and non-verbal communication such as eye contact, and smiling - and
they begin to make noises at others.
Children begin to understand that words are symbols with mutual understanding, with the
brain tailored to expect language to develop. Language develops in similar typical patterns
culturally all over the world. These patterns include:
• babbling (extended repetition of specific syllables)

• sing-song patterns of experienced language
• recognition of words (especially basic repeated words that they experience).
Then, eventually, children repeat these, for example 'mum'. By the age of around 12 months
children use particular single words to have needs met, with common words or favourites,
such as 'dog'. They may also begin to place two words together, such as 'mum, up',
anywhere from 12-21 months. By 13-18 months, children have the vocabulary of about 50
words, and at around 18 months learn three or more words a day. By the age of around
two, children speak in multiword sentences, as in "I'm go home now".
There are many ways that educators can support the development of children’s language:
• Age-appropriate language – Use language that is appropriate around children, and

with children. Labelling objects for children, and actions or cues with words, help to
match understanding. For example, "clap, clap, clap", while engaging in the action of
clapping
• Model clear, concise and correct language – Allow children to observe how your
mouth moves to make the sounds, can help them mimic the behaviour and making
of words
• Song and stories to share language - These are often repetitive for children of this
age and have a rhythm or melody to them, which helps them to remember; and
create a flow of the words, images, items or visual cues, helping them to find
meaning in the words spoken. Ask questions about what they see. What happened?
Who the characters were? How they felt? What the moral of the story was? Or, what
it was about? Consider intrigue, "I wonder what will happen next?". "What will they
do?"
• Take genuine interest in children's attempts to communicate - Support the
extension of children’s language accordingly. For example, a child points to a fish,
"fsh, fsh"; "yes, the fish is in the bowl. Swim fish, swim"
• Encourage questions, and ask questions of children - Hypothesise, investigate and
encourage curiosity with language - "How did that happen? Why did that happen?"
"How do we make it longer/ brighter/bigger?"
• Support further extension of vocabulary through everyday play and interactions -
"I wonder what the ant is doing, hmmm, shall we investigate? Let's find out more."
Providing an explanation of what the word means, helps the children to make
connections, and repeating the word in similar circumstances helps them to retain
the word
• Play to encourage use and comprehension of words - Includes dramatic play,
creative play, building and construction, and project work
• Active games to sort words - Use actions (incorporating body knowledge and
awareness) for example, "hop, hop, skip, jump on the box", hopscotch, yoga etc
• Tell stories and encourage children to re-tell stories -"What did you do on the
weekend? "Have you ever been to a farm, tell me about it?" Encourage children to
be curious about their peers and ask each other questions
• Communicate to have needs met and feelings understood – Give children examples
of vocabulary and ways to express
• Support ability to communicate about own wellbeing - Encourages a skill required
for emotional development in life. Encouraging this sharing also supports the
concept that it is positive and helpful to talk about how you are feeling
• Develop non-verbal communication skills - Assist children to understand and use
non-verbal communication through stories, songs, games, conversations and play
activities.
• Props to support communication – Including props, using everyday objects,
stimulate children’s enjoyment of language and literature
• Model and encourage two-way communication – Ask children questions to
encourage conversation and demonstrate the importance of careful listening
• Draw children’s attention to symbols and patterns – Show children the symbols and
patterns in their environment and talk about patterns and relationships, including
the relationship between letters and sounds
• Provide opportunities for group discussions – Encourage the exchange of views
between children, and between children and educators in a group
Language Attributes Children Display at Different Ages

Table 18 – Language attributes
Age Language Attribute
Birth to 4 months Express needs, cries, coos and gurgles, may start to copy sounds and
soothed by the sound of voice.
4 to 8 months Babbles and uses different sounds, specifically starting with p,b,m
and may start laughing.
8 to 12 months Responds to their name being called, waves goodbye, says basic
words, babbles tunefully, shouts to attract attention and imitates
hand clapping.
1 to 2 years Comprehends and follows simple commands, says their name, enjoys
rhymes and songs, and begins to use sentences.
2 to 3 years Will have a word for most things and uses small phrases to make
requests. Language is mostly understood by family.
3 to 5 years Speaks in sentences and uses many words, tells stories, answers
simple questions, will assert self with works, uses adult form of
speech, and takes part in conversations.
Practice activity
Activity 16: Supporting language development
1. Make an original language game. Consider the abilities of an age group, and create a
game where they have to use:
• verbal language
• non-verbal language.
Reflect: How could this support their language and communication skills?
Supporting STEM
Science. Technology. Engineering. Mathematics.
STEM has been used in schools for many years, as a way of using interactive exploration and
investigation to learn about science, technology, engineering and maths. The disciplines
support the creation of critical-thinking, science literacy and innovation.
STEM encourages children to question others, question themselves, and even question the
question. "Why is it important to find the answer to this, what makes it necessary for
investigation and research?".
Supporting STEM may be evident by:
• investigating everyday observations or interests

• creating surveys or questions for others
• data collection
• questioning why we do things, or why they occur
• hypothesising. "What will happen if I add this oil to the water?"
• comparing/sorting/classifying. "If I put all these stones together, will it be taller than
the tree?"
• basic coding. "Two steps towards the tree, three hops forward, two rolls backward";
creating a logical sequence to get a result, or a script for behaviour or instruction.
Supporting motor skills

