REFLECTION WEEK ONE

I enjoyed being a listener during the first lesson as I wanted to get a clear understanding and

vision of the course outlay and the semester ahead for EDF4325 The Early Childhood

Curriculum. I also wanted to hear what others had to say and their perspective concerning

early childhood education.

WHAT AM I REFLECTING ON

: - The Frameworks, Early Childhood Curriculum and The wonderful world of websites. I am

taking a holistic approach for the first week reflection.

Why

The lesson was important to me in regards to my professional development towards

becoming an early childhood educator. When I am a qualified teacher I would like to have

more knowledge about the frameworks – National and State as it is through the frameworks

that I develop my curriculum. I would also like to research through the internet as much of

the resources and organisations that are provided for early childhood educators to better

equip me as a teacher.

My views towards the frameworks have changed as I am now looking from a different angle

through slightly different lenses. I now understand a framework is a framework which is a

guide to follow to develop a curriculum. A curriculum is already set out for a teacher to

follow. Primary schools follow a curriculum. Early Childhood Education follows a

framework which gives teacher freedom to device the curriculum. I like the way Encarta

Dictionary in Word 2007/2010 describes a framework as “underlying set of ideas: a set of

ideas, principles, agreements, or rules that provides the basis or outline for something

intended to be more fully developed at a later stage.”

How Do I Feel

I feel excited now about the Early Childhood Frameworks, both National and State. I would

like to use the National as an Umbrella but embrace the Victorian Frameworks.

Marina Gardner 23188812 Page 1

I feel a little dis-hearted that primary schools do not have a framework but follow a

curriculum that is already set out.

I would like primary education to adapt a framework similar to pre-school education where

teachers can personally set their own curriculum for the unique classroom made up of a

group of individual children.

READING / WEBLINKS TO EARLY CHILDHOOD POLICY

The Victorian Department of Education and Early Childhood Development (DEECD)

http://www.education.vic.gov.au/

I find this a Fantastic Website which provides parents/guardians and professionals with vital

information about children. The website also provides services and information to children

from early childhood years all the way up to secondary school age children. Services for

different concerns they may have and information on different subjects, topics, games and

activities for children to use and investigate. There were also many links I could navigate to

and with one of the navigations; I ended up at the 5 Outcomes for the Victorian Learning

Framework. I like how the Victorian Frameworks 5 Outcomes are broken into sections for

quick reference and look:

Birth-5years Level 1- Prep Level 2- Grade 1&2.

All though children develop at their own pace in their own way, I think it is good to have a

guide that we can look at for all areas of development to see if children are learning and

developing skills.

WEBLINKS TO EARLY CHILDHOOD ORGANISATIONS

Early Childhood Australia, a voice for young children is a very useful website.

http://www.earlychildhoodaustralia.org.au/

I really like that there is a section for early childhood news which helps not only myself but

other teachers, carers, professionals and families all informed with up to date news and any

changes taking place in early childhood services. This will help with keeping me informed

and up-to-date.

Marina Gardner 23188812 Page 2

I am very excited to investigate and use these websites. As they say in the internet world

------Time to Surf the Web --- WEEEE!!! Here I go!! Riding the Waves!

REFLECTION WEEK TWO

It was a very interesting class and tutorial with rich discussion about families. Family is at

the centre of each child’s life and all families come in different shapes and sizes. Every

family is different to the next and bring rich culture and varying personalities. I have always

found it intriguing working with children and families because families are so different, but

more so now because of the changing society we live.

WHAT AM I REFLECTING ON

The Tutorial and Lecture made me re-think my own views and standards towards families of

children in my care. My views, standards, ethics and principles as an early childhood

educator and how I conduct myself with children and their families has been professional.

However, I want to know take my teaching in another direction by focusing on the program

and curriculum to be more aimed towards family centred practice.

