Educational program policy

This policy outlines the requirements for implementing Early Learning Victoria's educational program, including the pedagogical approaches that underpin all practices.

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Early Learning Victoria provides educational programs that are child-centred, place-based and informed by contemporary theories of teaching and learning.

We foster each child’s learning style, disposition, and developmental needs in a warm and supportive environment.

We do this by embracing each child’s unique strengths, abilities and interests, ‘meeting the child where they are at’ and extending their social, emotional, cognitive and physical learning and development.

Our programs are play-based, with a focus on learning and playing in nature. Core to our educational programs are responsive, reciprocal relationships, as children and educators learn and discover together.

1. Scope

This policy applies to staff, children, families, management and visitors of Early Learning Victoria centres. This includes volunteers, students on placement and contractors or labour hire employees of Early Learning Victoria.

2. Policy statement

Early Learning Victoria is committed to high-quality education and care and strives to meet the learning and development needs, strengths and interests of each child attending its centres.

Educational programs are based on the guiding principles of the National Quality Framework that state:

  • Australia’s Aboriginal and Torres Strait Islander cultures are valued
  • the rights and best interests of the child are paramount
  • children are valued as successful, competent and capable learners
  • equity, inclusion and diversity is fundamental
  • families play a significant role in decision-making in relation to their child.

Programs are underpinned by the Victorian Early Years Learning and Development Framework (VEYLDF) understanding about:

  • each child in the context of their family, culture and community
  • opportunities to engage with learning environments and the people in these environments
  • learning as a continuum.

Our educational programs and practices are also underpinned by Early Learning Victoria’s approach to pedagogy, the United Nations' Convention on the Rights of the Child, the Child Safe Standards and Early Childhood Australia's Code of Ethics.

2.1 Requirements

Early Learning Victoria, as the approved provider, together with its nominated supervisors, educational leaders, teachers and educators, is responsible for ensuring that educational programs for all children are based on:

  • an approved learning framework
  • the National Quality Standards
  • Education and Care Services National Law Act 2010 (National Law)
  • Education and Care Services National Regulations 2011 (National Regulations).

2.2 Background information

2.2.1 Pedagogy and practice approaches

Pedagogy means the theories, research and ways of teaching that we believe result in the best learning outcomes for children. It outlines the knowledge, practices and creativity that educators use to make decisions in all areas of program delivery.

This policy outlines the pedagogical approaches, practices and theories Early Learning Victoria educators will use to implement educational programs.

Informed by evidence, research and data

In addition to using the VEYLDF to ensure our practices are informed by evidence, Early Learning Victoria will support educators to access the latest evidence, research and practice support. As research evolves, so will Early Learning Victoria’s educational programs and practice.

We use credible sources, such as the Australian Children’s Education and Care Quality Authority (ACECQA), peak sector bodies, such as Early Childhood Australia (ECA), and research institutions. To ensure we respond to the needs of each centre’s community, we make decisions about practice informed by data (such as data from the Australian Early Development Census and other community-level data) to understand how best to advance children’s learning and development.

Child-centred

Early Learning Victoria believes that children are confident, capable and involved learners whose rights are paramount. Children are at the centre of decisions about programs, policies and service delivery. We engage children ethically and authentically so they can make decisions about matters that affect them.

Relationships and interactions with children

Responsive and reciprocal relationships are fundamental to children’s learning and development and a core element of Early Learning Victoria’s educational programs. Our educators engage in meaningful interactions, using evidence-based approaches such as ‘serve and return’ and ‘sustained shared thinking’.

Supportive and consistent relationships are key to children’s ongoing wellbeing and neurodevelopment. These relationships also provide children with a strong sense of belonging. Through these meaningful interactions, Early Learning Victoria educators are attuned to the individual learning and development needs of every child, promoting focused learning opportunities.

Educators' role in children's play and learning

Play is at the centre of every child’s life. It is recognised as a right by Article 31 of the UN Convention on the Rights of the Child and is essential to children’s learning, development and wellbeing.

Early Learning Victoria believes that every child has the right to play, and Early Learning Victoria educators carefully support children’s play to advance their learning and development – a practice supported by research on children’s brain development.

Through play, children develop a sense of self and learn valuable skills that support their social, physical and cognitive development. As children engage in a range of play experiences, they also learn to make sense of the world around them, as they test concepts and ideas.

Early Learning Victoria centres provide children with prolonged periods of uninterrupted play, with educators working alongside to ‘scaffold’ and enhance this play through a series of intentional teaching techniques.

Educators use a range of strategies in their interactions with children, which will be both relational and intentional. They also use critical reflection, observation and documentation to enhance their understanding of children through the play-based curriculum.