Emerging self-efficacy, or understanding of basic need competencies, is still developing in
childhood. These are largely learnt through exploration and play. Children go through many
competencies in childhood and many large milestones are accomplished by their motor
enhancement, enabling them to do more and more physically. Children learn motor skills
through practice and play, manipulating, holding, grasping, moving, stretching, balancing,
and coordinating, as well as coming to understand their bodies.
Cephalocaudal development occurs when the body progresses in development from the
head to the legs (head to tail); Proximodistal development refers to the near-to-far
development of the torso outwards to the extremities or limbs. This is demonstrated by
how a baby starts by moving its head, then lifting and strengthening to steady it, rolling
over, sitting, standing, walking, then developing skills so as to jump, kick and run.
They begin their fine motor skills by exploring their mouth, lips and tongue (needed for
feeding), moving their body by accident, then on purpose, grasping and holding at around
six months and then, clapping and scribbling. They develop various grasping grips over the
next few years, leading them to manage drawing, writing, cutting, turning pages of a book,
and eating.
Supporting gross motor skills may include:
• facilitating a stimulating environment for babies and children, to be inspired to

investigate and get to required movement
• encouraging movement, and excitement over journeys and achievements
• encouraging movement and body exploration by gently moving their body and limbs.
For example, clap hands, legs moving and touching feet
• using mobiles to encourage reaching and stretching, along with moving legs
• providing grasping objects; rattles and soft books
• practicing tummy time for short periods of time, while engaging them to build their
core strength
• action/reaction toys
• objects they can orally explore with safety and hygiene, and finger foods, sippy cups
• supporting balance within a safe environment, for them to practice when sitting and
standing
• manipulative and sensory experiences, for example, water, sand, playdough and
painting, to strengthen and move up and down, strengthening legs, arms and body
• active dancing and action songs
• going up and down stairs, travelling across rocks, through bushes, and over puddles
• yoga and stretching activities
• vertical activities, such as painting the fence with water, or clipping a large sheet of
paper to a wall to paint on, and chalk wall drawings
• active play such as obstacle courses, climbing, weaving around, in, under and over;
swings, slides, balancing beams, running games, jumping games and ball play
• riding tricycles, scooters or bicycles
• general routines such as toileting, eating meals, drinks, pouring own water, serving,
setting the table and making beds; watering plants and digging the garden.
Supporting fine motor skills may include:
• providing grasping toys and materials - larger, then later, smaller - to meet
development and safety
• providing opportunities to grasp and hold their own spoon, cup etc.
• practicing clapping, bouncing and moving skills
• searching for objects to gather; collecting flowers, stones, leaves and sand while
outdoors
• engaging in manipulative play, such as water play, ball play, sand play, and clay or
playdough
• providing art and craft, pasting, cutting and sticking items
• painting, fingerprinting, and marble painting etc.
• practicing zips, buttons, and putting on own shoes and socks
• self-feeding and drinking; eating food with fingers or with cutlery, cup, sipper cup,
pouring water and serving food
• toileting and washing own hands
• supporting construction both large and small
• sorting and matching activities such as memory, 'tap, tap' with nails and hammer,
card games and puzzles.
Holistic learning environments
When we speak about supporting various domains of development, in most cases, each
experience supports numerous areas of development. Holistic development not only covers
a range of domains but also consider the 'whole child'; their cultural contexts, experiences,
nationality, social world, family context and spiritual being - engaging all aspects of the
learner, including mind, body, and spirit.
The concept also incorporates the understanding of the interconnectedness of each, and
their ability to impact on each other, and the child's overall wellbeing.
The EYLF states, "[educators]... see learning as a social activity and value collaborative
learning and community participation. An integrated, holistic approach to teaching and
learning also focuses on connections to the natural world. Educators foster children's
capacity to understand and respect the natural environment and the interdependence
between people, plants, animals and the land".
Holistic learning may be evident when:
• The environment is full of wonder and curiosity relevant to the children, their family
context and their world.
• The educators promote respect, care, kindness and compassion for the children
themselves, others and their environment.
• Children's interests are pursued and extended.
• The program supports and represents the children of the group.
• The program is inclusive and without bias.
Building a program plan – curriculum,
planning and programming
NQS 1.1 program. This educational program enhances each
child's learning and development.
A curriculum is a framework to guide the learning. It is flexible and surrounded in theoretical
perspectives and research. The program plan is the documentation of the experiences you
have planned for the children of the group; incorporating service philosophy, connected
curriculum, outcomes, practices, principles, and pedagogical practices, and learning and
development.
You may be planning for:
• the group of children

• individual children (not all at once)
Video
In the video Planning and documentation from the ‘talking about practice series’, you will
hear from different educators about how they document, assess and plan for children’s
learning and cater their individual needs (YouTube, 9:54 min) (Long URL:
https://www.youtube.com/watch?v=idXihcijfLE).
NQS 1.3 Assessment and planning