WHY

A child’s family is the most important people in their lives. Families are the centre of their

universe and it is where part of their identity stem from. Focusing on this I now have to say

one of my teaching philosophies, would be Family Centred, so part of my program and

curriculum would have to family centred.

HOW DO I FEEL

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I feel as a teacher it is always important to reflect. Last year I learnt about Brofenbrenners

Ecological Theory. We spoke about it more in depth today and also have in other tutorials

and lectures this semester. We all have an Ecological System whether we know it or not.

The question is WHO IS IN THE MIDDLE OF THE ECOLOGIGAL SYSTEM. Children and families

need to be at the centre programming the curriculum and everything else needs to derive

from that.

I like how you spoke about getting to know the children’s families in the tutorial. The

children’s families - Beliefs Practices Experiences Perspectives Expertise”, (Tutorial 2, p.5).

Once I know who the children and families are I can formulate my program and curriculum.

And then reflect on the program and curriculum along with my own values, beliefs and

principles.

READING / WEBLINKS – PARENTING ORGANISATION

http://www.eduweb.vic.gov.au/edulibrary/public/earlylearning/prac-family.pdf

This web-link from the Department of Education and Early Childhood Development will help

me stay focused on the goal which is to have a curriculum in early childhood that is Family

Centred. Whenever I feel I am slipping away from a family centred curriculum I will refresh

my focus by reading from the Victorian Early Years Learning and Development Framework

(VEYLDF). VEYLDF Practice principle guide 1 is about family-centred practice. By refreshing

and reflecting this will be able to refresh my program and curriculum.

READING / WEBLINKS – PEER REVIEWED ARTICLES AND POLICIES

http://www.familiesaustralia.org.au/

Supports the over-all well-being of families in Australia and will help me stay grounded and will give

me more insight into Aboriginal and Torres Strait Islander people There are links which in future I

would like to look into concerning Aboriginal and Torres Strait Islander people.

http://www.youtube.com/watch?v=XWg-ZrV3wPk

Marina Gardner 23188812 Page 4

I enjoyed watching the video on Supporting Cultural and Linguistic Diversity. I liked the way

the teachers came together and spoke about the children and their families. The

kindergarten I am doing my placement at is very multicultural, so supporting children’s

cultures, traditions and language is exciting.

REFLECTION WEEK THREE

COMMUNICATION

Marina Gardner 23188812 Page 5

DIFFERENT FAMILIES WHO

LIVE IN AUSTRALIA

As we learnt today in the tutorial and lectures I strongly believe it is our responsibility to

communicate. It is our responsibility and duty of care to further enhance our

communication skills as we need to work with a team of people. This includes colleagues,

children and families and other professionals in children services. It is our responsibility to

learn people skills and then put these skills into practice.

The more I learn and get a grasp about the elements that make up the frameworks, the

more confident I am in dealing with people professionally. I found it very interesting to

learn about what actually constitutes a Curriculum and what constitutes Pedagogy.

WHAT AM I REFLECTING ON

I would like to reflect on the Curriculum and Pedagogy.

WHY

I find it rewarding when I come to understand more about the world of teaching. Different

words, practices, legal requirements, and anything that relates to the early childhood

curriculum.

HOW DO I FEEL

I feel like I have achieved something professionally and personally. The more I come to

understand the elements that make my profession of early childhood teaching, the better I

can become at trying to be the best I can be at teaching.

Marina Gardner 23188812 Page 6

Pedagogy

How I Teach

Curriculum

Is What I

Teach

Pedagogy to Influence Curriculum

READING / WEBLINKS

Cutter-Mackenzie, A. & Edwards, S. (2011). Environmental sing Early Childhood Education

Curriculum through Pedagogies of Play. Australian Journal of Early Childhood, 36 (1), 51-59.This was an interesting read about play, the environment and outdoors. It falls into the

principle of belonging being and becoming. As seen in Cutter-Mackenzie & Edwards journal

pg. 53, I also searched in the early childhood pedagogy of belonging being and becoming. I

like these following words as they sum-up the importance of outside learning.

