Module 1: Authenticity

1. Orientate

Watch

Module 1 Authenticity [10.00 min].

We begin Work Based learning with a shift in thinking as this

subject speaks to you as a graduate teacher and asks you to
illustrate your expertise, passion and professionalism.
In this sense, you are positioned as a leader in your field and
encouraged to draw on the varied experience that you have
had.
All the experiences, readings and activities in this subject are
designed to help you refine your professional voice and to
engage in professional learning

Reflecting on perspectives 

There are a range of approaches and pedagogies from which educators can select. What is
important is that the pedagogies that educators select are consistent with the setting's
philosophy and their chosen curriculum approaches.   Educators benefit from clarifying their
philosophy and the underlying theoretical perspectives, beliefs and values before deciding
their approaches to curriculum and associated pedagogies .  What ever the setting, ongoing
reflection and evaluation are essential to strengthen how the philosophy is better translated
into practice" (Arthur et al., 2021, p. 289).  

Arthur, L,., Beecher, B., Death., Dockett, S. & Farmer, S.  (2021). Programming and Planning in Early
Childhood Settings (8th ed.). London: Cengage Learning Australia.
Belonging

Consider the importance of belonging.  What can you do to create this sense of belong and why is it
so important?

Watch

Belonging and the Brain [3.50 min].

© 2020 by The Early Years Count. Belonging and the Brain

Watch
Dean Brady singing the Indigenous language and sharing stories through music to connect
[3.02 min].
© 2017 by Queensland Dept of Education. Dean Brady singing Indigenous language and sharing
stories through music to connect

Activity
Brainstorm strategies and ideas that can encourage belonging, think particularly about how the
notion of belonging influences your teaching practice and the way that you define your philosophy.

Throughout this subject you will be encouraged to look further into research that will further
support the way that you explain, justify and articulate your practice. 

Make sure that as you read you add your ideas to your LITERARY
MATRIX.

Read

Choose at least one to investigate.

Stratigos, T. (2015). Assemblages of desire: Infants, bear caves and belonging in early
childhood education and care. Contemporary Issues in Early Childhood, 16(1), Pp. 42-54.

David, N., & Kilderry, A. (2019). Storying un/belonging in early childhood. Global Studies
of Childhood, 9(1), Pp. 84-95.

Tillett, V., & Wong, S. (2018). An investigative case study into early childhood educators'
understanding about 'belonging'. European Early Childhood Education Research Journal,
26(1), Pp. 37-49.
2. Participate

The development of curriculum is influenced by educational practice. The decisions that you
make are influenced by the children, their families, the context for learning and your
educational philosophy.

Review your approach by reconsidering the depth of information that you can draw on in
respect to early childhood education.

Read

The Spoke's  'Why are we so afraid to march to the beat of our own  drum?'

Whilst reading, consider the way that Early Childhood Teacher Meghan Woods describes the
importance of philosophy.

Music can be so varied, however it still contains fundamental elements. In all music, you find
components such as rhythm, melody, harmony, dynamics, texture, tone or colour. In this
same way, our approaches to our teaching, documentation, programs and practices need to
be underpinned by our fundamentals – the regulations, the Early Years Learning Framework
and current research. We need to be mindful that our music must also be reflective of our
community and sector. It is dynamic in nature. It is an expression of who we are and what we
value.

(The Spoke, 2016)

Activity
What is your distinctive Rhythm? How can you summarise this in your first AT1 activity?

Are you keeping track of your developing ideas that will help to inform both AT1 and AT2?

AT1 a)  Graduate Philosophy

In 400 words or less explain your philosophy considering how you have changed and evolved
as a teacher.  In 400 words you cannot cover everything instead you want to draw on those
key aspects that integral to your practice.  Include reference to theoretical perspectives,
research, and curriculum to further support your discussion.
Have you read or connected with anything to this point that may have further reinforced or
encouraged you to consider your practice from a different perspective?

When responding to this activity refine and revise your writing - it may take more than one re-write
to achieve the message that you intend and also to make sure that you are justifying your discussion
with informed evidence.  In this task you are wanting to lift your discussion from your opinion to a
justified perspective. 

