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This resource is excellent 'starter' tool for exploring days of significance within your service. It is essential to consult with families and your local community around 'if, when and how' these days of significance are celebrated or acknowledged, and to ensure respectful and authentic partnerships are developed.
Call us for advice about how to use this resource in your educational program.
We recommend printing on A3 for best results; suitable for black and white or colour printing!
We are excited to announce the release of Dr Priscilla M. Clarke’s publication Learning English as an Additional Language in Early Childhood, 2nd Edition. Complete with a new look and available for download as an eBook, this popular resource guides educators supporting children learning English alongside their home language/s.
Language plays a central role in children’s development. It is largely through language that children formulate and express their thoughts. Using language children are able to interact with others, to interpret their experiences, to organise their thinking and make sense of their world. The most important experiences for children are those in which they are actively involved.
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This resource is available to fkaCS Members only.
People face all sorts of barriers when accessing an early childhood service. In particular children and families from culturally and linguistically diverse (CALD) backgrounds face attitudinal barriers, a number of which are outlined on the first page of this infosheet. On the second page, we consider some of the ways service providers, practitioners and educators can reduce barriers to active participation for families and children.
ECEC refers to Early Childhood Education and Care.
A resource to guide practice for educators supporting children learning English alongside their home language/s.
For further information on how to support children learning English as an additional language, fkaCS Members can download Dr Priscilla M. Clarke's eBook Learning English as an Additional Language at the top of this page.
Enrolment and orientation are the first steps in building relationships with families and children. It is within these first encounters we begin connecting with and understanding the cultural values, expectations and experiences each of the families participating within our services hold...
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When we plan and assess for children’s learning there are a number of tools and skills early childhood professionals use to create a holistic view. Through choosing assessment instruments and techniques to
create a holistic picture of each child’s knowledge, understandings, skills and capabilities (DET 2016, p. 13), we also rely on shared communication with children, families, communities and other professionals to inform our assessment and planning for children. Developing respectful and responsive relationships with children and their learning does not solely rely on shared verbal language between the early childhood professional and child. The tools and instruments support early childhood professionals in creating a holistic picture of the knowledge and understanding each child holds...
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Your pedagogy and practice affords children many opportunities to learn about themselves and others, to
engage in experiences that support making meaning of the world in which they live, and learn to use communication as an effective tool within their daily lives.
To reflect on how pedagogy and practice supports children’s strength of identity, agency and development, we must first remind ourselves what identity and agency in the early years looks like for all children.
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Supporting the development of language and communication within early years education and care programs requires early childhood professionals to reflect on the learning environment they construct for young learners. When planning and developing activities and experiences for young children to support their language and communication development, consideration must also be taken for the learners with the program who are developing, extending and learning more than one language. It is important to reflect on...
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Listening to stories and encouraging children to join in story sessions are highly valued activities in most early childhood settings. Story time provide a number of benefits for all children including enjoyment and pleasure and the opportunity to develop imagination and express feelings.
There are many benefits for all children if stories are available for children in languages other than English as well as English. These include:
Stories enable children to share experiences of other people’s lives, ideas and cultures, reflecting both on past and present experiences and extending children’s knowledge...
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Used in conjunction with Pedagogy and Practice Resource Sheet: Supporting the Development of EAL, this resource is designed to act as a reflection tool for services engaging in the support of children learning English as an additional language.
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Within early years education and care services, the material and resources we provide young children are integral to their learning and development. Early childhood professionals need to identify resources that support children to think about and understand notions of social justice, respect and equity, in a safe and understanding environment.
Reflective points within this resource can support you in identifying whether the materials and books you offer children promote positive or stereotyped images and content.
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