“Outdoor learning spaces are a feature of Australian learning environments. They

offer a vast array of possibilities not available indoors. Play spaces natural

environments include plants, trees, edible gardens, sand, rocks, mud, water and

other elements from nature. These spaces invite open-ended interactions,

spontaneity, risk-taking, exploration, discovery and connection with nature. They

foster an appreciation of the natural environment, develop environmental

awareness and provide a platform for ongoing environmental education” (DEEWR,

2009, p. 16).

Children learn differently outdoors. During kindergarten and childcare sessions I like to have

indoor/outdoor play. I set-up art experiences outside and we take garden tours, recyclable

lessons so children learn more about the environment and the world.

MacMaster, M. (2011). Building Community Connections. Retrieved March 9, 2012 from

Gowrie Australia Website:

http://reflections.realviewdigital.com/?

iid=56501&startpage=page0000016#folio=001

For children to feel like they are part of the community they need to see, hear, touch, taste

and have learning and play experiences within the wider community. This can be done by

having incursions, excursions, mini-movies/performances, play & activity, home-corner,

books and art experiences, to name a few.

Marina Gardner 23188812 Page 7

Added Reference

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

Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

Canberra, ACT: Commonwealth of Australia.

REFLECTION WEEK FOUR

What fun was this tutorial which was mainly about Play! Play! Play!

Play can mean so many different things to different people. TO ME PLAY IS FREEDOM TO

DO WHAT YOU WANT TO DO WHEN AND HOW YOU WANT TO DO IT. I like the concept that

play gives SKILLS FOR LIFE!! Skills for life happen during playtime All the words the class

used to describe play, was an abundance of individual thoughts we all had about play. I saw

a lot more similarities than differences. I liked the following questions for me to use for my

own understandings and to also pass on information. The following questions are great to

reflect on and can be used for any topic and not just for play: - What is Play? Why is play

beneficial? And, how is play beneficial?

WHAT AM I REFLECTING ON

I am reflecting on what play means to me and how important play is for children and how it

prepares them for today tomorrow and the future.

Child Development Institute Website:

http://childdevelopmentinfo.com/

WHY

Play is important as it is through play children learn about themselves and the world in

which they live. Children learn about different identities, different roles, and new skills and

how to problem solve.

In many ways play is what early childhood education is all about.

Marina Gardner 23188812 Page 8

HOW DO I FEEL

My feelings are a little mixed. I have always known play is good but it has just dawned on

me how important play really is for children to learn. I feel I have let children down in the

past as I never knew the true importance of play for children. But saying this, I have always

let children play and explore as it is so much fun. I would like to add into my philosophy the

importance of play.

READING / WEBLINKS

Child Development Institute Website:

A) Today in class discussion we touched on the older teachings of theorists and the

developmental stages of development. I studied my diploma ten years ago and so much

seems to have changed on what educators and carers should focus on. I have had people

say to me that I cannot use the developmental stages and the development areas of

gross/fine motor skills, cognitive, social & emotional, and language development. People are

trying to steer me away from what I was taught only a decade ago. To me I see the values in

looking from different angles of the developmental norms and developmental areas. It was

so refreshing to hear you say today that what we learnt yesterday about theorists, theories

and development areas are of value with what we learn today. It was music to my ears. It is

what I believe. What I learnt yesterday needs to meet what I learn today and my knowledge

should be taken further in depth of what I already know.

It was refreshing to look into the Ages and Stages of child development in “Child

Development Institute Parenting Today Keeping parents informed on child development,

child psychology, parenting, health and learning” (http://childdevelopmentinfo.com/)

This was important to me as now I know I don’t have to let go of my past experiences and

teachings but embrace them with what I learn today.