The play-based program is an ideal environment for children to engage in inquiry and project-based learning, as Early Learning Victoria educators encourage children’s natural curiosity. Inquiry-based learning provides ample opportunity for educators to support children’s strengths and interests, as they question, hypothesise, research and document together.

Health, wellbeing and physical movement

Early Learning Victoria centres support children in all aspects of their development, including their physical health and wellbeing. Positive mental health is prioritised, as educators support children to build on their sense of resilience, persistence, adaptability and confidence.

Physical activity, through both spontaneous play and structured experiences, is also recognised as a vital factor in children’s wellbeing and Early Learning Victoria centres plan for this intentionally.

Adventurous play and nature play

Adventurous play is any thrilling or exciting experience that includes risks or challenges for children to overcome. At Early Learning Victoria, we consider this an essential element to building children’s capabilities to assess and respond to risks with confidence. This in turn helps to keep them safe, as this confidence builds and children learn to make better judgements.

Our educators facilitate adventurous play by creating a safe, supervised environment that encourages children’s autonomy to explore balancing, jumping, running and climbing. Natural environments provide ample opportunities for adventurous play, which is why playing in and being immersed in nature is central to Early Learning Victoria’s educational programs.

2.2.2 Partnerships with families

Early Learning Victoria deeply values partnerships with families, recognising that they are their children’s first educators. Research shows children are much more likely to reach their full potential in life when there are genuine partnerships with families.

Shared knowledge is developed between families and educators, which underpins all elements of our educational programs, as educators, children and families reach a place of genuine collaboration and connection. This means that Early Learning Victoria families are active contributors in goal setting and celebrating learning achievements.

2.2.3 Learning environments

Early Learning Victoria’s learning environments are specifically designed to support our pedagogical approaches. Our learning environments foster opportunities for learning through play, as spaces and resources are thoughtfully set up to ‘scaffold’ children’s learning and promote their exploration of concepts and ideas.

Early Learning Victoria educators recognise that when a learning space is set up intentionally, it facilitates and empowers children to see themselves as collaborators in their own education. Intentional learning environments cater for all children’s abilities, developmental needs and sensory preferences. Our learning environments also offer children a sense of safety and belonging, as they are warm, comfortable and welcoming. They are also a place where children can see themselves reflected in the books, resources and artefacts that surround them.

2.2.4 Place-based pedagogy and First Nations perspectives

Early Learning Victoria takes a place-based approach to everything we do, which supports children and families to build a strong sense of identity and belonging. This creates opportunities for us to become deeply immersed in children’s identities, communities and life experiences as they progress through our centres.

We recognise that every child and family come from ‘someplace’ – and that someplace is part of the tapestry of who they are.

The importance of place at Early Learning Victoria centres means that we honour First Nations cultures, perspectives and their connection to Country and community. We strive to embed our learning with and from First Nations communities, demonstrating respect for community, respect for the environment and respect for place.

Forming relationships and providing a voice to community are key to building connections with impact and connections to place. We believe that to have a voice strengthens self-reliance and self-determination, to have a voice strengthens resilience by empowering the disempowered.

2.2.5 Use of technology to support learning

Early Learning Victoria believes that safe technology use has a place in children’s learning. Technology can make learning more interactive and engaging for children and support interest-based learning by providing powerful research tools. Moreover, photographs and videos can be used by educators to capture evidence of learning that may be shared with families and allow children to revisit their learning.

Guidelines for use

Our guidelines for use specify that:

  • educators only use approved technology that is owned and monitored by the Department of Education
  • educators maintain active supervision of children who are using technology and ensure child-educator interactions are meaningful
  • educators only share content with children that has been determined to be appropriate to the age and learning needs of each child
  • educators use their discretion to ensure digital technologies are not used in excess and are balanced with offline learning opportunities.
Privacy and consent

Safety and consent are critical components of role-modelling respect, autonomy and empowerment of each child. Guidelines specify that:

  • before photos are taken, children are told why. Children who are reluctant do not need to be included, and cultural contexts should be carefully considered regarding personal space
  • educators plan intentional learning opportunities about digital safety with children
  • educators do not use personal electronic devices (such as their phones) to photograph children or collect information on children
  • children are not given access to educators’ personal electronic devices
  • all technology use is in accordance with the Safe use of technology policy.

2.2.6 Routines, rituals and transitions

Slow pedagogy

Transitions, routines and rituals are important for children’s learning, development and wellbeing and a critical component of Early Learning Victoria’s educational program.