For example:

More Examples

My philosophy has evolved as I have grown and developed as a teacher. I acknowledge that
there are many factors integral to my philosophy and recognise the importance of
continuously learning, refining, and reflecting critically on the work that I do. Beliefs that at
the core of my philosophy are:

I believe that families and caregivers are the child’s first teacher and that facilitating
respectful partnerships with families provides the best outcomes for children.

I believe in drawing on my understandings of multiple theoretical perspectives through which

to inform my practice. I look particularly at Vygotsky’s Socio-Cultural theory and the way in
which each child’s identity and development (cognitive, language, physical,
social/emotional) is enhanced by their socio-cultural environment (Beloglovsky & Daly,
2015). All families are unique, and I embrace cultural diversity with respect and
collaboration.   

I believe that the physical environment is the child’s third teacher (Biermeier, 2015).
Therefore, the environment should be aesthetically beautiful and inviting where children are
inspired, motivated and child-led learning can flourish. I value the importance of providing
an inclusive environment that caters for children of all abilities and their families.

I believe in providing children with a safe, engaging indoor/outdoor environment. This helps
broaden their understanding of the world in which they live, promotes practical life
experiences, establishes a connection to nature and encourages sustainable practices. I
agree with the Montessori philosophy where the outdoor environment is viewed as a natural
extension of the classroom (Omran, 2013).

I follow the Early Years Learning Framework by embracing an emergent curriculum and
play-based approach to learning. “Play provides opportunities for children to learn as they
discover, create, improvise and imagine” (DEEWR, 2009, p. 15). I aim to provide a holistic
approach that celebrates children’s strengths and contributes to children’s positive
wellbeing. Reggio Emilia’s hundred languages of children describes the vast number of ways
that children can express themselves and I want to give children every opportunity to be
heard and feel valued (Edwards, 2002, p.10).

Read
Review the EYLF Developmental Milestones. In the introduction, it is written that: 

...we encourage educators to use this reference as a source of information rather than as a
prescriptive checklist. A sound understanding of developmental milestones will support you
to effectively assess children’s play and learning. Intentional teaching, planning and
evaluation  should be based on sound professional knowledge.

(EYLF Developmental Milestones, 2012, p. 3)

Think about your views: 

 Are developmental milestones rigid or a best used as a guide? Why? 

 Is developmental linear (on thing happens after another) or can development be fluid? 
 Why is this distinction so important? How might our beliefs about development influence
our practice? 

3. Dig Deeper
In each of the assessments for this subject you are asked to evaluate your thinking in order to justify
your practice.  You are asked to not simply describe what you would do, but rather explain your
decision making in respect to practice.  To do this well you need to think critically about your
practice and to be able to draw on credible sources of information to evidence this.  When
evidencing your practice you can use examples of practice, supported with:

 Connections to theory
 Connections to research
 Connections to guiding frameworks and curriculum documents
 Evidence such as artefacts and experience.

Your image of the child...

Think about how your image of the child influences your philosophy and in turn the way that
your philosophy translates into practice.

The educators image of the child impacts the services that they provide for children
as well as the ways in which they interact with children, whether children have a
voice in the decisions that affect their lives and the pedagogies that the educators
draws on in early childhood settings and schools.

(Arthur et al., 2021, p. 25)

A valuable way to inform your practice is to reinforce your decision making with the
support of the research and experience of others.

Watch

What's pedagogy anyway? Professor Alma Fleet discusses the notion of listening to
children and co researchers.

©2020 by EDUSA. What's pedagogy anyway? An introduction to Reggio Emilia.

How is your image of the child influenced by theories or theoretical perspectives?

Postmodern and poststructural theories as well as the sociology of childhood and the
reconceptualist  movement have challenged traditional notions of 'the child' and
'childhood' as universal categories.  That children's live vary in different cultures and
in different centuries supports the view that images of children are created by
communities.

(Arthur et al., 2021, p. 25)

 Read

Interested in the notion of Post Human Childhoods? 

Read Chapter 7 Children's Worlding of/in Learning Environments of Theorising

Posthuman Childhood Studies

Things to think about...

 Post humanist
 Intra-active
 The process of 'challenging traditional, taken for granted assumptions'

Look particularly at Patty's Learning Environment, p. 182

The author identifies the process of "Stay(ing) with the trouble"... 