B) The Cultural Nature of human development by Barbara Rogoff would be a good book to

read. I’ve included these two pictures from the reading of the book as they capture

different worlds and different cultures. Age expectations vary considerably from different

nations, cultures and where you live in the world. In these two pictures are these children

Marina Gardner 23188812 Page 9

at play, learning and exploring about the world in which they live? Does age and stage play

a part? My answer to both questions would be Yes and No. Depending what angle you

look. I would like to one day read this book to see if my answer would still be the same.

There is no one way children learn. Children can through institutions/ schools where they

are observing, watching and doing and or they can learn in their community where they are

observing watching and doing.

REFLECTION WEEK FIVE

UNDERSTANDING MYSELF AND EARLY CHILDHOOD SETTING

I was away sick this week. After reading through the tutorial and lecture I decided to do an

interview and answer a few questions myself to help me discover more about my beliefs

and values. I like tutorial 5 power-point page 5 and taken a few questions from there.

Where Am I Now & Where I Want To Be!

“It is important that we have an understanding of our individual self. Why

we got to where we are now? What were the reasons behind you?

Entering the early childhood profession?” (Sukkar, 2012).

I have always liked looking after children. When I was in primary school grade 5, my best-

friend and I used to get all the prep children and make a long train and train around the

Marina Gardner 23188812 Page 10

school. We used to entertain them and create games for them. During class I had to write a

story and draw pictures and make a book, when it was completed the teacher asked me to

read it to the prep children. I started baby-sitting at a very young age. Ten, Eleven, Twelve.

I really enjoyed making children happy.

I worked various childcare positions over the years. It has been a gradual step for me as my

paths led in different directions over the years but here I am now today studying at

university to be an early childhood educator. I should have known back in primary school

years I was born to be an educator. I enjoy watching children play, learn and discover. I like

passing on knowledge and watching them glow and grow.

My cultural heritage

My mother was English Australian and my father was born in Alexandria in South Africa, he

grew up in Egypt. My father’s parents were Greek and my Yana’s mother or father was

French. My maiden name was Triandafillou, Trianda means thirty, fillou means petals.

Thirty Petals translated in Greek means Rose. Triandafillou is Rose. I grew up with an

Australian and Greek heritage. Including one’s heritage and culture, and learning about

other people’s heritage and culture is important to me. Sharing values and customs would

have to be included in my philosophy.

My professional ambitions for the future

There are a few avenues I would like to travel down during the rest of my career. I am

hoping to do an extra year at Uni to also get my primary school qualifications. I have a

scholar-ship which I have to do two years work in kindergarten, which is what I want to do

anyway. I would like to teach in primary schools too. I would like to work with indigenous

children or in a Christian school. If I was younger and did not have my own family I would

have liked to have gone to work in countries that were in need of aid. I like writing songs,

poems and children stories so that is something I would like to do I my spare time when Uni

is over. Wherever the arrows lead and doors open and if it’s right for me I will follow. I

know I want to be with children and teach so I am excited about all the possibilities ahead of

me. The most important thing to me is the gifts I can impart and the memories that the

children will have of me years later will be that I listened to them and I taught them

something new and made them smile.

Marina Gardner 23188812 Page 11

READINGS / WEBLINKS

Module 3: Philosophy

Griffith University. (2010). Module Three: Philosophy.

Retrieved March 25, 2012 from the Early Childhood

Education & Care Website:

http://www.ecceleadership.org.au/node/14

I find this website beneficial in helping guide me with my philosophy. I am aware my

philosophy is like a learning path that changes taking different shapes and forms. My beliefs

and values are always developing and changing by different things I research and learn due

to what experts tell me, all the diverse literature I read, various theorists I believe in due to

their work and research they have done. The web-links and resources from the Philosophy

website take me to different theorists, recommended readings; policies from government

and related websites will take me on a journey to help strengthen and develop my

philosophy.