To enhance learning opportunities, Early Learning Victoria centres value ‘slow pedagogy’. This means embracing the ‘here and now’ and going at a pace suited to a particular child or group of children. It is as its name suggests: an unhurried space where children move through transitions, routines and rituals at their own pace, with multiple opportunities to create connections with their educators and peers.

Slow pedagogy also provides opportunities for children to come back to and revisit their learning. Early Learning Victoria educators ensure that they provide an educational program that has space and time for deep thinking, unpacking concepts, posing questions and embracing spontaneity. Slow pedagogy allows for our educational programs to embrace flexibility and children’s autonomy, while having high expectations for every child and their learning.

Flexible routines and rituals

The concepts of flexibility and autonomy are integral in our daily practices with children. At Early Learning Victoria, flexibility includes allowing children to make decisions about how their day looks, including what experiences they are willing to explore, where they spend time, who they spend time with, and decisions about eating and resting.

2.2.7 Continuity of learning

Early Learning Victoria recognises the importance of effective transitions to support children to form new relationships, learn new routines and feel a sense of connection and belonging. We consider the people, learning spaces and systems that affect a child’s experience and ensure a continuity of learning opportunities.

Continuity of learning is enhanced through our co-location with schools and our commitment to building partnerships with other professionals who maintain familiar approaches to pedagogy and practice. Families are a critical part of planning for effective transitions and educators collaborate with them to promote continuity.

Early Learning Victoria educators work together closely to ensure effective room transitions for children. Each child’s learning and development trajectory is understood and their interests, abilities and learning dispositions supported seamlessly. Meanwhile, familiar educators and peers move with children over the years to promote consistency of relationships.

Communication within Early Learning Victoria and with partners is central to planning and implementing all transitions – across rooms and finally to school. See the Continuity of learning and transitions policy.

2.2.8 Planning and assessment

Early Learning Victoria uses the VEYLDF planning cycle to ‘collect data, question/analyse, plan, act/do and review/reflect’.

Educators have a suite of tools to support them with this planning cycle. Documentation is purposeful, and the child’s voice central. This ensures that educators plan according to each child’s interests and learning dispositions and set individualised learning goals.

Assessment includes formative assessment (assessment for learning), summative assessment (assessment of learning) and assessment as learning. This facilitates children’s awareness, contributions and appreciation of their own learning. Through assessment, educators will gather information and describe and interpret children’s actions and interactions to consider their achievements, capabilities and areas for development.

A variety of assessment tools are used, including evidence-based tools such as the Early Years Assessment and Learning Tool.

2.2.9 Critical reflection

Critical reflection and reflexivity contributes to lifelong learning. In the early childhood context, educators think about all aspects of program delivery, including the theories and principles that guide them and the practices they use with children and families.

Early Learning Victoria educators continually practise critical reflection, with a focus on the implications for equity, social justice and anti-bias approaches.

Early Learning Victoria educators have opportunities to reflect with their colleagues, through their contribution to the Quality Improvement Plan, as well as through formal and informal team meetings. These opportunities allow centre staff to build on their knowledge and skills and identify practices that may need to be reviewed or adjusted.

3. Actions and procedures

3.2 Responsibilities of staff

4. Resources

Legislation and standards

  • Education and Care Services National Law Act 2010
  • Education and Care Services National Regulations 2011
  • National Quality Standard, quality area 1: Educational program and practice
  • National Quality Standard, standard 1.1: The educational program enhances each child’s learning and development
  • National Quality Standard, standard 1.2: Educators facilitate and extend each child's learning and development
  • Positive relationships, interactions and behaviour support policy
  • Continuity of learning and transitions policy
  • Anti-bias approach policy
  • Supervision of children policy
  • Excursions, incursions and regular outings policy and procedure
  • Child safety and wellbeing policy

Definitions

Children's voice: Educators intentionally seek out children’s voices, ideas, opinions and points of view to better support their participation in the program and boost their sense of belonging.

Critical reflection: A process of making meaning that involves a deeper level of thinking and evaluation. It requires engagement with diverse perspectives such as philosophy, theory, ethics and practice, then an evaluation of these in context. This leads to pedagogical decision and action that are transformative. Critical reflection informs future practice. A robust culture of critical reflection is when educators as a team, as well as children and families, are all involved in an ongoing cycle of critical reflection.

Pedagogy: The art, craft and science of educating. Pedagogy is the foundation for educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision-making, teaching and learning.

Place-based pedagogies: An understanding that educators’ knowledge of the setting or context will influence how they plan and practice. Place-based pedagogy fosters community connections, and this pedagogical approach is particularly important to Aboriginal and Torres Strait Islander peoples and their connection to land.

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