Staying with the trouble means not to take situations at their surface value.  It means
paying attention to unfinished configurations of places, times, matters and meaning.

(Malone,  Tesar, & Arndt, 2020, p.  183)

...we need to ground ourselves in the human and non-human experiences affected by
and through children's lives and relationships, within the entanglement of children-
places-things.

(Malone, Tesar, & Arndt, 2020, p. 183)

 Oversimplification
 Universalisations
 What is more than human?
 Anthropocentric

that is, if we de-elevate the human in learning environments, as boss, supervisor,

decision-maker, we embrace a positioning towards life as existing, in all its
complexities, with or without us.

(Malone,Tesar, & Arndt, 2020, p. 184)

 Read
Hackett, A., & Rautio, P. (2019). Answering the world: Young children's running and rolling as
more-than-human multimodal meaning making. International Journal of Qualitative Studies
in Education, 32(8), Pp. 1019-1031.

How can you explain how your philosophy translates into practice? 

Think about the two ideas that have been introduced here…

The image of the child

Post Human Childhoods

Do you see a connection with the way that either perspective influences your
philosophy and practice? 

If your view of the child is one of capable and competent then how does this translate
into your practice? 

Can you reflect on the way that you provide space for agentic opportunities?

Read
Further reading...be discerning, what interests you in informing your approach? Record in
your Literary Matrix

Murray, Jane. (2015). Early Childhood Pedagog'ies':

Spaces for Young Children to Flourish.

"...it is posited that it may be more appropriate to Jay, J. A., & Knaus, M. (2018). Embedding
discuss early childhood pedagogies rather than early play-based learning into junior primary
childhood pedagogy. The paper goes on to critique a (Year 1 and 2) Curriculum in WA. Australian
range of established early childhood pedagogies, Journal of Teacher Education, 43(1), 112-
before introducing 18 papers from across the world 126.
that make exciting new contributions to the discourse
(Murray, J 2015. Abstract)".

Things to consider... Rizk, Nadya, Taylor, Subhashni, Taylor,

Neil, & Sharma, Manjula. (2018).
Pedagogy - Greek for child (pais) and leader Teaching "energy transformation"
(agogus) through open inquiry: The case of the
 rolling cylinders. Teaching Science,
64(4), 18-21.

Sisson, J., Giovacco-Johnson, T., Harris,

= leading young children P., Stribling, J., & Webb-Williams, J.
(2018). Collaborative professional
Varied discussion about the purpose of early identities and continuity of practice: A
childhood education: narrative inquiry of preschool and
primary teachers. Early Years, 1-16.
 Transition to school.

 encouraging being and becoming in the child.

 neuroscience and economic research. Wines, C., Pfeiffer, L., Scott, A., &
Woolcott, G. (2018). Eureka! Engaging
Child development should be considered Classroom Students in Inquiry-Based
holistically. Science Lessons Using Local Experts
and Contexts. Teaching Science, 64(2),
Significance of social constructivism. 15-23.

Look at the range of theoretical perspectives Francis, Marj, Paige, Kathryn, & Hardy,
referred to and the implications of research Graham. (2016). Where does the water go?
Development of students' questions
in Early Childhood in this article.
through the use of their photography of
local water catchments. Teaching Science,
62(2), 18-28.

4. Apply

How do key aspects of my Philosophy translate into practice?

(Department of Education, Employment and Workplace Relations [DEEWR], 2009)

The Early Years Framework positions Play-based learning as a key agenda. Play-based
learning can take on many forms, but it is important to consider the intent behind the
curriculum and the importance of a clearly informed cycle of planning.

A collaborative learning agenda positions children and educators as co learners and

constructors of curriculum.  The interactions between children and educators will look
different dependent on the context, the group of learners, individual children and the
educators. Discussion and dialogue is important in the exploration of concepts, problems or
provocations, and is guided by means of effectively directed questions, the introduction and
clarification of concepts and information, and connections to prior knowledge.

The notion of collaborative learning is seen in a range of curriculum programs, supported

with a variety of pedagogical approaches.  You may have had experience in a number of
these, read about inspiring approaches or observed experiences in a variety of contexts.

The Victorian Early Years Learning and Development Framework builds on the EYLF and
positions a Victorian interpretation. What it also does is show the progression from the Early
Years into Primary school.

