LF & NQS

EYLF & NQS

Links to the National Framework (EYLF) & National Quality Standards (NQS).

LEARNING OUTCOMES
(Stone- MacDonald et al., 2015).

DISPOSITION OF LEARNING

(Arthur, 2010).

This project links to various EYLF learning outcomes throughout the learning process, learning, and development of children:

Learning Outcome 2: Children are connected with and contribute to their world

(AGDE, 2022 P, 38)

Learning Outcome 4: Children Are Confident and Involved Learners

Sub outcome: 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.

Sub outcome: 4.2 Children develop a range of skills and processes such as problem-solving, inquiry, experimentation, hypothesizing, researching, and investigating.

(AGDE, 2022 P, 51)

Quality area 1

Educational program and practice

Under quality area 1, educators design a child-centred curriculum program where children’s interest is supported and provide children an opportunity to engage in a rich learning experience (Australian Children’s Education & Care Quality Authority, 2017).

Quality area 5

Relationships with children

The project approach highly emphasizes quality area 5, Project approach's main aim is to develop positive partnerships with children to support their learning and development holistically ((QCAA, 2014). This encourages early childhood teachers to build a positive relationship with children and be responsive to children’s ideas and opinions about learning (ACECQA, 2017). In this way, educators can know about children’s interests.

Quality area 6

Collaborative relationships with families

The project approach emphasizes quality area 6, which encourages early childhood teachers to develop a positive relationship with families (ACECQA, 2017). Educators can involve families in curriculum decision-making about children’s learning and development. It is believed that when a family feels included in the service it will develop a sense of belonging in the service (ADGE, 2022). Families can be involved in the project approach by providing feedback on the learning project, participating in the project with children, by providing information about children’s culture, lifestyle, and home context (ADGE, 2022).

CHILDREN’S INTEREST

It is believed that children learn effectively when they show an interest in learning (Early Childhood Australia, 2021). As an educator, when planning or implementing any learning experiences it is essential to include children's interests (ECA, 2021). Similarly, the Project-based curriculum approach begins with the interest of children. It focuses on what children are interested in, what is children’s ideas and knowledge, and what children are keen to learn about (ECA, 2021). Similarly, when it comes to children's interests, motivation and engagement are considered crucial components of children learning and development (O’Donnell et al., 2019). Then, with the support of educators, children can begin their learning journey. Therefore, when designing any learning opportunities, it is crucial to include children’s interests and ideas to make learning meaningful, and relevant (ECA, 2021). To make it meaningful, educators need to focus on children’s age, learning style, skill, culture, and ability (Arthur et al., 2018). Likewise, the early childhood educator’s role is vital to assist children's interests, thinking, and learning (AGDE, 2022). Educators can support children’s learning by providing rich learning experiences, scaffolding learning, and encouraging and providing open-ended learning resources (AGDE, 2022). Therefore, children’s ideas and interests are key to beginning any curriculum design (MacNaughton & Williams, 2009). More importantly, partnership with children is important to make learning meaningful MacNaughton & Williams, 2009). Where children participate in decision-making by sharing their ideas and knowledge (AGDE, 2022).