Victorian Early Learning Years and Development Framework - Literature review Example

Running Head: Victorian Early Learning Years and Development Framework Victorian Early Learning Years and Development Framework Student’s Name: Institution: Outcomes from the Victorian Early Learning Years and Development Framework Introduction In the case, of Victorian Early Learning Years and Development Framework, Bertram & Pascal (2002) state that a child’s development and learning processes are advanced immediately the child is born until he/she attains eight years of age. The development framework ensures that early childhood professionals are assisted to be able to closely work together with a child’s family with an aim of achieving a particular outcome towards a child’s growth and development. Thus, the framework welcomes any body who is willingly ready to work with a child towards his/her learning development, and, therefore, terms this person as an early childhood professional. This may include child health nurses, school teachers, family members et cetera. The Victorian framework visionary aim is to ensure that every Victorian child thrives, learns and grows; enjoying every productive contribution offered by these childhood professionals, while the child focuses on contributions towards his/her own local and global communities. According to the United Nations Convention on Children’s Rights (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006 as suggested by Leer (2006), the framework is aimed at advancing a child’s image as a subject of rights who bears full societal rights as a member of that particular society, and thus is capable of providing his contributions in his/her social world through relating to others. Dockett & Perry (2007) emphasizes that the framework aims at developing a child’s learning stage which ensures a firm basis before another stages’ transition. This happens during this time in a child due to the presence of rapid brain development which enables the child gain more skills and knowledge compared to other stages of growth. Therefore, immediately the child is ready to start schooling, he has enough ability to effectively communicate, learn and think; create and maintain relationships also form a strong sense of identity. Moreover, the skills gained act as a child’s foundation for learning at school and for the better part of his future learning. The Victorian Framework In this context, a number of practice principles for learning and development are discussed; hence describe the best and most effective procedures for use by professionals, for purposes of closely working together with children and their families to facilitate their learning and development. In addition, emphasis laid by the Victorian framework focuses on the importance of supporting a child and his/her child as he/she co-operates towards the achievement of a certain service throughout the early childhood period. Early Learning Years and Development outcomes In the context of early childhood learning, five vital development outcomes are created. They include: • A child possessing a strong sense of identity. • Sense of well being. • The contributions they make to the community. • Confidence they have towards involved learning. • Ability to effectively communicate. Though every child learns at a different rate, in different ways and at different times, the development is obviously not a smooth and straightforward process. Some children and families have to struggle considerably with the learning and development of a child, which calls for enough perseverance for educators and child’s family. It is, therefore, imperative that different kinds of support and engagement are implemented to provide the necessary support needed for a child’s learning and development process. For purposes of ideally scrutinizing the child’s early years and development in learning, we look at the following outcomes and determine the reliability of each outcome. Outcome 1: Identity To start, there is a need for the existence of a strong relationship, which is a strong foundation towards a child’s growth; hence acts as a path leading to a child’s identity. Creation of strong family relationships and care from other adult settings is the key builders of strong relationships that play the role of a child’s strong sense of identity. In respect to this, a child’s positive experience with people of a different nature and placing of support, creates some sense of awareness, thus makes the child feel more significant, appreciated and a respectful individual. Therefore, this strong and positive sense of identity strengthens a child’s interest and skills, thus, becoming active contributors to the community in general. Once a child encounters new challenges, he/she develops a sense of autonomy and a sense of agency by using their bodies and skills developed to come up with newer discoveries considering the child’ s thought at a particular moment. In addition, the child learns how to efficiently interact and work collaboratively with others to achieve his/her set goals and objectives. This process begins by the child’s eagerness to know about something in particular, which he/she starts by taking the initiative to ask a question concerning the particular issue; hence attempts to solve it on his/her own. With the support, given by educators, a child is able to reflect on his/her own achievements, acknowledges the value of persistence; hence enjoys his/her accomplishments. Through the development of a knowledgeable sense of identity, a child is able to reach out through communicating his/her needs for comfort, assistance and companionship. This is achieved in a number of ways though the best way to achieve this is through the involvement of dramatic plays, which aims at the exploration of different points of a child’s view. Thus, if necessary support is provided for all children, there is a possibility that all of them will develop a strong sense of identity, thus, learn how to better interact with others, portraying the aspect of care, empathy and respect for all. Moreover, the interest portrayed by a child towards others and considering him/her as being part of a group, he/she is able to participate in play, therefore, develops friendships. However, such confidence may be transferred to other social situations; hence increasingly allowing the child to recognize and accept any consequences created as part of his/her actions. Language preferences also play a vital and significant role in the child’s build up of identity. Through respecting a child’s culture and language, a professional is able to maintain the child’s sense of identity. This respect if observed properly helps nurture a child and with the identity created in the child, he/she begins to appreciate the similarities and differences presented between groups and individuals who surround him/her. Outcome 5: Effective communicators This outcome identifies the effective communication process that a child develops right after it is born. Interestingly, a child learns how to communicate with the involvement of bodily features that he/she possesses. This implies the use of gestures done by hands, visual and nonverbal cues, making sounds and assisted communication in forming relationships. With this attempt, a child makes communication more intentional as he/she is eager to get his needs attended to. Thus, for a child’s wellbeing, agency and