Referencing The Victorian Early Years Learning and Development Framework

General notes:

Other state/territory variations such as the Queensland kindergarten learning guideline

should follow the same general guidance as below

In-text referencing – parenthetical citation (information prominent):

First in text citation:

(Department of Education and Training [DET], 2016)
Subsequent in text citations:
(DET, 2016)

In-text referencing – narrative citation (author prominent):

Department of Education and Training (DET, 2016)

Subsequent in text citations:
DET (2016)

Reference list

Department of Education and Training. (2016). Victorian Early Years Learning and
Development Framework.
[Link]
[Link]

Watch

Investigating Rocks [10.14 min].

As you are viewing this example take notes on the way that the reflective planning cycle is
represented. 
© 2016 by The Centre for Early Childhood Education. Investigating Rocks.

Reflective Cycle of Planning  

Information Gathering - what do you draw on in your context to develop curriculum? 

Questioning - Intentional teaching proposal.  What can you encourage in children that meets
their direct needs and interests?  What are you choosing to focus your practitioner research
on?  What will guide your documentation? 

Planning - What do you need to research and prepare?  How can you document your
curriculum intent?  What is important to document and why?

Acting - Intentional teaching proposal in action

Reflecting - How can you use reflection every day with children, colleagues and parents to
inform your intent?  How can you use reflection to evaluate your planning cycle?  What can
you learn from reflection?

Investigating Rocks Unpacked

Information Gathering:

Children's interest in rocks was considered, real world experiences, children were observed
collecting and treasuring rocks.

Provocation – If you find a rock (testing for interest)

Questioning:

 Encouraging children to explore their outdoor environment

 self regulation
 Webbed Rocks – concept mapped the potential directions that can be followed
 Considered standards (curriculum) and what connections could be made.
 Science, Mathematics, Drama, Social and Emotional Intelligence
 Visual Arts – sketching, planning, mixing colours, creating and responding to art works
 Place within community

Planning: Intentional teaching

Concept map of ideas

Learning Environment layout – showing the indoor outdoor program

Planning templates

Acting:
  Classifying rocks
 Wonderings – inside rocks/recording children’s ideas
 Geode – what’s inside?
 Building towers – stacking
 Intentional questioning and scaffolding, problem solving skills such as testing and best fit
 Representing rocks
 Documenting children’s perspective
 Excursion – collecting rocks
 Observations led to more exploration
 Children’s reflections – describing rocks = textures, colours, shapes
 Using our senses
 Rock painting – Community Connections
 Visual Arts Processes

Reflecting: 

 Ongoing, how are the needs of the children being met?

 Collaborative reflection between teachers  - where to from here?
 Re-visit intent, add to, or change depending on the planning cycle.

Reflecting in the form of critical evaluation - where to from here? what can be improved,
changed and learnt from this experience?

Share your ideas on the LMS Forum: How do you encourage children's voice in the
curriculum?

AT1 b) Practice

Leading from your philosophy explain how this translates into practice – give examples and
use references to further support your teacher thinking.

Turnitin - run your response through Turnitin and evidence within the workbook.

(400 words)

5. Reflect

See below, some of the approaches that may influence your practice. Revisit the core ideas
and consider how you have learned and adapted these approaches.

Montessori References
Sensory Learning O'Donnell, M., & Bailey, Richard. (2014). Maria Montessori.
London : Bloomsbury Publishing
Children educate themselves
and are engaged in self-
directed learning

The main materials in the

classroom are “didactic
(instructive).” These are
materials that involve sensory
experiences and are self-
correcting.

Theoretical basis stems from

the philosophy and beliefs of
Maria Montessori.

Prepared environment
supports, invites, and enables
learning.

There is a structured
curriculum noting what
children should learn.

Children are grouped in multi-

age environments.

Children learn by
manipulating materials and
working with others.

Learning takes place through

the senses.

