Early Assistance Action Research Project

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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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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 and Swadener(1999)
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Providing exemplary early childhood education
is an ongoing process even the most experienced
and outstanding teachers never reach a state of
professional perfectiona 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)
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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)
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Any curriculum work should be undertaken in a
critical manner. Smith and
Lovet (1991)
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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. Its guidelines are broad in order to
encourage varied pedagogical approaches. In this
way, all schools and childrens services can use
the SACSA framework to construct quite distinct
learning experiences which have a common
foundation based on long term goals for learners.
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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.
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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

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CURRICULUM

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

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ESSENTIAL LEARNINGS

• Capabilities, understandings, values and
  dispositions which are developed through a
  persons 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.

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EQUITY

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

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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?
Whats the relationship between the Essential
Learnings and social inclusion in my theory and
practice?
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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?
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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?
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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?
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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?
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And finally

• What is the pedagogy of socially inclusive
  curriculum and practice in the early years?