Pedagogical Learning & Documentation Policy

Sutherland Presbyterian Church Preschool God said, “I have loved you with an everlasting love,” Jeremiah 31: 3

Pedagogical Learning & Documentation Policy

Aims

To describe how our philosophy guides and influences decision making about learning and

documentation.

To describe the process of observation, planning, intentional teaching, spontaneous teaching and

pedagogical documentation used by Sutherland Presbyterian Church Preschool

To show how our methods align with the National Quality Standard and contemporary learning

theories.

To describe our policy on the equitable inclusion of all children into the learning environment,

including children with additional needs and children for whom English is a second language.

To outline our commitment to working in close partnership with families.

To explain our policy on school readiness and Transition to School.

Related Policies

This policy is a member of the Educational Program Policy group, which aligns closely with our

Philosophy.

Other policies this group are:

- Environmental Sustainability policy

- Risk Management policy

- Relationships policy (Children, Families, Educators, Community)

- Reflective Practice policy

Related SPCP documents (displayed on the wall in the room)

- Educational goals (based on the EYLF’s 5 Learning Outcomes)

- Planning the Learning Environment (Learning Zones & Group Sessions)

- Learning Zone & Group Outcomes

Pedagogical Documentation Feb 2020 1


Implementation

Standard/ Element 1.1.1: Approved Learning Framework, states that services must show “evidence

that (the) service has used a documenting and planning cycle in the development of their program.

To achieve a rating of Meeting, the service should be able to show assessors that:

• The service has assessed the learning outcomes for their group of children;

• This assessment has led to the development of specific goals for the group of children; and

• How these goals are specifically designed to support learning”

Element 1.3.1: The NSQ Planning Cycle

Reference: p125, Guide to the National Quality Framework, Feb 2018, ACECQA.



The ideas behind the planning Our learning program is based on our Philosophy, which is grounded in contemporary research and theories of learning for young children, particularly social-cultural and constructivist theories, and the work of Urie Bronfenbrenner and Leo Vygotsky. Socio-cultural theory teaches us that children come to preschool with a rich background of experiences and learning from the time already spent with family. Each child and family has a unique story to tell us when we meet them and it is our responsibility to work with them to understand continue building on this foundation. We also recognise that a child (and their family) must begin to develop a strong sense of belonging within the preschool learning environment before they are able to embrace the learning opportunities we offer. Urie Bronfenbrenner proposed the concept of related ecological systems, the idea that there are many important connections between us and our family, friends, school/ work mates and community. These connections can open up many opportunities for relationship building and learning.

We believe these connections play an important role as children grow and develop their own sense of self. For this reason, involvement in our local community is important to us and we have developed relationships with our local library, aged care facility, art gallery, and shopping centre. We also believe a strong connection with the natural environment helps children develop an understanding of important concepts such as sustainability and knowledge about grounding concepts such as where our food comes from.



Constructivist theory reminds us that children learn better by doing rather than by being told what to do. An important element of our program is for the children to be involved in the learning process to the highest possible level as appropriate for each child. Important elements of our learning program involves children developing a strong and confident sense of self, resilience in the face of unexpected disappointment, a sense of responsibility to themselves and others and the ability to make wise decisions and manage outcomes. Leo Vygotsky, a Russian educationalist, developed ideas about Sustained Shared Thinking and the

Zone of Proximal Development, ideas which are just as relevant at home and in the community as in

the preschool environment. Sustained Shared Thinking involves an adult and child/ren engaging in a

deep thinking conversation about a topic of interest to the child. Any topic suitable as long as the

adult asks the child questions which really make them think, and then listens genuinely to the

answers the child gives.

The Zone of Proximal Development theory can be likened to the idea of a bushfire racing up a hill.

The heat ahead of the fire warms the area up and as a result fires move faster uphill than downhill.

ZPD involves children being involved in learning activities with those who are ahead of them

developmentally. As the (often) younger, less experienced and less knowledgeable children engage

with the (often) older, more experienced and knowledgeable children, they are preparing their

brains for the skills they will soon be ready for themselves. This is one of the reasons we have

mixed-aged grouping in the learning environment: young children observe and learn from our older

children, and in turn the older children learn how to assist and mentor the younger children.

Children who attend our program for several years have the opportunity to experience both aspects.

Risky and active play are important elements of our outdoor play environment. In the right

environment, risky play allows children to learn the limits of their own bodies and how to make wise

judgments about what is safe and what is not. Children offered these opportunities from a young

age tend to injure themselves less than those kept in a more restrictive environment.

It is also important for children to spend sufficient time in an environment that allows them to freely

move their bodies and practice body skills such as running, hopping, skipping, galloping, rolling,

spinning, climbing and ball play.