Importance of family,
multiple age groups – learning
from one another, intentional
teaching/modelling

Conducive to the use of

learning materials, homely,
aesthetically pleasing,
ownership of the learning
space

Children’s play is structured

and considered work. Pretend
play and creativity may not be
visible.
Educators:

 observe and identify the

most beneficial
materials
 Follow the child's
interests and needs.
 Prepare an environment
that is educationally
interesting and safe.
 Direct unobtrusively as
children individually or
in small groups engage
in self-directed activity.
 Observe, analyse, and
provide materials and
activities appropriate for
the child's sensitive
periods of learning.
 Maintain regular
communications with
the parent.
 Piaget – children learn
from errors

Reggio –Emilia References

Children actively exploring Harcourt, Deborah. (2015). Nothing without joy : The key
their environment principles of the Reggio Emilia approach. Educating Young
Children, 21(3), 26-28.
Educators observe and
analyse children in order to
ascertain intention
Listen to Podcast
Educators support children’s
exploration of their
environment

Educators are engaged in

building trusting relationships
and working in teams,
collaboratively with other
teachers. Senent, I., Kelley, K., & Abo-Zena, M. (2021). Sustaining
curiosity: Reggio-Emilia inspired learning. Early Child
Environments are rich in Development and Care, 191(7-8), 1247-1258.
possibilities and provocations.

Educator acts as recorder for

the children, helping them
trace and revisit their words
and actions.*

Documentation is a
fundamental way of building
connections

Flowcharts are an organized

system of recording
curriculum planning and
assessment based on ongoing
collaboration and careful
review.

Portfolios are a collection of a

child’s work that
demonstrates the child’s
efforts, progress, and
achievements over time.

Project work is considered

and encouraged through
observation and research.

• Theory is based on Piaget,

constructivism, Vygotsky, and
Dewey.

• Emergent curriculum is not

planned in advance.

• Curriculum is based on
children's interests and
experiences.

• Curriculum is project
oriented.

• Hundred Languages of
Children represents the
symbolic representation of
children's work and learning.

• Learning is active.

• Atelierista- a specialist
educator is trained in the arts.

• Atelier- an art/design studio

is used by children and
teachers.

Developing community
through cooperation &
collaboration

Co-Construction of
knowledge through
educational partnerships.

Environment is the Third

Teacher, aesthetically
pleasing, homelike, ownership
of the learning space

Resources are objects of

reflection and innovation.

Connect theory to practice

through observation and
analysis

Pedagogistas - They are

educational consultants that
strive to implement the
philosophy of the system and
advocate for seeing children
as the competent and capable
people they are. They also
make critical connections
between families, schools,
and community.

Human development and

social interactions are
connected

Multiple opportunities to
explore concepts

Constructivism and Co-

constructivism
Steiner/Waldorf

Role of the Educator – to Nicol, J., & Taplin, Jill. (2018). Understanding the Steiner
manipulate the child’s Waldorf Approach : Early Years Education in Practice.
learning environment with London, England ; New York : Routledge
regard to all aspects that
influence a child’s holistic Nolan, A., & Raban-Bisby, Bridie. (2015). Theories into
development. This is
reinforced with the belief that practice : Understanding and rethinking our work with young
everything that the child children and the EYLF.
experiences has an impact,
especially relationships.

Teacher's role

• Acts as a role model

exhibiting the values of the
Waldorf school.

• Provides an intimate
classroom atmosphere full of
themes about caring for the
community and for the

The focus on the whole child

– physical, emotional, social,
cognitive and spiritual.

Significance of relationships
between families and
educators.

Importance placed on play

and observation up to the age
of 7.

Child initiated play

Resources reflect the natural

environment

Children are encouraged to

engage with activities and
experiences repeatedly, giving
them multiple opportunities to
understand concepts and
strategies.

Data collection – in the form

of observation “picture
building” is significant in
informing curriculum
development.

Children are considered

capable and competent and
are given materials to work
with that reflect a deep trust in
the child.

3 R’s Rhythm, Repetition and

Reverence.

Main Features

• Theoretical basis is the

philosophy and beliefs of
Rudolf Steiner.

• The whole child- head,

heart, and hands- is educated.

• The arts are integrated into

all curriculum areas.

• Study of myths, lores, and

fairy tales promotes the
imagination and
multiculturalism.

• Main-lesson teacher stays

with the same class from
childhood to adolescence.

• Learning is by doing-making
and doing.

• Learning is non-competitive.

• The developmental phases

of each child are followed -
natural and living world.