identity, communication skills are vitally connected to a child’s capacity to express his/her feelings and thoughts and the need to be understood. Owing to a child’s growth process, most of the children are innately social, creative and motivated to share ideas, thoughts and feelings for the purposes of their understanding. However, a child’s response is communicated nonverbally and verbally depending on what the child sees, hears, feels or tastes. By interacting with responsive adults, children initiate the need to explore sounds and movement patterns, sing and exposed to chants and rhymes. As discussed above in the case of identity, the maintenance of a first language is vital for communication purposes too. According to Clarke (2009), a child may actually learn the language as a second one through quality exposure to the language. This may be achieved effectively through explicit modeling and language teaching, and appropriate time to acquire the new language. In order to achieve success, it is necessary for the professional early childhood educator to be knowledgeable about how a child is easily able to learn a second language and grasp the concepts. This also requires the professional to have a sense of being and have the ability to determine acquisition and recognition stages that children differ in their individul rates of acquisition. For example, a school offers a child the opportunity to learn other languages that are separate from the English language, which presents some children with an opportunity to proceed learning by using their first language, while others enjoy the privilege of learning a new language for a more wide communication with societal members. Learning Environment For the healthy growth and good build-up of a child’s knowledge, the learning environment needs to be conducive. Thus, the need to have a learning environment in existence is due to the fact that it is a welcoming space, which reflects and enriches the lives and identities of children, and families, in response to their interests and needs. In Australia, outdoor learning is a best practice in the context of a learning environment. Outdoor learning offers a vast scope of opportunistic ideas compared to indoor learning as discussed by Elliot (2008). Playing in children enables the creation of friendship; hence the wide array of play opportunities for the children enables them learn new concepts as they grow. This includes natural environments, which include plants, water and other elements provided for by nature. Such spaces are essential as they invite the openness in interactions, spontaneity, exploration, risk-taking and discovery, which aids them connect to the natural world. This fosters an appreciation of the natural environment by the child, thus creates environmental awareness and provides a platform for ongoing environmental education. Despite the advantages provided for by outdoor learning environment, indoor learning also inputs knowledge in a child’s development. The both environments create a platform for easy conversation between children early childhood educators, families and the broader community, therefore, promoting opportunities for sustained thinking and collaborative learning. Thus, environment and resources highlight our responsibilities as professional or educators in the creation of a sustainable future and promote a child’s understanding of the environment and how to care and preserve it for the future, which in turn fosters hope, wonder and knowledge regarding the natural world. Educators though rightfully have the responsibility to support a child’s engagement by allowing for meaningful interactions through the provision of a range of opportunities and shared experiences, and by doing so, children are able to contribute towards the development of the community. Assessment of learning outcomes Assessment according to Laevers (1994) refers to the process of collecting information and analyzing it as evidence concerning what the child knows, what he can do and how well he understands. This mainly involves the point from birth to eight years of age. According to Carr (2001), ongoing assessment processes plus the inclusion of a diverse array of methods help capture and validate the different pathways taken by children towards achieving the two outcomes discussed. This assessment focuses on the endpoints of a child’s learning; hence give equal consideration to the steps/efforts made by an individual child, thus, recognizes and celebrates not only the giant leaps taken by children in their learning but also the small steps, as well. In spite of this, when assessment is undertaken with the involvement of families, there is the ability for the family to support a child’s learning; hence empower the family members to act on behalf of the child beyond the early childhood setting. However, the inclusion of a child in an assessment process helps the child understand himself/herself as a learner and creates an understanding of how he/she can benefit from the learning process. Conclusion A child’s active involvement in learning bases its success rates depending on the active learning environment in which a child is encouraged to explore and interact with the environment. This enables the constructive meaning and knowledge through a child’s experiences, social interactions and the negotiations conducted with others. Through supporting active involvement in learning, educators have to play a crucial role that is vital through encouraging a child to focus on the discovery of deeper meanings to ideas; hence connecting them between concepts, processes and representations. For this to be achieved, educators are required to be engaged with the emotions that children possess and the thinking process which helps nurture a child in the desired way. This provides a good foundation for toddlers and preschool going children and ensures the child grows with proper knowledge, thus, giving assurance of the importance of the Victorian Early Learning Years and Development in fostering a child’s growth. References Bernard van Leer Foundation (2006). A Guide to General Comment 7: Implementing Child Rights in Early Childhood. United Nations Committee on the rights of the Child. United Nations children’s Fund. The Netherlands. Carr, M. (2001). Assessment in early childhood settings: learning stories. London: Paul, Chapman. Clarke, P. (2009). Supporting Children Learning English as a Second Language in the Early Years. Discussion paper commissioned by the Victorian Curriculum and Assessment Authority. Retrieved May 24, 2011 from http://www.vcaa.vic.edu.au/earlyyears/publications.html Dockett, S. & Perry, B. (2007). Transitions to School – perceptions, expectations, experiences. UNSW Press, Sydney. Elliot, S. (Ed) (2008). The Outdoor Play Space Naturally for Children Birth to Five Years. Pademelon Press. Castle hill, NSW. Laevers, F. (Ed) (1994). Defining and assessing quality in Early Childhood Education. Leuven: Leuven University Press, Belgium. T. & Pascal, C. (2002). Early Years Education: An International Perspective London: Qualifications and Curriculum Authority, Great Britain. Towards Early Years Learning Framework. Retrieved May 24, 2011 from http://www.inca.org.uk/pdf/early_years.pdf United Nations Convention on the Rights of the Child, (1989). United Nations Committee on The Rights of the Child comment No. 7 (2005). Implementing Child Rights in Early Childhood. Read More