The Victorian Learning and Development Framework, Birth – 8 years: Learning and

Development Outcomes linked to the Victorian Essential Learning Standards (VELS):

http://www.vcaa.vic.edu.au/earlyyears/vfldoutcomes/

index.html

This website is another quick guide to the 5 Outcome areas for the Victorian Learning and

Development framework and they should play a part in meeting the needs of the children 0-

8 years in my philosophy.

Saffigna, M., Church, A. & Tayler, C. (2011). Victorian Early Years Learning and Development

FrameworkEvidence Paper: Practice Principle 3: High expectations for every child. Retrieved

March, 25, 2012 from the Department of Education & Early Childhood

Development Website:

http://www.eduweb.vic.gov.au/edulibrary/public/

earlylearning/high-expectations.pdf

Marina Gardner 23188812 Page 12

REFLECTION WEEK 6

RELATIONSHIPS AND INTERACTIONS

Relationships are important for the over-all well-being of children and the foundations of

good relationships are built on respect and trust. Peer relationships are important and need

to be supported and encouraged by teachers. Just as importantly teacher and child

relationships are vital for children to flourish, learn and grow in their education. During my

childhood education I learnt best when I had the support, care and trust of my teacher. This

is still the same today the interactions I have with my teachers are central to my learning.

WHAT AM I REFLECTING ON

I would like to reflect on using Vygotsky’s teaching strategies of Scaffolding and the Zone of

Proximal Development (ZPD).

WHY

Scaffolding children’s play and learning and knowing their ZPD will further enhance their

skills and understanding giving them confidence to further learn more. Scaffolding is all

about feeling the children’s emotions and supporting them. Taking children into the ZPD

when they are ready and building on their self-esteem and their experiences. Knowing and

walking children through the things they are not comfortable with and knowing when to

step back and let them be and do.

HOW DO I FEEL

I am excited as each day I work I aim to be a good educator and carer. I try to build trust in

the children I educate and one way to do this is getting to the children. I try to find out as

much information as I can about the children. Including their likes, dislikes, who their family

is and who their friends are. What they do outside of care and what their hobbies are.

READINGS / WEBLINKS

Kolker, L. (2008). Twelve Characteristics of Effective Early Childhood Teachers. Retrieved

March 28, 2012 from the NAEYC Website:

http://www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf

Marina Gardner 23188812 Page 13

I really enjoyed reading this article as it ties into my own reasons of wanting to become an

early childhood teacher. Whether I knew it or not at primary school age I had a passion to

teach and help children; and I was a child myself. I know it is my calling to be a teacher. The

twelve characteristics that have been derived by 43 early childhood educators’ that they

think are integral and effective for teaching is what makes us all great teacher. Passion

perseverance, risk taking, pragmatism, patience, flexibility, respect, creativity, authenticity,

love of learning, high energy and a sense of humour.

The Early Years Learning and Framework: Professional Learning Program. (2010). Intentional

Teaching. Retrieved March 28, 2012 from Early Childhood Australia Website:

http://www.earlychildhoodaustralia.org.au/eylfplp/newsletters/

EYLFPLP_E-Newsletter_No2.pdf

Belonging, being and becoming is a big part of including children in their education. I like

approaches of intentional teaching. I remember in the first few tutorials we had a group

discussion of what our role was as far as preparing children for school. During that tutorial I

did not say much but listened. I walked away from that tutorial with mixed emotions. I

have always like to prepare children for prep year so individual children do not lag behind

and get confused with school-life. I like to teach them a few basic things with reading,

writing, mathematics, rules and social acceptance behaviour attitudes. My comprehension

and understand now is prep year means preparing children for school life and kindergarten

year is all about play. Saying this, I think there needs to be a little of kinder in prep and a

little of prep in kinder. It is all about intentional teaching and making children feel they are

belonging, being and becoming, and part of decision making in everything they do. I still

want to teach children some basics for prep year; like I prepare children going from the

toddler room to the kinder room, but in teaching and preparing I would like to do this

through children’s play. Setting up activities that is based on children interests with my own

intentional teaching in mind. I guess I have always done this but on a different level. When

I think about it, every step is a step and children are always constantly learning from the

moment they are born.