• Encourages children's
natural sense of wonder,
belief in goodness, and love
of beauty.

• Creates a love of learning in

each child.
Hi Scope References
Predominantly seen in Epstein, Ann. (2008). Why early childhood educators should
America. use a curriculum -- and one that works. Every Child, 14(4),
12-13.
Teacher's Role

 Plans activities based on

children's interests.
 Facilitates learning
through
encouragement.
 Engages in positive
adult-child interaction
strategies.

Theory is based on Piaget,

constructivism, Dewey, and
Vygotsky.

Plan-do-review is the
teaching-learning cycle.

Emergent curriculum is not

planned in advance.

Children help determine

curriculum.

Key experiences guide the

curriculum in promoting
children's active learning.

Active learning is a
significant focus, with child
and educator as equal
participants.

Direct, hands on experiences

Learning is a social and

iterative process

Plan-do-review process that a

child works through as part of
their learning cycle.
Play Based Curriculum

Mandatory in Australian early Australia. Dept. of Education, Employment Workplace

childhood settings under the Relations, & Council of Australian Governments. (2009).
Australian National Quality Belonging, Being & Becoming the Early Years Learning
Standards. Framework for Australia.

The Early years learning

framework defines pay based
learning as “a context for
learning through which
children organise and make
sense of their social worlds, as
they actively engage with
people, objects and
representations’ (EYLF, 2009,
p. 46).

Theorists - dates back to the

work of Locke and Rosseau.

Children’s play, learning and

development are intrinsically
connected

Dispositions for learning -

curiosity, openness, optimism,
resilience, concentration, and
creativity are developed
through play.

Play encourages the

development of resilience and
the beginnings of empathy

Educators need to observe and

influence play as it is not
always inclusive or beneficial.

Educators are informed by

their knowledge of children
and families. Information is
gathered as through assessing
and documenting children’s
learning and interests.

Play based experiences are

selected to engage learners.

The environment is planned

conducive to play – physical
environment, social and
emotional environment,
intellectual environment,
temporal environment
(timetable).
A Play Based approach
involves using play as a
context for learning. In this
context, children can
discover, create, manipulate,
experiment and explore. Play
allows children to learn and
make meaning of the world
and their surrounding
environment through active
engagement with objects and
people. “Play nourishes every
aspect of children's
development. … Play
develops the foundation of
intellectual, social, physical,
and emotional skills necessary
for success in school and in
life. It paves the way for
learning" (Canadian Council
on Learning, 2006, p.2).

“There is a strong link

between play and learning for
young children, especially in
the areas of problem solving,
language acquisition,
literacy, and mathematics, as
well as the development of
social, physical, and
emotional skills” (NAEYC,
2009; Fullan, 2013; Ontario
Ministry of Education,
2014c).
Head Start

Main Features

• Federally sponsored and

funded early childhood
program.

• Programs must comply with

federal performance standards
and standards of learning.

• Comprehensive approach to
educating the whole child.
• Comprehensive services
approach including health and
nutrition.

• Comprehensive program
designed to strengthen
families.

• Involves families and the

community in delivery of
program.

Teacher's Role

• Teach to and provide for all

children's developmental
areas- social, emotional
physical, and cognitive.

• Provide programs for

children that support their
socioeconomic, cultural, and
individual needs in
developmentally appropriate
ways.

• Involve families and the

community in all parts of the
program.
Emergent Curriculum
As a philosophy of teaching, Dombro, A.L. 2014. “Foreword.” In The Power of Emergent
emergent curriculum is a way
of planning curriculum in Curriculum: Stories from Early Childhood Settings, ed. C.A.
response to children’s
interests to create meaningful Wien, vii–xi. Washington, DC: National Association for the
learning experiences.
Activities and projects are Education of Young Children (NAEYC).
planned by educators to match
the skills, interests and unique Helm, J.H., & L. Katz. 2011. Young Investigators: The
needs of the specific children Project
they are working with.
Approach in the Early Years. 2nd ed. New York: Teachers
Emergent learning is a way of
teaching and planning College Press; Washington, DC: NAEYC.
curriculum, which is based on
a child’s initial interest to Jones, E., & J. Nimmo. 1994. Emergent Curriculum.
create meaningful play Washington
learning experiences.
Educators observe and plan DC: NAEYC.
based on their observations of
children and thoughtfully plan Stacey, S. 2009. Emergent Curriculum in Early Childhood
the environment based on the
children’s needs and interests. Settings: From Theory to Practice. St. Paul, MN: Redleaf.
Learning occurs naturally and
learning opportunities are
provided in support of the
child’s key developmental
skills (e.g. fine motor skills).
Both the educator and
children make decisions and
have initiative. The benefits
of emergent learning include:
fostering a lifelong love of
learning, strengthening a
child’s sense of identity and
encourages self-regulation.

