Critical Reflection on Early Years

Critical Reflection on Early Years

-6086072453500Learning Framework Planning Cycle

The Early years learning framework (EYLF) Planning cycle has serve as a guiding tool on my day-to-day teaching practices. This critical analysis is based on my experiences linking it to various learning approaches where we can evaluate the EYLF planning cycle. The EYLF planning cycle have five stages and each step are equally essential in shaping the young childrens learning and helps us to track their learning journey. By implementing learning approaches such as the high scope, cultural historical, Reggio Emilia, and Montessori methods, Ive aimed to enrich the learning environments in my practice and also being inclusive, engaging and effective (Ailwood, 2020).

Stage 1: OBSERVE / Listen / Collect information

The observation stage in EYLF planning cycle play a significant role in recognising the children developmental journey. In my experiences working in a childcare setting highlights how important it is to use a variety of information sources, including hands on observations, family interactions and professionals inputs. According to Ailwood (2020), the implementation of a holistic approach plays a crucial role in fostering an inclusive environment that values the children diverse background and diverse abilities. Identifying the significant impact of social interactions and cultural circumstances on childrens cognitive development, I have incorporated the cultural-historical approach while emphasising inclusion (Maher&Buxton,2015;Bullard,2019). This approach helps both children and families feel secure and safe and in understanding children various needs. As I think about these practises, I see how crucial it is to keep improving our strategies in order to make it more inclusive, adaptable and culturally aware. To support individual child developmental path, we must continue to improve our observational skills and collaboration with families and professionals in the future.

Stage 2: ASSESS / Analyse / Interpret learning

During the assessment phase of planning cycle, I analyse the data carefully collected from the observation stage to determine the interests and strengths of individual child. This stage directs me to design a specialised learning experiences that meet children evolving requirements and is strongly based in both of my professional and fundamental theories of early childhood development (Australian Government Department of Education,2022). According to the research (Saracho, 2021), childrens development is significantly shaped by their interactions with people and the cultural tools available in their community, emphasising social interactions and cultural context in learning, which is particularly influential in this stage. Therefore, educators consider the broader social and cultural influences on the childs development along with their immediate learning needs. This compressive approach enables educators to cater both meaningful and supportive learning experiences for further childrens learning journey, leveraging insights from a range of stakeholders, including families and community members. This reflective practice has been very important since it highlights the ongoing requirement for me to enhance my evaluation strategies.

Stage 3: PLAN / Design

Stage 3 of the planning cycle involves intentional planning by the educators to cater to various learning experiences that are responsive to each childs assessed needs, interests and strengths. Being intentional means educators purposely selected the experiences to achieve specific outcomes using their professional observation and understanding of the child. According to (Cohrssen, 2023), Relational pedagogy focuses on building an understanding of relationships within the learning community into the curriculum, making the learning relevant and engaging. I believe it's crucial to create a learning experience that takes consideration of both social and environmental factors. This way, children can truly connect with their immediate community and surroundings in a meaningful way (Ailwood, 2020). Our planning is greatly shaped by the incorporation of well-known educational approaches that bring a unique perspective to our planning stage. I am guided by the High Scope approach, which encourages active participatory learning. I strive to create environments where children are empowered to take charge of their own learning and believe in providing them with opportunities to explore their interests in both a structured and flexible manner. I consider that this approach is in line with our intentionality, as we carefully choose activities that are meant to support children's engagement and autonomy.

Stage 4: IMPLEMENT / Enact

During Stage 4 of the EYLF planning cycle, known as implementation, we implement our collaborative planning. This phase involves engaging children in a diverse range of educational activities that are specifically tailored to support their growth and development in all areas of the Early Years Learning Framework (EYLF). My goal is to provide activities that align with the children's interests and their present stage of development, ranging from planned activities to exploratory experiences. The implementation of the planning and evaluation is essential since it is when the theory is put into action. This stage provides me with various opportunities to observe and reflect on the planned strategies, allowing me to assess the efficacy and, if required, make adjustments. (Australian Government Department of Education, 2022).

I am greatly influenced by the Montessori approach when it comes to creating surroundings that promote self-directed learning and discovery. This method prioritises the individual learning style of each child, fostering independence and self-driven motivation (Holmes, 2016; Bullard, 2019). By actively participating, closely observing children's interactions, and providing guidance for their queries, I enable a deep and significant learning experience. Active participation in this process is crucial for cultivating strong and nurturing connections, guaranteeing comprehensive growth (Ailwood, 2020), and genuinely emphasises the importance of this stage in the planning cycle.

Stage 5: EVALUATE / Critically reflect

During the evaluation step of the Early Years Learning Framework (EYLF) planning cycle, I critically reflect on each part of my planning cycle to assess its effectiveness. During this crucial stage, as an educator, I use my professional knowledge and skills to evaluate the effectiveness of the learning activities I have introduced. I rigorously analyse the influence of my instructional methods and the opportunities presented on the educational progress and growth of the children. The assessment involves several elements, such as the attainment of learning goals, the level of involvement and responses from the children, and any observable progress in their abilities and understanding (Ailwood, 2020; Bullard, 2019). Based on the research conducted by Merc Fernndez Santn & Maria Feliu Torruella (2017), the Reggio Emilia approach emphasises the significance of considering children as active participants in the learning process. This prompts me to evaluate how effectively our environment facilitates their ability to explore and express themselves. Furthermore, input from both families and colleagues is essential to get a comprehensive assessment of the effectiveness of our educational experiences. These reflective practices play an essential role in continuous improvement, enabling educators to refine their approaches and make informed decisions about future planning. Ultimately, this stage ensures our educational program remains dynamic, inclusive, and nurturing each child's holistic development (Ailwood, 2020).

References

Ailwood, J. (2020). Understanding Early Childhood Education and Care in Australia: Practices and perspectives. InGoogle Books. Routledge. https://books.google.com.au/books?hl=en&lr=&id=s_3vDwAAQBAJ&oi=fnd&pg=PA1972&dq=Ailwood

Australian Government Department of Education . (2022). Belonging, being and becoming: The early years learning framework for australia (V2.0). InACECQA. Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Bullard, J. (2019).CREATING CURRICULUM IN EARLY CHILDHOOD : Enhanced learning through backward design. ROUTLEDGE.

Cohrssen, C. (2023). The contribution of learning trajectories to enacting the Early Years Learning Framework V2.0.2021-2030 ACER Research Conferences. https://research.acer.edu.au/rc21-30/rc2023/rc2023/18/

Holmes, C. (2016). The introduction of Montessori teaching and learning practices in an early childhood classroom in a remote Indigenous school.Theses. https://researchonline.nd.edu.au/theses/136/

Kelemen, G. (2017). High Scope Approach to Preschool.The European Proceedings of Social and Behavioural Sciences. https://doi.org/10.15405/epsbs.2017.05.02.43

Maher, M., & Buxton, L. (2015). Early Childhood Education at the Cultural Interface.The Australian Journal of Indigenous Education,44(1), 110. https://doi.org/10.1017/jie.2015.5

Merc Fernndez Santn, & Maria Feliu Torruella. (2017). Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood.Journal of New Approaches in Educational Research (NAER Journal),6(1), 5056. https://www.learntechlib.org/p/174402/

Saracho, O. N. (2021). Theories of child development and their impact on early childhood education and care.Early Childhood Education Journal,51(1), 1530. https://doi.org/10.1007/s10643-021-01271-5