Planning for Children as Learners

The following is our Philosophy regarding Planning for Children as Learners used to guide practice helping to support children’s well-being, development and learning in our early childhood Education and Care service:

We Believe:

  • Teaching by professionals and educators happens minute by minute as they talk and interact with children, give explanations, demonstrate, question, raise possibilities, make suggestions, and offer new opportunities;
  • Professionals and educators must think about and plan for the whole of the child’s experience.  This includes:
    • Organising the indoor and outdoor environment, including deciding what equipment and materials will be offered;
    • Interaction directly with children;
    • Helping children to interact with other children;
    • Structuring time and setting rules and guidelines;
    • Organising daily living experiences and routines;
    • Communicating and relating to other adults, including colleagues and parents;
    • Planning and providing special events or experiences;
  • All parts of the children’s experience are equally important, and no time of the day or type of experience is to be treated more important than another;
  • Professionals and educators must think creatively about what can be provided for children, going beyond the obvious;
  • Ideas come from children’s interest and needs, the priorities and wishes of the families and the community, and the professional’s value, knowledge and experience;
  • Children often initiate their own learning, as they have a drive to explore, experiment and find out about the world of people and things;
  • It is important to challenge and extend children, with the view that the most effective learning happens when those challenges and extensions evolve from their interest and are not imposed artificially by adults who are eager to “get children to where they should be”;
  • The effective professional and educator sometimes leads children to new learning, sometimes follows their interest, and sometimes simply participates.  Professionals and educators set the stage by creating opportunities for children to think, act, and create themselves;
  • The professional and educator is a fellow learner who works collaboratively with children, colleagues, and parents;
  • The professional and educator aims to be involved in ways that allow the child to “own” the experience, figure things out themselves and find their own meaning;

It is therefore our short and long term broad aim to achieve the practice of planning and evaluating for the child to be a successful learner.

Source: NSW Community Services, Office of Childcare, NSW Curriculum Framework, Practice of Relationships (Linked to evolving: Philosophies, EYLF (NQF), Aims, Documentation, Curriculum & Practice)