Principles and Practices for Driving the EYLF - 3rd edn

Name: Principles and Practices for Driving the EYLF - 3rd edn
SKU: TS0328
Price: 64.95 NZD
Availability: InStock
ISBN: 9781922530882

Updated to reflect the important changes in the EYLF V2.0, this third edition of Principles and Practices for Driving the EYLF addresses each of the eight Principles and clearly explains each Principle and its key features. It also explores the seven Practices and explains what each Practice involves, why it is important, and how it can be implemented. Every chapter concludes with questions for reflection to stimulate discussion with colleagues or self-reflection.

With this title, you will be well-placed as an educator to reflect on and improve your curriculum and pedagogy. In addition, the resource is a source of support that you and your colleagues and committee of management can draw on to address the National Quality Standard and to prepare your Quality Improvement Plans.

Ages: 0-6 | Pages: 108 | Code: TS0328 | ISBN: 9781922530882

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Kay Margetts

Kay Margetts is an Honorary Principal Fellow and Associate Professor in the Faculty of Education, The University of Melbourne. She has a strong background in early childhood development, learning and teaching both as a practitioner and as an academic. Her main areas of research are transition and adjustment to school, accompanied by a strong record of publications. Kay is regularly engaged in knowledge exchange activities with the education sector including teachers, educators and parents.

Bridie Raban

Bridie Raban was the Foundation Mooroolbeek Professor of Early Childhood Studies at the University of Melbourne. She is currently an Honorary Professorial Fellow at the Melbourne Graduate School of Education and in 2021, she was awarded an Honorary University Fellowship by Hong Kong Baptist University (HKBU). Her past research has focused on language and literacy development, teacher change and development, curriculum and assessment for the early childhood years and quality provision. She was the first Professor of Early Childhood Education in Victoria and the second in Australia, and before this she was Professor of Primary Education (Early Years) at the University of Warwick and President of the UK Reading Association.

Contents
Introduction	5
Principles	5
Practices	5
Why is this book necessary?	6
Ideas for using this book	6
For reflection	7
Belonging, being and becoming – a vision for children's learning	8
Maximising potential and developing foundations for the future	9
What is the United Nations Convention on the Rights of the Child?	10
What is the Alice Springs (Mparntwe) Education Declaration?	12
What is the Early Childhood Australia Code of Ethics?	12
For reflection	12
Principle 1: Secure, respectful and reciprocal relationships	14
What are secure, respectful and reciprocal relationships?	14
Key features	15
For reflection	17
Principle 2: Partnerships	18
What are partnerships?	18
Key features	19
For reflection	21
Principle 3: Respect for diversity	22
What is respect for diversity?	22
Key features	23
For reflection	24
Principle 4: Aboriginal and Torres Strait Islander perspectives	25
What is meant by embedding Aboriginal and Torres Strait Islander perspectives?	25
Key features	26
For reflection	30
Principle 5: Equity, inclusion and high expectations	31
What is meant by equity, inclusion and high expectations?	31
Key features	32
For reflection	35
Principle 6: Sustainability	36
What is sustainability?	36
Key features	37
For reflection	40
Principle 7: Critical reflection and ongoing professional learning	41
What is critical reflection and ongoing professional learning?	41
Key features	42
For reflection	45
Principle 8: Collaborative leadership and teamwork	46
What is collaborative leadership and teamwork?	46
Key features	47
For reflection	50
Practices underpinning the EYLF	51
Relating principles to practices	51
For reflection	51
Practice 1: Holistic, integrated and interconnected approaches	52
What are holistic, integrated and interconnected approaches?	52
Why are holistic, integrated and interconnected approaches important?	53
How are holistic, integrated and interconnected approaches implemented?	53
For reflection	58
Practice 2: Responsiveness to children	59
What is responsiveness to children?	59
Why is responsiveness to children important?	60
How is responsiveness to children implemented?	61
For reflection	64
Practice 3: Play-based learning and intentionality	65
What is play-based learning?	65
What is intentionality?	66
Why are play-based learning and intentionality important?	67
intentionality important?	67
For reflection	73
Practice 4: Learning environments	74
What are learning environments?	74
Why are learning environments important?	75
What do rich learning environments look like?	75
For reflection	80
Practice 5: Cultural responsiveness	81
What is cultural responsiveness?	81
Why is cultural responsiveness important?	82
How is cultural responsiveness implemented?	82
For reflection	84
Practice 6: Continuity of learning and transitions	85
What are continuity of learning and transitions?	85
Why are continuity of learning and transitions important?	86
How is continuity of learning and transitions supported?	86
For reflection	90
Practice 7: Assessment and evaluation for learning, development and wellbeing	91
What is assessment and evaluation for learning, development and wellbeing?	91
Why is assessment and evaluation for learning, development and wellbeing important?	92
What does assessment and evaluation for learning, development and wellbeing involve?	93
For reflection	97
Approaches for early childhood education and care	98
Montessori education	98
Steiner education	99
Reggio Emilia education	100
Principles in practice	101
For reflection	101
References and further reading	102