The educators and coordinators take a planned and reflective approach to implementing the
program for each child.
You will be using the goals you set (as you did in the observation activity earlier) to
implement this. Before implementing you would:
• review the outcome and reflect on what it is you want the child/or group to work
towards
• consider the materials and resources you will need
• ask how will you support the goal (ppp)
• ask how will you set up the environment, and where
• ask what will you be looking for to know if it is successful, or further emerging
• ask what is the experience you will plan? (By experience, this could either be an
activity, materials, interactions, a group task or investigation. It could also be a
project, a routine task, such as self-feeding, and managing separation from family in
the mornings)
• consider holistic approaches
• document onto the program, so that all stakeholders know what will be occurring in
learning during the upcoming period.
The program will include:

• spontaneous or child-led experiences
• parent or family input
• intentional teaching moments
• planned experiences for the group
• planned experiences for a certain number of children. This will have an organised
structure
• the journey
• indoor and outdoor experiences, or all-day indoor/ outdoor programs.
Guidelines: The EYLF does not inform on what documentation to use, how many
observations to take, how many experiences need to be occurring at once, and so forth. It is
meant to be adapted to the service and the group with flexibility and purpose.
Practice activity
Activity 17: Short answer questions
Review National Quality Standard 1, and under each header below, identify the practical
tasks and strategies educators could implement to demonstrate this standard/element.
educational-program-and-practice)
Remember that there is no one structure or template for programming and note the
expectations of the NQS in regard to programming the early childhood sector.
Table 19 - Educational program and practice
The educational program enhances each

Standard 1.1 Program child’s learning and development
Element 1.1.1 Approved learning

framework
Element 1.1.2 Child-centred
Element 1.1.3 Program-learning

opportunities
Standard 1.2 Practice
Element 1.2.1 Intentional teaching
Element 1.2.2 Responsive teaching

and scaffolding
Element 1.2.3 Child-directed learning
Standard 1.3 Assessment and

planning
Element 1.3.1 Assessment and

planning cycle
Element 1.3.2 Critical reflection
Element 1.3.3 Information for families
To the scribe: The program must be comprehensive and readable to the needs of the
stakeholder, using correct spelling and grammar, and be current. The program should not
use too much industry jargon or terminology, which makes reading difficult for families.
An individual or small-group plan may include:
• the date and group, or name

• description of experience and resources/materials required
• a transition strategy where relevant
• where and when the experience will occur
• how the experience supports the child's development, interest or needs
• connection to the EYLF, outcomes, ppp and the educator role
• any further goals
• reflection/evaluation
• future planning ideas
• critical self-reflection of educator role.
The program
The program itself can take many forms, it needs to display what possibilities will be
occurring in the room, such as:
• planned experiences
• what did occur?
• indoor and outdoor experiences
• routine learning experiences
• group-time learning
• intentional teaching
• spontaneous learning.
Some services use a formal template, others use butchers' paper, and some even have
'sticky notes' attached, it is really up to the service's staff to determine what it looks like and
how it is created.
Evaluate and reflect on the learning program

Program, group and individual reflection
Now is the time to analyse, what worked and what did not. What you changed and altered
and why? What the children said and any new ideas they had. Did the children work
towards the outcome on their journey? What did they do, achieve, say? What happened?
When evaluating progress or reflecting on the experience, it is important to remember that

children demonstrate their learning and progress in many and varied ways; meaning that
the methods of gathering, documenting and analysing evidence to assess learning also need
to be varied.
• What do you want to evaluate?

• Why do you want to evaluate it?
• How will you assess progress?
• How did I use the environment, routines and time to support learning?
• Is the information informative, meaningful and purposeful?
ACECQA informs us that: “Learning evidence needs to be collected over time and in a range
of situations, rather than making judgements based upon limited information or a ‘tick-the-
box’ approach” (2019).
What is next?
We are always thinking about what comes next, sometimes it occurs on its own, via the
children, or with some facilitation from the educators, before we’ve even had a chance to
document it – which is of course, fine and wonderful.
A great question to ask yourself often when reflecting on what is occurring in the room, is
‘why not?’. This encourages educators to be flexible and question their own practices. You
will find that during, or after, experiences you will have many ‘leads’ for extensions
of learning, that stem from the planned or spontaneous inclusion of the plan. These should
be documented so that the cycle of planning can continue and begin again – remember the
cycle, it is a working document, ever- changing, moving, stepping away, and around, in
order to meet the best learning outcomes for the individual child and the group.
Key learnings
• how the framework is applied to support educators’ practice

• how to support children's skills, learning and development in program planning
• partnering with families and collaborating with colleagues
• the use of observation to support ongoing learning, emerging skills and development
enhancement
• the curriculum planning cycle.
Knowledge check
1. Identify techniques that educators can use to support children’s literacy development
# Choices Answer/s
A. Learning sounds, words and language ☐
B. Mocking the child when incorrect so they can learn from their ☐
mistakes
C. Pre-reading skills ☐
2. Identify different ways how Educators can support the resilience in children
# Choices Answer/s
A. Yelling at the child ☐
B. Encouraging them and supporting all efforts - not just the final ☐
product
C. Encouraging trial and error, adaptive strengthening, and self- ☐

regulation enhancement
D. Cuddling the child without their consent
E. Building a sense of self-efficacy and perceived control.
Self-check
How did you go?