These ideas are also reflected in our curriculum framework, the Early Years Learning Framework

(EYLF).



The planning cycle and documentation of learning Each part of our documentation process is designed to work in conjunction with and to complement every other part of the process. The process is designed to provide more time for educators to spend with the children, whilst still providing an individual learning program for each child, goals for both individual children and groups, and a clear cycle of planning based on the EYLF outcomes, preschool goals and individual goals. Pedagogical documentation begins from the time of initial collection of data, which means that it is integrated throughout the learning and documentation process rather than being a separate process. Remembering that our program is based on the principles, practices & learning outcomes of the EYLF, we try to keep it simple when planning for each child. Before we can plan individually and appropriately for a child, we need to know and understand the child. It is important for educators to spend time developing a relationship with a child (and their family) and to begin to get to know them. As part of this process we are looking for the things that interest this child or that they excel in, as well as areas we believe they may need some help on. It is important that we include parents and other family members in this process - it is like putting together a puzzle, where parents, the child and educators all have an important role to play in putting together the picture. It is for this reason that we ask parents to Tell Us About Your Child during the initial enrolment process. Some planning and documentation will remain as informal notes. We believe it is as important for educators to spend time with the children as documenting about them. However, even informal notes contain a wealth of information about skills, intentional teaching, and learning, which are an important part of the process. This information is still accessible to parents in real time via verbal communication and through the daily photos which are carefully labelled to describe the learning that has been observed. This has been designed to keep parents closely involved in the learning process. Wherever possible, children are also involved in the documentation of their learning. Each term an individual learning plan will be designed for each child, describing focus areas of interest, skill or need, along with a plan to further development in these areas. Several times a year this plan will be updated for parents via Kindyhub. Our learning program is designed around the idea that children need many opportunities to be exposed to and then practice new skills as they begin to master them. The room and playground organisation allow children to learn how to make wise choices about their own learning and they are expected to be responsible for managing their own learning space (choosing and working with materials/ peers and cleaning up when finished). Once a term a formal observation of one learning area will be published on Kindyhub with an indepth description of activities, intentional teaching, pedagogical documentation of learning and future planning according to the child’s interests, skills and needs. The learning area will be chosen according to each child’s areas of interest and strength.



For children with additional needs, a more targeted Individual Learning Plan (ILP) may be written to work on specific areas of need, as determined with families and specialists. These goals are designed to be worked on and met within a 10 week time frame and are more specific than our general program.

Once or twice a year, depending on the age of the child, their individual needs, time of year and how long they have been at the preschool a Summary of Learning will be written to provide an overview of each child’s achievements over a period of time. A Transition to School Statement will be prepared for each child who will be commencing formal schooling the following year, according to the current Department of Education format. With a parent’s permission, TSSs can be electronically delivered to the school their child will be attending the following year.



The NQF Reflection Cycle and us

The NQF asks How do we do this?

Observation What do I know about this child?

- current knowledge - strengths & interests - skills & abilities - culture

Collecting/ analysing information:

● Photo documentation with notes to highlight the learning that is occurring. Parents receive this information the same day - keeping families up to date and in the loop with their child’s learning.

● Written notes with analysis of learning, documentation of intentional teaching and further planning. Each child has their own file of notes and planning.

Individual Learning Plan/ Goal Setting: Each term we review each child’s learning plan and update their goals and strategies for learning as necessary. This becomes the basis of planning for the following term. Formal Documentation: Once a term a formal observation covering learning in one main area will be published for parents. Summary Of Learning/ Transition to School Statement: One to 2 times per year, depending on the age of the child, their individual needs and how long they have been at the preschool. Oct - Nov: A Transition to School Statement will be prepared for children who will be commencing school the following year. Parent Involvement By working in real time as much as possible, parents are able to be fully involved in the learning process. Discussion and feedback with parents and other family members play an important role in the planning process.

Analyse learning What does this tell me about what and how the child is learning?

Documentation What do I need to record to make learning visible?

Planning What are my intentions for further learning & development? What strategies & experiences will I provide?

Implementation How will I utilise the curriculum including routines, interactions, indoor & outdoor environment, group projects & investigations to support children’s learning and well being?

Reflection How effective, meaningful & relevant were the observations



Inclusion of children with additional needs or English as a second language.

