An introduction to the Queensland kindergarten learning guideline

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Overview

• Background information about the Queensland kindergarten learning guideline (QKLG)

• Introduction to the QKLG

– Purpose

– Perspectives and principles

– Decision-making practice — processes and elements

– Learning and development areas

• The Continua of learning and development (companion document)

• Professional practice

• Leadership

Background

2009

• Early Years Learning Framework for Australia (EYLF) was released.

• Office for Early Childhood Education and Care (OECEC) was formed to manage the national and state agenda for early childhood education and care.

• OECEC asked the Queensland Studies Authority (now Queensland Curriculum and Assessment Authority) to develop and trial the QKLG.

2010 QKLG trial

• QKLG (draft) was trialled in 27 kindergarten services.

• QKLG (draft) was also available to services participating in the kindergarten funding pilot program.

• Wide-ranging consultations were conducted.

• Feedback informed the final version of the QKLG.

Background2011

• The QKLG and supporting document, the Continua of learning and development are available.

• QKLG professional development materials are available online on the QSA (now QCAA) website: www.qcaa.qld.edu.au.

• Additional professional development materials will be added to the website as they are developed.

BackgroundThe QKLG:

• aligns with the EYLF

• guides curriculum decision making (see National Quality Standard 1.1)

• meets Queensland legislative requirements for an approved kindergarten guideline

• provides more specific advice for the Queensland Kindergarten Year (the year prior to Prep)

• supports teachers to develop quality kindergarten programs

• supports early years educators to work collaboratively to deliver the kindergarten program.

BackgroundImplementing the QKLG:

• requires a team approach within a service

• supports the focus on quality programs as services:

– implement the National Quality Standard (NQS)

– implement the EYLF through the QKLG

• promotes a focus on:

– continuity in learning

– pedagogy — adult’s role in play, effective teaching and learning in the early years

• requires supportive leadership.

Queensland kindergarten learning guidelineIntroduction

PurposeFor

ages

0

1

2

3

4

5

The EYLFVision:

• learning that is engaging

• building success for life

• belonging, being, becoming.

Outcomes

Children:

• have a strong sense of identity

• are connected with and contribute to their world

• have a strong sense of wellbeing

• are confident, involved learners

• are effective communicators.

Purpose

The QKLG:

• shares EYLF vision

– learning that is engaging

– building success for life

– belonging, being and becoming

• describes five learning and development areas based on the EYLF outcomes:

– Identity

– Connectedness

– Wellbeing

– Active learning

– Communicating.

Purpose

The QKLG:

• is more specific than EYLF

• targets programs for kindergarten children(the year prior to Prep)

• identifies specific knowledge, skills and dispositions (learning areas)

• is for qualified teachers (working with an early years team)

• guides professional practice

• promotes continuity from early learning into kindergarten and into P–3 programs.

Ages

0

1

2

Prep

to

Year 3

3

4

5

Purpose

The QKLG:

• recognises and values all early years educators, parents, families and other partners

• recognises the teacher’s role as a pedagogical leader who works with a team.

Research link

When qualified teachers work with early years educators, the quality of interactions and children’s outcomes are enhanced.

(Siraj-Blatchford, I et al, 2002, Researching Effective Pedagogy in the Early Years: Research Report No. 356, Department for Education and Skills, UK, p. 147)

PurposeThe QKLG shares the national commitment to:

• improving outcomes for Aboriginal children and Torres Strait Islander children

• building cultural competence

• strengthening all children’s appreciation and understanding of Australia’s first peoples.

Perspectives

“Our image of the child is

rich in potential, strong, powerful,

competent, and most of all

connected to adults and other

children.”

(Malaguzzi, L 1993, “For an education based on

relationships”, Young Children, November, p. 10)

Perspectives

The vision “belonging, being and becoming” is enacted by adopting:

• the view that interactions between children and adults shape learning

• a connected view of:

− engaged learning and teaching

− the engaged child

− the engaged parent

− the engaged teacher.

Builds continuity by integrating:

• EYLF principles and practice

• Queensland P–3 principles and practice.

Principles that guide practice• High expectations and equity

• Respect for diversity

• Holistic learning

• Respectful relationships

• Continuity in learning

• Shared decision making

• Intentional teaching

• Reflective practice

Decision-making practice

Decision-making practice

Teachers’ decision making:

• is dynamic and interconnected

• is informed by their perspectives

• is framed by principles

• involves short- and long-term decisions

• is informed by their professional knowledge

• focuses on balance between emergent and planned learning

• is inclusive and responsive.