You have completed the topic on Program Planning for Children. Check the boxes for the
tasks you feel confident you can complete.
☐ I understand how to collaborate with families and colleagues
☐ I understand the multiple roles of the educator
☐ I can document observations of children
☐ I understand the curriculum planning cycle
☐ I can build a program plan that supports children’s skills, learning and development
☐ I can evaluate and reflect on learning and the program
Answers and feedback for practice
activities
Topic 1
Activity 1
1. Select five environmental or external factors that can negatively affect early childhood
development.
# Choices Answer/s
A. Lack of materials and resources ☒
B. Loving family environment ☐
C. Poor diet ☒
D. Limited stimulated brain development ☒
E. Leisure and relaxation ☐
F. Lack of play ☒
G. Child abuse ☒
Table 21 – Feedback
Feedback Type Comment
Correct That is the correct answer!
Partially correct Your answer is partially correct.
Incorrect That is the incorrect answer.
General There are several environmental or

external factors that can negatively affect
early childhood development.
1. The limbic system is known as 'the feeling brain', this will develop True
next. It supports how we take in the world and ultimately how we
manage it. This is where we support by nurturing the child,
creating certainty, safety, emotional support and stimulation.
2. The cerebral cortex is known as 'the feeling brain', this will False
develop next. It supports how we take in the world and ultimately
how we manage it. This is where we support by nurturing the
child, creating certainty, safety, emotional support and
stimulation.
3. The limbic system is known for its 'executive function', where False
adaptability.
4. The cerebral cortex is known for its 'executive function', where True
adaptability
3. Explain how information travels around the brain.
Information travels around a brain through neurons. A neuron is essentially a nerve cell, a
part of the primary function of the nervous system, to take in stimuli and information.
The synapse creates doorways to neurons, which are essentially pathways through the
brain, when stimulated they open up new doorways in the brain, or sections of our
growing tree. The dendrite is the receiver of information for the neuron, and if the signal
is strong enough, the dendrite will send it through the axons - or the channels or tubes
between neurons- and on to the next neuron. As we grow, neurons that are rarely
stimulated are 'pruned', making way for new connections, with about 40% of all synapses
pruned during childhood and adolescence.
Activity 2
Try to hold your tongue, while speaking a sentence. This should help to remind you that
children are learning not only what words mean, as well as their structure, but also how to
manipulate and pronounce words that we take for granted. They are also learning how to
manoeuvre their mouths, tongues and lips to support the sounds required to make such
words.
Student should complete activity and reflect that children are learning how to manoeuvre
their mouths, tongues and lips to support the sounds required to make such words.
Activity 3
Select the three things the term biopsychological development describes.
Table 24 – Areas of development
# Choices Answer/s
A. The religion of the child’s family ☐
B. The biology of a child (body make-up, genes, abilities, gender ☒
C. Psychology of the child (personality, experiences, emotions, ☒

behaviours, memories, beliefs, cognitive/emotional/social and
intellectual capabilities)
D. The social context of the child (supports, culture, family, education, ☒

social/economic status) and the impacts they have on children's
health, growth and development.
E. The attachment style of the child ☐
General Biopsychological development includes the

biology, psychology and social context of
the child.
1. The cerebral cortex is known as ‘the feeling brain. It supports F

how we take in the world and ultimately how we manage it.
2. During a sensitive period, a developing child is particularly T

responsive to experience or particularly hindered by their
absence in relation to the development of the brain, which can
last for months or years.
3. Proprioception supports us to cross over our body (midline) and F

understand left and right. This is needed to complete such tasks
as writing and reading.
4. Toxic stress prepares our body for fight or flight by increasing our T
heart rate, blood pressure and cortisol (stress hormone), in
preparation to run away or fight for our survival.
2. Identify the 5 correct areas of development in children
# Choices Answer/s
A. Cognitive development ☒
B. Language (communication) development ☒
C. Physical (motor) development ☒
D. Qualitative development ☐
E. Emotional development ☒
F. Progressive development ☐
G. Social development ☒
General Development in children includes different

areas. It is important to understand each of
these areas.
3. Attachment theory acknowledges four different stages, linking behaviours and processes
to different ages. Match the characteristics of attachment in Column A to the correct
age from Column B in the Answer column.
Attachment characteristics Answer Age
1. The baby shows definite B A. Birth to 5 or 6 months

preference towards main
carers and attachment figures.
2. Is termed stranger anxiety. D B. 5 months to 11 months

Young children in this stage
demonstrate a fear or extreme
caution to strangers and
unfamiliar people, often
clinging to attachments or
familiar people.
3. The infant in this stage is A C. 11 months to 18 months

particularly responsive to the
mother, as a preference;
however, typically the child will
be responsive to all responsive
and caring carers who meet
their needs.
4. This stage is termed the C D. 18 months to 24 months

separation anxiety stage, as the
baby demonstrates distress
when separated from main
attachment figures, resisting
the care or attention from
unfamiliar people, if it means
being separated from
attachments.
4. Match the correct term in Column A to the correct definition from Column B in the
Answer column.
1. Proximity seeking F A. When the child acknowledges the

attachment, and paired trust has been
developed in line with their care and
support
2. Distress when H B. When an infant is upset and visually sad by

separated the absence of the attachment figure
3. Happiness at G C. When the infant and attachment share in

reunion joyous pursuits and interactions, such as
peek-a-boo
4. Grief/sadness at B D. When the child feels confident to explore

loss their world when their attachment figure is
near, and can return to them as their 'base'
as needed
5. Secure base D E. Children develop a preference for a

particular attachment figure, but can also
have a secondary attachment, which may
include parent, grandparent, educator or
other frequent caregivers.
6. Confidence at the A F. When one yearns to be close to the

attachment’s attachment figure
commitment to
the relationship
7. Capacity for C G. When the infant is visually pleased and

mutual enjoyment excited by the return of the attachment
figure
8. Preferred E H. When a child become visually upset when

attachments and separated from the attachment figure
secondary
attachments
Topic 2
Activity 4
Use the resource on Erik Erikson's stages of psychosocial development, to complete the
following table (Long URL: https://www.verywellmind.com/erik-eriksons-stages-of-
psychosocial-development-2795740).