The inclusion of ALL children in the learning program is important to us. Due to our low educator to

child ratios, use of individual learning programs for all children, focus on strength based learning and

our knowledge of NDIS inclusion, High Learning Needs Support funding and Individual Learning

Plans, we welcome families whose children have higher or additional needs with confidence. For

children with additional needs, an important aspect of attending preschool is the preschool

experience itself: being a member of the group, making friends, contributing to preschool life, and

exploring learning as described by the EYLF and preschool goals. It is our responsibility to provide an

inclusive environment which will facilitate full participation in all aspects of our learning program.

In addition, the Educational Leader and educators will work with a child’s parents and specialists to

design an individual program to meet any additional goals. We focus on communication and

teamwork with families and specialists as we believe these are important in developing a successful

relationship for children and families.



The educating team are also experienced in working with children and families for whom English is

their second language. We strongly value the continued development of each child’s home language

skills alongside their development of English language skills. Educators possess a range of strategies

and skills to support families in the development of their English language skills and to promote

continued learning in the home language alongside developing learning skills in English.

School Readiness

We believe your child is already engaged in a life long learning journey which started several years

ago and will continue on long after they leave us. For this reason we do not run a separate school

readiness program focusing on letters and numbers. The learning of both ‘hard skills’ (academic skills

such as this) and ‘soft skills’ (emotional skills, self help skills) is embedded throughout the learning

program, at the level appropriate for your child at the right time.

Transition to school is certainly a significant achievement for your child and our entire learning

program has been designed to prepare them for this transition from the time of their enrolment at

preschool up until they leave us.

Links with the NQS

QA1

Educational Program and Practice 1.1 Program: The educational program enhances each child’s learning and development.

1.1.1 Approved Learning Framework:

Curriculum decision making contributes to each child’s learning and development outcomes in

relation to their identity, connection with community, wellbeing, confidence as learners and

effectiveness as communicators.

1.1.2 Child Centred:

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of

the program.

1.1.3 Program learning opportunities:

All aspects of the program, including routines, are organised in ways that maximise opportunities for

each child’s learning.

1.2 Practice: Educators facilitate and extend each child’s learning and development.

1.2.1 Intentional Teaching: Educators are deliberate, purposeful, and thoughtful in their decisions and

actions.

1.2.2 Responsive teaching and scaffolding: Educators respond to children’s ideas and play and extend

children’s learning through open-ended questions, interactions and feedback.

1.2.3 Child directed learning: Each child's agency is promoted, enabling them to make choices and

decisions that influence events and their world.

1.3 Assessment and planning:

Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.



1.3.1 Assessment and Planning Cycle: Each child’s learning and development is assessed or evaluated as

part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation

and reflection.

1.3.2 Critical reflection: Critical reflection on children’s learning and development, both as individuals and in

groups, drives program planning and implementation.

Assessors may discuss: how educators reflect on whether the program is an inclusive learning

environment and supports each child to participate fully or if there are barriers to participation.

1.3.3 Information for families: Families are informed about the program and their child's progress.

QA3 Physical Environment

3.1 Design

The design of the facilities is appropriate for the operation of a service.

3.1.1 Fit for Purpose

Outdoor & indoor spaces, buildings, fixtures & fittings are suitable for their purpose, including

supporting the access of every child.

3.2 Use

The service environment is inclusive, promotes competence and supports exploration and play-based

learning.

3.2.1 Inclusive environment

Outdoor & indoor spaces are organised and adapted to support every child’s participation and to

engage every child in quality experiences in both built and natural environments.

Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community

• The service collaborates with family and/or community partners to:

» foster an inclusive, welcoming and flexible play-based learning environment

QA5 Relationships with Children.

5.1 Relationships between educators and children.

5.1.1 Positive educator to child interactions:

Responsive and meaningful interaction build trusting relationships which engage and support each

child to feel secure, confident and included.

QA6 Collaborative Partnerships with Families and Communities

6.1 Supportive Relationships with Families

6.1.1 Engagement with the service:

Families are supported from enrolment to be involved in the service & contribute to service decisions.

6.1.2 Parent views are respected:

The expertise, culture, values and beliefs of parents are respected and families share in the

decision-making about their child’s learning and well-being.



6.2 Collaborative Partnerships:

Collaborative partnerships enhance children’s inclusions, learning and well-being

6.2.1 Transitions:

Continuity of learning and transitions for each child are supported by sharing information and

clarifying responsibilities.

6.2.2 Access & Participation:

Effective partnerships support children’s access, inclusion and participation in the program.

6.2.3 Community Engagement:

The service builds relationships with the community

QA7 Governance & Leadership

7.2 Leadership

7.2.2 Educational Leadership

The educational leader is supported and leads the development and implementation of the

educational program and assessment and planning cycle.