Educators in an emergent
curriculum take the lead from
the children and build
learning
opportunities/provocations.

An emergent curriculum
allows for flexibility,
positioning the educator as an
expert at recognising potential
threads for learning and
pathways of discovery.

Intentional teaching is a
significant and dynamic,
building on children’s
interests and wonderings.
Project Approach

Project work – an extended Helm, J., & Katz, Lilian G. (2016). Young Investigators : The
investigation into a topic, Project Approach in the Early Years. New York, New York ;
providing children London, England : Teachers College Press : Columbia
opportunities to engaging in University
interests and extend a range of
skills and understandings. Katz, L., Chard, Sylvia C, & Kogan, Yvonne. (2014).
Engaging Children's Minds : The Project Approach. Westport
A range of research processed : ABC-CLIO, LLC
are used, encouraging
children to question ideas, to
work together and
independently on working
through their hypothesis and
developing new questions
along the way.

The project approach allowed

students to develop abilities to
observe, re-flect, analyze,
predict, and evaluate.

Lilian Katz & Sylvia Chard

developed this approach.

Children’s natural disposition

to be curious is at the heart of
the curriculum.

 Exploring a topic
ascertained through
questions, wonderings
or provocation
 Generating a list of
questions about the
topic.
 Deciding on research
methods i.e. what data
do we need to find out?
 Experts, incursions,
excursions are
connected to engage
learners further in the
topic.
 Children develop key
ways to represent their
understandings, ideas
and knowledge.
 Projects end in a
culmination –
celebration and sharing
of learning.

Te Whariki

Children are Capable and Lee, W. (2013). Understanding the Te Whāriki approach :
engaged through social, Early years education in practice. New York, NY: Routledge.
supportive and responsive
relationships influenced by
people, places and things
Building on the observed
behaviours, needs and
interests of the child

Enabling multiple
opportunities for children to
explore and interact with
concepts

Deep awareness of cultural

background

Balance between intentional

and spontaneous experiences

Child directed

Indoor/Outdoor Environment
that engages children in open
and respectful exploration.

New Zealand’s Early

Childhood Curriculum

Recognises and values

cultural heritage

Documentation should inform

planning

Sociocultural Theory -
Vygotsky

Cultural Development theory

– Rogoff projects
Walker Learning

You will hear about the [Link]

‘Walker Approach’ as many
schools have adopted this
program. Essentially this
program is an example of
working play based, emergent
curriculum into a more
structure curriculum plan. The
information below is taken
from the Early Life
Foundations Website, as
information is not freely
available.

“Walker Learning is a holistic

approach to teaching to the
whole of a child and
committed to developing
children who can think for
themselves and for others, can
create and imagine, who are
strong in their literacy and
numeracy, and who can
navigate the challenges of the
world with intrinsic
motivation and a strength of
character made of a strong
sense of self and resilience.
Walker Learning is a
pedagogy NOT a program,
NOT a tool - it is a teaching
and learning approach that
personalises learning (Babies
to Year 8) and is
developmentally and
culturally appropriate. ”

Children take on specific roles

during investigation time.

Resources are intentional and

provoke thinking.

Educators manipulate the

environment carefully to
promote engagement.

Learning is carefully
scaffolded.
Inquiry Approach

Guided inquiry is based on a Blessinger, P., & Carfora, John M. (2015). Inquiry-Based
constructivist theory. Learning for Multidisciplinary Programs : A Conceptual and
Practical Resource for Educators. Bingley : Emerald Group
Inquiry learning is focused on Publishing Limited
supporting students in
thinking and learning
independently. Here we can
refer back to the 4 capabilities
encouraged in the Victorian
Curriculum – Critical and
Creative Thinking. What a
match! We can also take some
time to re-consider national
government agenda’s, of
which critical and creative
thinkers are referred in terms
of solving future problems
and creating future
innovation.