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REFLECTION WEEK SEVEN

DOCUMENTING CHILDREN’S LEARNING

WHAT AM I REFLECTING ON

I am reflecting on multiple methods of documentation. Multiple methods including

documentation I have used in the past and documentations I am learning now to record

children’s play and learning experiences.

WHY

I would like to learn about various documentation methods and tools to use in my early

childhood setting for the benefits of everyone. The more I learn about different

documentation methods and tools the better it will be in knowing the children and how they

learn and where the next step is to where they are going. I want to share these

documentations with the staff, children, parents and in some situations the wider

community.

HOW DO I FEEL

Excited in learning new methods and tools recording children’s day, development and play

in learning. I am excited in being able to learn and use these methods and tools and to

share them through my own documentation.

READINGS

Arthur, L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2012). Programing and planning in

early childhood settings (5th ed). Cengage Learning, Melb, Vic, Australia.

I read chapter 9 – Documenting and Assessing Children’s Learning

Documenting takes time so time management when documenting is important. I do believe

documenting and recording children’s experiences is the educator’s responsibility but I also

believe it should be in partnership with other staff, families and even children.

“Documentation of children’s learning provides a record of children’s experiences and

learning that facilitates discussion amongst children, families and educators” (Arthur et.al.

Marina Gardner 23188812 Page 15

p,284). This is the main reason why we document children’s learning, so they can be shared

for discoveries and further learning. I really enjoyed your tutorial/lecture for Documenting

and Assessing Children’s learning. I am finding this very relevant and I am getting excited

and looking forward to using it in placement.

Baldu, M. (2010). Making Learning Visible in kindergarten: Pedagogical Documentation as a

Formative Assessment Technique. Teaching and Teacher Education, 26 (7), 1439-1449.

I enjoyed this reading as it provided me with deeper understanding, knowledge and the

importance of documenting and recording children’s experiences. As sighted in the reading

Regio Emilia and Caldwell viewed and shared about the importance of documenting

children’s learning. Documentation is vital and part of the early childhood setting. Over the

years of working with children I am starting to see the importance behind documenting

children’s learning experience. Pedagogical Documentation is a platform to learning and

reveals a plan to put into place and follow to take children’s learning further. In planning in

the past I first wrote the program then observed the children, for the sake of observing

because we had to document. With this new information and over the last year I now

observe the children first then record where the program will go. I program for the

children’s needs, likes, their interests, how they are learning and where they need to

develop. I observe to see what they know and need to know and how they are enjoying

their play. I let the children show me what they want to learn so I can plan. In many ways

they lead and I follow. I scaffold the children’s learning. Knowing and using a multiple of

tools and methods for documenting makes for an enriched program.

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REFLECTION WEEK EIGHT

This week is all about planning for next week kindergarten placement. I feel anxious,

excited and eager to begin and finish my placement. I downloaded from blackboard and

saved from the study-guide the information you put up for this week tutorial [Seven Tools]

which are from Early Years (EYLF).

WHAT AM I REFLECTING ON

I am going to look at program planning in early childhood education. It has been over seven

years since I have actually written out programs and plans in children services. Back then

you wrote the program then wrote observations of the children to see how the program

went. Times have changed and it is not the early childhood teacher who determines the

program it is the children through their learning and interests and through teacher’s

observations of this that determines the program (as explained earlier). The written work

has all reversed just like the program.

WHY

Children and families are the most important people in the early years and in early

childhood education. I really want them to be my main focus when I am a teacher and for

them to point me in the directions they want to go. I want this to show in the planning. I

think it is important for children and parents to feel they have a say in the program as the

program is for them. I want the children to enjoy their year/years before they enter the

school curriculum.

HOW DO I FEEL

I feel nervous and excited about the next two weeks. To be honest I would like to do the

EYLF program/planning readings and not think too much about next week.