National Regulations

Part 4.1 - Educational Program & Practice Regs

73 Educational program 74 Documenting of child assessments or evaluations for delivery of educational program.

(1) The approved provider of the education and care service must ensure that, for the purposes of the educational program, the following are documented— (a) for a child preschool age or under— (i) assessments of the child’s developmental needs, interests, experiences and participation in the educational program; and (ii) assessments of the child’s progress against the outcomes of the educational program; (2) In preparing the documentation, the approved provider must—

(a) consider—(i) the period of time that the child is being educated and cared for by the service; and

(ii) how the documentation will be used by the educators at the service; and

(b) prepare the documentation in a way that is readily understandable by the educators at the service and the parents of the child.

75 Information about educational program to be kept available 76 Information about educational program to be given to parents



EYLF and Preschool Philosophy (taken from SPCP Philosophy)

Our practices will be guided by the Early Years Learning Framework (EYLF), National Quality

Framework (NQF), which comprises Belonging, Being, Becoming and its Principles, Practices and

Learning Outcomes.

The idea of belonging: Our aim is to provide young children with a gentle, relaxed, family like

environment where they feel safe and secure and able to grow.

The idea of being: We believe each child is a unique gift from God, with his or her own personality,

life experiences, learning styles, language and cultural background. Young children are still

developing their sense of self and have the right to be who they are at this point in time.

The idea of becoming: We believe it is the right of every child to have access to high quality early

education, as this is a major factor in future health and success. We support the UN Convention of

the Rights of the Child (1990) which states that “all children have the right to an education that lays a

foundation for the rest of their lives, maximises their ability, and respects their family, culture and

other identities and languages.”

EYLF Principles

1/ Secure, respectful & reciprocal relationships

2/ Partnerships

3/ HIgh expectations & equity

4/ Respect for diversity

5/ On-going learning and reflective practice

EYLF Practices 1/ Holistic approaches 2/ Responsiveness to children 3/ Learning through play 4/ Intentional teaching 5/ Learning environments



EYLF Learning Outcomes OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

This is evident, for example, when children:

• take considered risk in their decision-making and cope with the unexpected

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING

Children take increasing responsibility for their own health and physical wellbeing

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS • Children develop dispositions for learning such as curiosity, cooperation, confi dence, creativity, commitment, enthusiasm, persistence, imagination and refl exivity • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating • Children transfer and adapt what they have learned from one context to another • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Sources Education and Care Services National Law and Regulations

National Quality Standard (NQS)

Early Years Learning Framework (EYLF)

Research and Theory of Learning for Young Children:

Brodie, K. (2014) Sustained shared thinking in the early years: linking theory to practice. London:

Routledge.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchfor, I & Taggart, B. (2010) Early childhood matters:

Evidence from the Effective Preschool and Primary Educational project. (EPPE Study). London:

Routledge.

Inclusion resources:

Book: Inclusive education in the early years: right from the start. (2014) Edited by K. Cologne. South

Melbourne: Oxford University Press.

KU Webinar - Individual Learning Plans (notes)



Lifestart: High learning and support needs (HLSN) applications Q & A (webinar slides)

Little School Preschool - Individual Education Program (IEP) Understanding the Student.

Risky Play:

“I’m not Scared! Risk & Challenge in Children’s Programs by Dr Anne Kennedy. Extract from Putting

Children First, the magazine of the National Childcare Accreditation Council (NCAC) Issue 31

September 2009 (Pages 9 – 11).

Managing Risk in Play Provision (2012) by David Ball, Tim Gill and Bernhard Speigel.

Risky behaviour benefits kids physically and psychologically, research shows by Clare Sibthorpe - 26/06/15. http://m.essentialkids.com.au/younger-kids/kids-development/risky-behaviour-benefits-kids-physically-and-psychologically-research-shows-20150626-ghynk5.html

Review The policy will be reviewed annually by:

● Management

● Employees

● Families

● Interested Parties

DOCUMENT CONTROL

Application Effective date Review Date

Feb 2020 2021 Approved / Reviewed Approved by Date Review date

SPC Preschool Committee - Barbara Black

7 Feb 2020 Feb 2021


http://m.essentialkids.com.au/younger-kids/kids-development/risky-behaviour-benefits-kids-physically-and-psychologically-research-shows-20150626-ghynk5.html

http://m.essentialkids.com.au/younger-kids/kids-development/risky-behaviour-benefits-kids-physically-and-psychologically-research-shows-20150626-ghynk5.html


Document Control

Issue Date Author Change Description

1 7 Feb 2020 Lisa Collins New policy, incorporating Additional Needs and parent partnerships with educational practice.


Pedagogical Learning & Documentation Policy

Documents

Transcript of Pedagogical Learning & Documentation Policy