An inquiry approach to
learning, regardless of the
setting, is centered on a
problem (or set of problems)
or question (or set of
questions) or wonderings that
come from the learners or a
provocation.

“The inquiry approach to

learning can be traced back to
Socrates, though modern
theoretical foundations have
their roots in the works of
Piaget, Bruner, Dewey,
Vygotsky, and others. The
theoretical foundations, in
turn, also have roots in an
educational philosophy
known as constructivism.
Although there are several
branches of constructivism,
the essential components that
they share is that learning is
and should be active, situated,
and social. In this view,
learning (and the knowledge
constructed from the learning
process) is most effective
when it is based on
meaningful learning activities.
This implies that learning
activities should be authentic
and experiential” Blessinger
& Carfora (2015). p 31.

This means that the teacher

needs to think very
intentionally about their use
of pedagogies. It is not
necessary to be an expert who
knows the answer to every
imagined question, but to
model the investigative skills
necessary to find out, solve
problems and check ideas.
This means that the learning
environment is safe, socially
and emotionally supportive.

Kath Murdoch's 'phases of

inquiry' can be considered as
follows:

Tuning In
The 'tuning in' or 'preparing to
find out' phase is where
connections to the subject
matter are first made. At this
stage, teachers will aim to
find out what children already
know, what their previous
experiences are and even any
initial questions they have.

Finding Out
At the finding out stage,
children are engaged in
research around the area of
inquiry. A research cycle, or
other information literacy
approach may be incorporated
into this section.

Sorting Out
reviewing information,
analysing information,
looking for patterns and
generalisations,

Going Further
Planning further inquiries,
searching for more
information,

Drawing Conclusions
Sythesising and reflecting
Taking Action
Sharing and presenting
findings, teaching others,
taking action based on what
has been learned to make a
difference.

Inquiry in the EYLF –

“Active involvement in
learning builds children’s
understandings of concepts
and
the creative thinking and
inquiry processes that are
necessary for lifelong
learning” (EYLF, p. 32).
Primary Connections

This is a Science Inquiry [Link]

Process that can be adapted
and used as an inquiry cycle.

“Our inquiry-based approach

focuses on developing
students’ knowledge,
understanding and skills in
both science and literacy.
PrimaryConnections provides
exemplary curriculum
resources and a
comprehensive and practical
professional learning program
to support teachers to
implement our approach in
the classroom”.

Educator and children work

through the following
phases;

Engage – Engage students and

elicit prior knowledge

Explore – Provide hands on

experience of the
phenomenon

Explain – develop scientific

explanations for observations
ad represent developing
conceptual understanding.
Consider current scientific
explanation.

Elaborate – extend
understanding to a new
context or make connections
to additional concepts through
a student-planned
investigation.

Evaluate - Students represent

their understanding and
reflect on their learning
journey and teachers collect
evidence about the
achievement outcomes.

6. What now?
This module considers the diverse perspectives through which teachers inform their practice. 

AT1 Analysis of practice asks you to think about the key beliefs that underpin your graduate
teacher philosophy and practice and the evidence (experience/practice, research/theory and
curriculum) references that can be used to support and strengthen teacher voice.

Early childhood teachers inform their practice in different ways and interpret information
from a variety of perspectives.  As you read and engage with the content make sure you
include your notes and citations in your Literary Matrix – these notes will help you to
reinforce the responses you provide in AT1 and can be reintroduced in AT2 when you are
providing evidence of your practice. 

Key ideas:

 Belonging
 Culture
 The image of the child
 Post Human Childhoods
 How does Philosophy translate into practice?
 Re-visiting Developmental Milestones
 Further informing your approach – Curriculum Frameworks, examples of practice, Early
childhood approaches

Remember to:

 Meet the dates for the Formative Feedback if possible.

 Use the Literary Matrix to organise the reading that you are engaging [Link] your
understanding of the connection between Philosophy and how this translates into practice.
 Choose your readings carefully, you can use the readings suggested in the modules or search
the library for peer reviewed journal articles that best reflect, informs or interests you in
light of your approach?