Decision-making practiceElements• responsiveness to children• building inclusive partnerships• creating inclusive learning environments• developing learning contexts — play, real-life

engagements, and routines and transitions• promoting children’s learning and

development

Processes• planning and organising for learning• interacting and co-constructing learning• monitoring and documenting children’s

learning• assessing children’s learning• reflecting on learning and practice

Decision-making processes

Specific advice is provided about the decision-making processes:

• planning and organising for learning

• interacting and co-constructing learning

• monitoring and documenting children’s learning

• assessing children’s learning

• reflecting on learning and practice.

Decision-making processesInformed decision making

Decision-making elementsSpecific advice is provided about the decision-making elements:

• responsiveness to children

• building inclusive partnerships

• creating inclusive learning environments

• developing learning contexts — play, real-life engagements, and routines and transitions

• promoting children’s learning and development.

Learning and development areas

EYLF outcomes QKLG areas

Strong sense of identity Identity

Connected with and contribute to their world Connectedness

Strong sense of wellbeing Wellbeing

Confident and involved learner Active learning

Effective communicator Communicating

Identity Connectedness Wellbeing Active learning Communicating

Promoting continuity of learning and development

Teachers promote continuity by:

• using the continua to make judgments about learning progress

• sharing information about children’s learning throughout the year

• promoting the understandings, skills and dispositions that help children to make smooth transitions

• collaboratively developing a transition statement to summarise and share information about learning to support transition into the Prep Year.

Exploring the

Learning and development areas

Learning and development areas

* In the Communicating learning area, children communicate using first language, signed (alternative) or alternative augmentative communication (AAC) and Standard Australian English (SAE) as or when appropriate. Nonverbal children may substitute alternative or AAC for words.

Areas Key focuses

Identity• sense of security and trust• independence and perseverance• confident self-identity

Connectedness• positive relationships with others• respect for diversity• respect for environments

Wellbeing

• autonomy and wellbeing• care, concern and positive interactions• health and safety• physical wellbeing

Active learning

• positive dispositions and approaches toward learning• confidence and involvement in learning• being imaginative and creative• exploring tools, technologies and ICTs

Communicating• exploring and expanding ways to use language* • exploring literacy in personally meaningful ways • exploring numeracy in personally meaningful ways

Exploring the learning and development areas

Related EYLF learning outcome

Learning and development areaKey focuses

Exploring the learning and development areas

Key focusesSignificant learnings (related to one key focus)

Learning and development areas

Knowledge, skills and dispositions

Learning and development areas

Intentional teaching ideas

Continua of learning and development

Continua of learning and development

Continua of learning and development

Supports teachers to make informed judgments about a child’s learning and development based on a collection of evidence of learning.

Sample continuum of learning and development

Continuum of learning and development

• support teachers to make judgments about learning that are consistent with those of other teachers

• are examples, and teachers add their own examples.

Teacher-provided “collections of descriptions”:

Professional practice

Professional practice

The QKLG provides additional advice related to:

• intentional teaching (Appendix 1)

• making decisions to support children with additional needs (Appendix 2)

• teachers’ thinking processes that support children’s learning (Appendix 3)

• transition statements (Appendix 4).

It also provides:

• a glossary

• references and readings.

Professional practice

The QKLG promotes ongoing reflective practice, including reflecting:

• on what we know about children

• on the effectiveness of the program (evaluation)

• on practices to improve outcomes for children

• with colleagues.

Leadership — promoting professionalismLeaders can facilitate the implementation of the guideline by:

• maintaining effective and ongoing communication with all staff

• valuing the diverse expertise and skills of all staff

• providing time and support for colleagues to work together to identify and negotiate roles and responsibilities

• being open and flexible, so staff can explore new ways to plan, interact, monitor and assess learning

• identifying and building on strengths

• maintaining and encouraging a positive approach to change and challenge/s

• supporting collaborative planning for quality improvement

• celebrating and sharing successes.

Leadership — promoting professionalismThe online professional development materials expand on the following aspects of professional practices:

In addition, a resources section provides:

• a wide variety of materials to support professional practices

• templates and samples of transition statements, planning and observation.

Online professional development materials Module

Getting started 1

Knowing children, families and communities 2

Planning for learning and development 3

Observations to guide decision making 4

Continuity and reflective practice 5