Infancy Trust vs. Feeding, Is my world Children develop a sense of

mistrust nurturing and safe? trust when caregivers
comfort provide reliability, care and
affection. A lack of this will
lead to mistrust.
Early Autonomy Self-help skills Can I do Children need to develop a

childhood vs. shame and things by sense of personal control
and doubt independence; myself or over physical skills and a
toileting, need I sense of independence.
dressing always rely Success leads to feelings of
on others? shame and doubt
Preschool Initiative vs. Exploration, Am I good Children need to begin

guilt play and or bad? asserting control and power
learning over the environment.
Success in this state leads to
a sense of purpose. Children
who try to exert too much
power experience
disapproval, resulting in a
sense of guilt.
School age Industry vs. School and How good Children need to cope with
inferiority school-age can I be? new social and academic
activities demands. Success leads to a
sense of competence, while
failure results in feeling of
inferiority.
Adolescence Identity vs. Identity of self Who am I Teens need to develop a

role in context of and where sense of self and personal
confusion their am I going? identity. Success leads to an
world/social ability to stay true to
relationships yourself, while failure leads
to role confusion and a weak
sense of self.
Young adult Intimacy vs. Intimate Am I loved Young adults need to form
isolation relationships and intimate, loving
wanted? relationships, while failure
results in loneliness and
isolation.
Middle Generativity Work life and Will I Adults need to create or

adulthood vs. parenthood provide nurture things that will
stagnation something outlast them, often by
of real having children or creating a
value? positive change that benefits
other people. Success leads
to feelings of usefulness and
accomplishment, while
failure results in shallow
involvement in the world.
Maturity Ego identity Reflection back Have I lived Older adults need to look
vs. despair on life lived a full life? back on life and feel a sense
of fulfillment. Success at this
state leads to a feeling of
wisdom, while failure results
in regret, bitterness and
despair.
Activity 5
Research the terms: egocentric and schema. Write a short narrative about an imaginary or
real child, explaining a situation where they demonstrated these concepts. Consider what
the difference is between egocentric and selfish, it is important to note and comprehend
the difference.
Egocentrism refers to a child's inability to see a situation from another person's point of
view. The egocentric child assumes that other people see, hear, and feel exactly the same
as the child does. An example is when a child presents another child with a football and
expecting the other child to be as excited about it as they are, not realising the other child
might not like football, but prefers cycling.
Schemas are a way of organising knowledge, a way of learning, each relating to one of the
world’s aspects, like an object, action or abstract concept. Schemas are what we use to
understand and respond to situations, ‘building blocks’ of knowledge that we store and
apply when needed. An example is that when you think of a house, you automatically
think of windows, doors, chimneys etc.
The key difference between selfish and egocentric is that selfish people lack concern for
others while egocentric people are excessively interested in themselves. Selfishness is
harmful to others, but egocentrism is not so.
Activity 6
Tina is playing with two peers Alana and Georgia in the sandpit. Alana takes the green castle
mould and begins to fill it with sand. “Hey, I was using the green one, give it back!” Tina
shouts. “No, I’m using it, use the other one. “No”. “C’mon, Georgia, let’s go play on the
swings”, they then run away from Alana to play on the swings.
1. Which mistaken behaviour may be evident here?
Avoidance of failure: When no attempt is made, or exaggerated behaviours occur, in

order to avoid attempts due to fear of failure, or inadequacy.
Daneel walks over to the painting easel and picks up a brush. “Don’t forget to put a smock
on Daneel so that you don’t get paint on yourself”, the educator says. Daneel ignores the
educator and continues to paint. Once the educator gets to Daneel, there is already red
paint on Daneel’s yellow dress. “Oh no, my dress!” Daneel states in surprise. Daneel looks at
the educator, “I didn’t wear the smock”.
2. Which consequence occurs here?
Natural consequence: Consequences that occur without the intervention of the adult,
such as if you leave your bike in the street it may be stolen.
Activity 7
Review topic 2 on the different theorists and research further if needed to complete the
table below:
Erik Erikson Psychosocial theory: Erikson's stages of psychosocial

development, as articulated in the second half of the 20th
century by Erik Erikson is a comprehensive psychoanalytic
theory that identifies a series of eight stages that a healthy
developing individual should pass through from infancy to
late adulthood. According to Erikson’s theory the results
from each stage, whether positive or negative, influences
the results of succeeding stages.
Figure 20 – Erik Erikson © Eduworks
Jean Piaget Cognitive theory: Jean Piaget's theory of cognitive

development suggests that children move through four
different stages of mental development. His theory focuses
not only on understanding how children acquire
knowledge, but also on understanding the nature of
intelligence. The four stages are: sensorimotor (birth to 2
years), preoperational (2-7 years), concrete operational (7-
Figure 21 – Jean Piaget © Eduworks
11 years), and formal operational (from 12 years).
Lev Vygotsky Cognitive theory: The main assertion of the theory is that
the cognitive development of children is advanced through
social interaction with other people, particularly those who
are more skilled. In other words, Vygotsky believed that
social learning comes before cognitive development, and
that children construct knowledge actively.
Vygotsky is most recognized for his concept of Zone of