The EYLF Early Years Planning Cycle

Department of Education, Employment and Workplace Relations (DEEWR) (2010).

Belonging, Being and Becoming: The Educators’ Guide to the Early Years Learning

Framework for Australia. Canberra, ACT: DEEWR.

Marina Gardner 23188812 Page 17

I find it very useful the planning cycle. I like that it explains under each heading what to

write. This will be good for knowing how to plan and planning.

OBSERVATION QUESTION PLAN ACT REFLECT

Observe the Ask questions Plan what Put plan How did

it Children about the observation to do into action all go

I hope to use a program formula similar to this one as it makes sense to me. I will however

see what they use at my placement, which is Hallam Kindergarten.

REFLECTION WEEK NINE

This week has been all about observing and putting everything I have learnt into action. I

have also been observing my mentor Jodie and the other staff to see if they follow teaching

methods similar to what we are learning at Uni. I was impressed by how professional they

were as educators/teachers. Their focus was the children in the kindergarten and the

families.

WHAT AM I REFLECTING ON

It is all about how I communicate with staff, children and families. The children are my main

focus that is why I want to be an early childhood teacher. I would also like to focus on the

early childhood program, taking observations and then writing up a plan.

WHY

To be a teacher and educator is what I am working hard at achieving. All my time is soaked

into studying. I need to get familiar with how everything is done so I know how to do it

when I am a qualified teacher. I will be using Hallam Kindergarten’s planning and

programming. It is similar to the what we have been learning.

Marina Gardner 23188812 Page 18

HOW DO I FEEL

I feel really good. I am getting familiar with how things are done in the real world. I have

been working with children for many but not as a kindergarten teacher. It is all new and

exciting putting into practice the framework and outcomes.

REFLECTION WEEK TEN

It is always important to evaluate and reflect on observations that have been taken and

recorded and any programs that have been implemented. The power of examining

something is to judge the importance of what is in the observation and program. This will

help to see what was learnt, what was demonstrated, where children are in the outcome

areas and where to go next.

WHAT AM I REFLECTING ON

The importance of evaluating and reflecting information collected is to enrich children’s

programs. I like the formula: Observe Question/Analyse/Interpret, Plan, Act/Do and

Reflect/Review. It is similar to the formula I wrote in reflection week 8 which was taken

from EYLF. The formula can be changed and reworded. I find using this technique will

always show the importance of the observation and will help me see what is in the

observation. Once I see that I can find answers and questions to help with the planning.

WHY

I would like to get in a good habit of always reflecting and evaluating so I can provide

children with a rich early childhood program. It is important for children to receive the best

possible education program we can offer.

HOW DO I FEEL

Very happy with my learning progress and putting what I have learnt into practice.

Marina Gardner 23188812 Page 19

REFLECTION WEEK 11

What I Learnt Most

Framework / Outcomes

My Own Philosophy

Family Centred Early Childhood Curriculum

The Importance of a Play-Based Curriculum

How to Navigate Professional Development Sites

I have learnt so much in this unit Early Childhood Curriculum. Everything I have learnt I have

been able to put into practice.

I have become more familiar with the framework (EYLF). I said in my first week’s reflection I

would like to use the National Framework as an umbrella to the Victorian Framework. I

must confess I have dwelled more into the National so far, but would like to look more into

the Victorian as it is for children 0-8years. As I am aware the Victorian is more in depth than

the National. My next mission is to be to become just as familiar with the Framework as I

am with the National Framework. I am already halfway there

I want to make it my mission to always strengthen my philosophy, adapt it when needed

and changes take place and to put into practice. My philosophy means so much to me

know.

A family centred education program is important to me. Interaction and communication is

the key to a successful curriculum.

Play-based early childhood program is how children learn and make meaning of their

learning.

To keep up-dated and to seek information professional government websites are filled with

valuable resources and information for educators and parents to navigate.

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