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
7.1.1What is understood by holistic learning and development in your infant classroom?
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In thinking of a child engaged in a particular activity, which aspects of learning and development are being integrated?
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When teaching one area/strand unit of the curriculum, what possibilities are there for integration of other aspects of learning and development?
What does the curriculum say about play? See 6.1 / 6.3 / 6.7
During the daily routine, what opportunities could you provide for the child to use skills and knowledge in different contexts?
Component 7.2 - There is a well-referenced curriculum or programme in operation, based on established and verifiable principles of child development.
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
7.3.1How is the daily routine, including care routines, used to implement the curriculum/programme? See 5.3 See 6.1
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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?
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Can 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
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In child-initiated activity, what strategies do you use to incorporate your curriculum goals? See 5.4
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Component 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
7.4.1What strategies do you use in implementing the curriculum? See 5.4
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What teaching approaches and methodologies do you use to implement the curriculum?
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How are you pro-active in becoming involved in the child's learning and development through curriculum/programme implementation? See 6.6
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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
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What impact does the nature of your relationship with the child have on their learning and development? See 5.4 See 9.6
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What is the range of relationships within the school which have an impact on the child's learning and development?
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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 often do you consult your curriculum documentation?
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What kind of documentation do you produce yourself to support curriculum implementation? See 6.7
At what intervals do you document your curriculum planning?
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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?
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How do you record the information gained from your observations and assessment?
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How do you acknowledge and validate cultural experiences and knowledge in the curriculum/programme? See 14.3