Figure 22 – Lev Vygotsky © Eduworks Proximal Development (ZPD) pertaining to the learning
RTO copied under licence process of children. According to the Vygotsky theory,
children who are in the zone of proximal development for a
particular task can almost perform the task independently,
but not quite there yet. They need some help in order to
perform the task successfully.
Jerome Bruner Cognitive theory: Bruner was influenced by the work of

Vygotsky and developed further concepts around the more
knowledgeable other (MKO). Bruner believed that when
children start to learn new concepts, they need help from
teachers and other adults through active support. Bruner
also discussed how, like a building, scaffolding is required at
first, to support the structure of learning, but, as
independence and skills develop, less support will be
Figure 23 – Jeromne Bruner ©
Eduworks RTO copied under licence needed, until eventually none will be required.
Howard Gardner Multiple intelligences theory: Howard Gardner developed

eight spheres of intelligence, demonstrating that each
individual had one or more of these strengths, in which
they learnt best. The eight different intelligence spheres
are: linguistic, musical, logical/mathematical, spatial,
bodily-kinaesthetic, intrapersonal, interpersonal and
naturistic.
Figure 24 – Howard Gardner ©
1. Over the last century, professionals have theorised about human development,
behaviour, and learning. Match the theories to the correct theorist.
Table 30 – Matching question
Theorist Answer Theory
1. Lev Vygotsky H A. Psychosocial theory
2. Arnold Gesell E B. Motivational and psychological

health theory
3. Abraham Maslow B C. Moral development theory
4. Lawrence Kohlberg C D. Ecological theory
5. Albert Bandura I E. Maturation developmental

theory
6. Urie Bronfenbrenner D F. Multiple intelligences theory
7. Erik Erikson A G. Mistaken behaviours theory
8. Howard Gardner F H. Cognitive theory
9. Rudolph Dreikurs G I. Social learning theory
2. Read the following statements and identify which are true or false
Table 32 – True or false question
1. The bottom level of Maslow’s hierarchy system is safety – F

supported by carers, shelter, protection, and trusting,
consistent and predictable care.
2. Intrapersonal intelligence means understanding the inner F

workings and motivations of others and working effectively
with them.
3. The awareness a person has over their own thoughts and T

ideas and the knowledge that this may vary from that of
others is called the Theory of Mind.
4. Albert Bandura developed the concept of ‘tools of the F

mind’ to explain how children learn to use systems to aid
their thinking and cognitive processes.
5. The notion that children learn more by ‘doing’, and that T

this motivates them, without any need of reward is based
on the research by Jean Piaget.
3. Rudolph Dreikurs studied the behaviour of humans, with a particular interest in
‘misbehaviour’. Dreikurs determined that children have four goals when mistaken
behaviour becomes evident. Identify the 4 correct goals.
Table 34 – Multiple choice question
# Choices Answer/s
A. Power ☒
B. Submission ☐
C. Attention ☒
D. Anger ☐
E. Avoidance of failure ☒
F. Revenge ☒
General The goals are power, attention, avoidance

of failure and revenge.
Topic 3
Activity 8
Create a mind map for yourself with these headings: belonging, being, and becoming.
Attach key phrases or impacting influences that link or contribute to your own belonging,
being, and becoming.
Belonging: Relationships, community, family, cultural group, home environment

Being: Getting to know myself, engaging in relationships, meeting challenges in life
Becoming: Engaging in my interests and hobbies, building and maintaining relationships,
learning new skills
Activity 9
Using the most relevant learning framework for you, write a short statement for each
principle/practice and how this connects to your own thoughts, ideas and values around
working with children.
Victorian Early Years Learning and Development Framework (VEYLDF):
Reflective practice – Reflecting on my work with children helps me to see areas where I
need to improve and areas where I excel.
Partnerships with families – Taking the time to get to know a child’s family circumstances,
values and priorities helps me to understand the child’s behaviour and to accommodate
the learning and development experiences for the child.
High expectations for every child – Setting expectations at a high level for children
motivates children and encourages growth.
Respectful relationships and responsive engagement – Having respectful and comforting
relationships with children leads by example for them to do the same.
Equity and diversity – Recognising diversity and providing children a platform to share and
embrace one’s own differences builds confidence in the child.
Assessment for learning and development – It is important to use different techniques
and instruments when assessing children to get comprehensive and unbiased results.
Integrated teaching and learning approaches – Integrating different approaches to
learning enhances and stimulates the child’s learning and development experience.
Partnerships with professionals – A positive culture among professionals in a workplace is
done through strong leadership, encouragement and collaboration with other
professionals to embrace continuous learning and improvement.
Activity 10
Log in to the Little.ly Educator Hub (Long URL: https://littlely.eduworks.com.au/).
Once you are logged in, find and view the Little.Ly policies and procedures.
Services should ensure play and learning environments consider and manage safety for the
children. Identify which Little.Ly policy address the following:
1. Sun safety
HS8 Sun protection policy
2. Water safety
HS9 Water safety policy
3. Cultural safety
CR1 Interaction with children policy

