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Early Assistance Action Research Project Phase 2

Early Assistance Action Research Project Phase 2. How can the notion and practice of the Essential Learnings across the curriculum influence pedagogical change in the early years – to strengthen social inclusion?.

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Early Assistance Action Research Project Phase 2

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  1. Early Assistance Action Research Project Phase 2 How can the notion and practice of the Essential Learnings across the curriculum influence pedagogical change in the early years – to strengthen social inclusion?

  2. “ We are asked to think seriously about what we have created for children and the world these children will create for us. We are urged to think about early childhood education as though it really mattered, as though our pedagogy could make a difference in addressing inequalities and injustice.” Sapon-Shevin, in Kessler andSwadener(1999)

  3. “ Providing exemplary early childhood education is an ongoing process; even the most experienced and outstanding teachers never reach a state of professional perfection…a commitment to reflection and opportunities for continual professional development serve as ways to ensure that teachers are working towards new depths of understanding in their own practice” Goldstein ( 1997)

  4. “Reflective practitioners learn to think deeply about the implications of their choices and may be more likely to tailor their practice to the diverse needs of children in a multicultural society” Lubeck ( 1996)

  5. “Any curriculum work should be undertaken in a critical manner.” Smith and Lovet (1991)

  6. SACSA “…it is a curriculum framework that depends on the professionalism of educators and carers to devise teaching and learning programs which meet local circumstances and priorities, and which are tailored to address the specific needs of learners. It’s guidelines are broad in order to encourage varied pedagogical approaches. In this way, all schools and children’s services can use the SACSA framework to construct quite distinct learning experiences which have a common foundation based on long term goals for learners.”

  7. The SACSA framework articulates: “a commitment to the belief that education is a major factor in the creation of a more just society.” “…at different times and stages, the language and content of the dominant academic curriculum reflects the ‘cultural capital’ of particular groups while marginalizing that of others.”

  8. PEDAGOGY The science and art of teaching, transmitting, scaffolding and encouraging a child (or adult) to learn, expand ideas and concepts, and become more skilful and understanding in a given area of knowledge. Gammage 2000

  9. CURRICULUM The planned program of teaching and learning constructed by educators, in partnership with learners and others, to achieve agreed educational outcomes.

  10. ESSENTIAL LEARNINGS Capabilities, understandings, values and dispositions which are developed through a person’s education and beyond, and which provide resources which can be drawn upon as individuals and groups live together and interact in Australian society and globally.

  11. EQUITY The concept of equal access to education and the fair and just distribution of the benefits for all learners.

  12. What are some questions we could ask ourselves to unpack “the critical question” in our setting? How do I understand the place of the Essential Learnings in the curriculum? What bothers/niggles me about the Essential Learnings? What’s the relationship between the Essential Learnings and social inclusion in my theory and practice?

  13. How do I understand curriculum in the early years? Conforming ? Reforming? Transforming? How have I come to understand curriculum in the early years? Teacher training? Experience? Research?

  14. How does my understanding of social inclusion impact on how I construct the curriculum in the early years? What and who are we talking about really when we say “social inclusion?” What are the effects of my understanding about social inclusion for myself, children, parents, colleagues?

  15. What does social inclusion look like in our setting? What do I see are the blocks to strengthening social inclusion- in thinking and practice? What other ways are there to understand social inclusion?

  16. Where to from here? Can we develop practices of reflection, inquiry and discussion to facilitate critical evaluation of the Essential Learnings and pedagogy in early years curriculum- to strengthen social inclusion?

  17. And finally…… • What is the pedagogy of socially inclusive curriculum and practice in the early years?

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