The National Quality Framework for Early Childhood Education
Encouraging each child's holistic development and learning requires the implementation of a verifiable, broad-based, documented and flexible curriculum or programme.
Component 7.1 | Component 7.2 | Component 7.3 | Component 7.4 | Component 7.5 | Component 7.6
Component 7.1 - It is evident that the child's learning and development are holistic experiences and processes, that play is central to integrated learning and development and to curriculum/programme implementation.
Signposts for Reflection - General
7.1.1What is understood by holistic learning and development in your setting?
Think about (e.g.)
In thinking of a child engaged in a particular activity, which aspects of learning and development are being integrated?
Think about (e.g.)
Are there instances in which one or other dimension of the child's development and learning is being emphasised, and can you think of such a situation?
In describing a situation in which you focus on one aspect of development and learning, what possibilities are there for bringing in other aspects of learning and development?
What does the curriculum/programme being implemented in your setting say about play? See 6.1 / 6.3 / 6.5 / 6.7
Birth - 36months
7.1.6What provision does the curriculum/programme you are implementing make for children whose experience is primarily supported by adults?
How does your curriculum/programme guide your relationship with the child? See 5.3 / 5.4
12 - 36 months
7.1.8Is the curriculum/programme you are implementing likely to result in you approaching the child's learning and development from a 'subject' based perspective or from a 'thematic' perspective?
During the daily routine, what opportunities could you provide for the child to use skills and knowledge in different contexts?
2 1/2 - 6 years
7.1.11Component 7.2 - There is a well-referenced curriculum or programme in operation, based on established and verifiable principles of child development.
Signposts for Reflection
7.2.1How does the curriculum/programme support your setting's aims and objectives for development and learning?
Think about (e.g.)
Component 7.3 - The curriculum/programme is reflected in and implemented through the child's daily routine, spontaneous learning opportunities, structured activities and activities initiated by the child.
Signposts for Reflection - General
7.3.1How is the daily routine, including care routines, used to implement the curriculum/programme? See 5.3 See 6.1
Think about (e.g.)
What aspects of the curriculum/programme lend themselves to responding to spontaneous learning opportunities which occur during the daily routine, and to the ever-changing nature of the child's activities? See 6.5/6.7 See 11.5
How can the curriculum/programme be adapted to support the learning and development of all children, thinking especially of children with special needs? See 14.2 / 14.3
How can spontaneous learning opportunities be used to implement an element of the curriculum/programme?
Think about (e.g.)
12 - 36 months
7.3.5Can you give an example of a planned, structured activity you have devised, and the aspects of child development and learning being addressed in this activity? See 1.1 / 1.2
Think about (e.g.)
What aspects of child learning and development are being addressed in this activity?
In child-initiated activity, what strategies do you use to incorporate your curriculum/programme goals? See 5.4
Think about (e.g.)
2 1/2 - 6 years
7.3.8Component 7.4 - Curriculum/programme implementation is achieved through a variety of adult strategies, close and supportive relationships in the setting and a wide range of experiences which are made available to the child.
Signposts for Reflection - General
7.4.1What strategies do you use in implementing the curriculum/programme? See 5.4
Think about (e.g.)
How are you pro-active in becoming involved in the child's learning and development through curriculum/programme implementation? See 6.6
Think about (e.g.)
What range of experiences are provided for the child in the course of the daily routine? See 2.5 / 2.6 / 2.7 See 6.3
Think about (e.g.)
What impact does the nature of your relationship with the child have on their learning and development? See 5.4 See 9.6
Think about (e.g.)
What is the range of relationships within the setting which have an impact on the child's learning and development?
Think about (e.g.)
Component 7.5 -The curriculum or programme of activities being implemented is documented and the documentation is available and in use.
Signposts for Reflection
7.5.1How does the curriculum/programme documentation support implementation?
Think about (e.g.)
Component 7.6 -Planning for curriculum or programme implementation is based on the child's individual profile, which is established through systematic observation and assessment for learning.
Signposts for Reflection
7.6.1What are the different elements of your system of child observation and assessment?
Think about (e.g.)
How do you record the information gained from your observations and assessment?
Think about (e.g.)
How do you acknowledge and validate cultural experiences and knowledge in the curriculum/programme? See 14.3
Back to Index