1. Read the following questions on the National Quality Standard (NQS) and identify which
statements are true or false below.
1. The physical environment should provide a rich and diverse range T

of experiences to promotes children’s learning and development.
2. Educational programs and practices should include standardised F

learning and development for all children.
3. Relationships with children should be responsive, respectful and T

promote children’s sense of security and belonging.
4. Collaborative relationships with families and community T

partnerships are fundamental in achieving quality outcomes for
children.
2. Identify the five correct principles that underpin the EYLF.
# Choices Answer/s
A. Partnerships ☒
B. Respect for diversity ☒
C. Segregated and detached learning experiences ☐
D. High expectations and equity ☒
E. Secure, respectful and reciprocal relationships ☒
F. Ongoing learning and reflective practice ☒
General It is important to understand the key

principles that underpin the EYLF.
3. Match the correct stages of play to the correct explanation in the answer column.
Stages of Play Answer Explanation
1. Unoccupied play C A. The child will watch and

possibly interact in
conversation about the play
but does not engage.
2. Solitary play F B. When the child is alone, yet

or knowledge of what others
are doing around them, as the
child is absorbed by play.
3. Onlooker play A C. When the child is not playing

but just observing. The child
may be relatively still, standing
in one spot or performing
random movements.
4. Parallel play D D. The child plays beside another

player, without engaging or co-
operating in the same play.
5. Associative play B E. Children engage in meaningful

interactions and play
cooperatively with others.
6. Cooperative play E F. When the child is alone, yet

or knowledge of others around
them.
4. Match the play description with the type of play.
Play Description Answer Type of play
1. Hopping and skipping B A. Risky play
2. Hide and seek C B. Physical play
3. Obstacle course A C. Games with rules
4. Playing with building blocks E D. Symbolic play
5. Building a cubby house D E. Play with objects
5. Match the play description with the stage of play.
Play description Answer Stage of play
1. Child is playing alone and D A. Parallel

focussed
2. Child plays beside another A B. Onlooker

player, without engaging or co-
operating
3. Child watches the play but B C. Cooperative

does not engage
4. Child is not playing, just E D. Solitary

observing
5. Child play cooperatively with C E. Unoccupied play

others
Topic 4
Activity 11
Practice this skill with a child, or even your cat. Observe them, give verbal feedback to
commend what they are doing. When an emotion is evident, express that you ‘see’ them
and their emotion. This is called ‘tracking’ and ‘empathetic responses’, e. g. “I can see you’re
happy about finding your truck/ball”.
Student should complete activity and reflect that children are receiving empathetic
responses.
Activity 12
1. View this toddler observation (Long URL:
https://www.youtube.com/watch?v=7nQxWCn_dBg) (YouTube 7:22mins)
2. Choose one child to focus on and write a running record. Remember to record every
moment and document from beginning to end of a selected time.
3. Be sure to add all the descriptive information such as name, setting. (You can engage
in some creative license here, with names etc. that you are not informed of).
4. Interpret your observation.
Student should provide a paragraph addressing each point above based on the video.
Student should only focus on one child.
Activity 13
Observations have some descriptive requirements, in order to grasp and gather an
understanding of who the observed child is, and when the observation occurred.
Identify four observations that should be made by an educator in their descriptions
# Choices Answer/s
A. Child’s full name ☒
B. Child’s religious beliefs ☐
C. Age at time of observation ☒
D. An interpretation of the observation ☒
E. The child’s family matters ☐
General You should be familiar with the

observations an educator should make in
your descriptions.
Activity 14
Instructions: Add to this template, the experience of each child from the scenarios for
Joseph, Sam and Demi.
Table 42 – Activity 14
Learning that Link to EYLF Extension

occurred, Outcomes experiences
Description of including and future
play experience challenges faced goals
Joseph Child is playing The environment Learning outcome 3:

and falls over, can cause injury Children have a
realises no injury but the child if strong sense of
was causes so comfortable will wellbeing.
moves on. move on from it
by themselves.
Demi Child is upset to Children can be Learning outcome 5: Educator can

arrive at the soothed and Children are effective find different
centre but soon calmed down if communicators. ways for each
after is distracted they are engaged child to calm
by other things in something them down
and is calm. more positive. when they are
in distress
Activity 15
Reviewing these milestones and developmental tasks, how do you think we could support
children in each area, in early childhood learning environments? Consider:
• supporting social competence

• social and self-responsibility
• social cultural differences and social conventions
• Providing socially stimulating environments

• Providing opportunities for children to socialise and interact through small- and
large-group activities, dramatic play, discussions, stories, songs and routines
• Supporting social interactions as they occur, have conversations and discussions
around social topics, including social responsibility, respect and care for others
• Role models and positive social interactions with families, educators and children
• Providing opportunities for children to have solitude as well as social experiences
• Supporting age-appropriate independence, autonomy and agency, through
activities that allow choice and encourage decision-making, such as having open-
ended experiences, labelled experiences for self-selection, and asking the children
where relevant
• Practicing and supporting turn-taking and sharing, where developmentally ready.
this will take time, sharing is hard
• Encouraging children to help and assist routines, with the educators and each
other
• Supporting cooperative experiences such as building together, or creating a large
collage
• Encouraging children to support each other, by role-modelling, and encouraging
for various achievements. a fun place to start may be races or obstacle courses,
where you can stand on the sideline cheering them on and hi-fiving for effort
• Encouraging respect, care and empathy through role-modelling and pro-social-
based experiences.
Activity 16
Make an original language game. Consider the abilities of an age group, and create a game
where they have to use:
1. verbal language
2. non-verbal language.
Reflect: How could this support their language and communication skills?
Exposure to communication in any form from a young age is vital to the growth of literacy
skills. i.e., understanding that letters and sounds come together to make words, and, in a
particular order, make meaning. Private or self-speech supports children's rehearsal of
language and helps them to problem-solve at the same time. For babies, language and
communication starts with different sounds; cooing, crying and non-verbal
communication such as eye contact, and smiling - and they begin to make noises at
others.
Activity 17
Review National Quality Standard 1, and under each header below, identify the practical
tasks and strategies educators could implement to demonstrate this standard/element.
educational-program-and-practice)
Remember that there is no one structure or template for programming and note the
expectations of the NQS in regard to programming the early childhood sector.
Table 43 - Educational program and practice

Element 1.1.1 Approved learning Curriculum decision-making contributes to each

framework child’slearning and development outcomes in
relation to their identity, connection with
community, wellbeing,confidence as learners and
effectiveness as communicators.
Element 1.1.2 Child-centred Each child’s current knowledge, strengths, ideas,

culture, abiltiesand interests are the foundation of the
program.
Element 1.1.3 Program-learning All aspects of the program, including

opportunities routines, are organised in ways that maximise
opportunities for eachchild’s learning.
Standard 1.2 Practice Educators facilitate and extend each child’s

learning and development
Element 1.2.1 Intentional teaching Educators are deliberate, purposeful, and

thoughtful in their decisions and actions.
Element 1.2.2 Responsive teaching Educators respond to children’s ideas and

and scaffolding play, and extend children’s learning through
open-ended questions, interactions and
feedback.
Element 1.2.3 Child-directed Each child’s agency is promoted, enabling

learning them to make choices and decisions that
influence events and their world.
Standard 1.3 Assessment and Educators and co-ordinators take a planned

planning and reflective approach to implementing
the program for each child
Element 1.3.1 Assessment and Each child’s learning and development is

planning cycle assessed or evaluated as part of an ongoing
cycle of observation, analysing learning,
documentation, planning, implementation,
and reflection.
Element 1.3.2 Critical reflection Critical reflection on children’s learning and

development, both as individuals and in
groups, drives program planning and
implementation.
Element 1.3.3 Information for Families are informed about the program
families and their child’s progress.

1. Identify techniques that educators can use to support children’s literacy development
# Choices Answer/s
A. Learning sounds, words and language ☒
B. Mocking the child when incorrect so they can learn from their ☐
mistakes
C. Pre-reading skills ☒
General There are many techniques educators can

use to support children’s literacy
development.
2. Identify different ways how Educators can support the resilience in children.
# Choices Answer/s
A. Yelling at the child ☐
B. Encouraging them and supporting all efforts - not just the final ☒
product
C. Encouraging trial and error, adaptive strengthening, and self- ☒

regulation enhancement
D. Cuddling the child without their consent ☐
E. Building a sense of self-efficacy and perceived control. ☒
General There are many techniques educators can

use to support children’s resilience.
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Student workbook

Cluster Supporting Children’s Development:

Date created: 17 January 2022

Date modified: 06 August 2023

For queries contact: Health, Wellbeing & Community Services SkillsPoint

© TAFE NSW 2022

This assessment can be found in the: Learning Bank

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• CHCECE034 - Use an approved learning framework to guide practice

In this workbook, you will learn to:

• support learning and development in the early years

1. Supporting development in the early years

Alright, let’s get started!

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Learning activities help you to gain a clear understanding of the

You will have opportunities to collaborate with others during your

An activity that allows you to check your learning progress. The

Resources (required and suggested)

Additional resources throughout this workbook, such as chapters

At different stages throughout the workbook, after you have

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Find relevant, reliable information for your subject. Books, videos,

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In this topic, you will learn about:

• the key concepts for how growth and development occur

The brain stem

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How does the information travel around the brain?

The limbic system

The cerebral cortex

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Impacts on brain development

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Physiological responses to stress

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Sensitive and critical periods

How can educators support brain development?

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Table 1 – Brain development

A. Lack of materials and resources ☐

B. Loving family environment ☐

D. Limited stimulated brain development ☐

E. Leisure and relaxation ☐

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Questions True or False

2. The cerebral cortex is known as 'the feeling brain', this will

3. The limbic system is known for its 'executive function', where

4. The cerebral cortex is known for its 'executive function', where

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Physical (motor) development

Gross motor development

Fundamental movement skills

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Sensorimotor development (sensory development)

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Areas of sensory motor skills Description

Proprioception This is our connection to our body (muscles

Laterality Supports us to cross over our body