Applying Practice Principle 6 – Integrated teaching and learning approaches when working with young children with trauma

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Applying Practice Principle 6 integrated teaching and learning approaches when working young children with trauma

Reading Victorian Early Years Learning and Development Framework Practice Principle Guide 6 Integrated Teaching and Learning Approaches, 2012, available at: <www.education.vic.gov.au/earlylearning>.

Victorian Early Years Learning and Development Framework Evidence Paper Practice Principle 6: Integrated Teaching and Learning Approaches, Authored for the Department of Education and Early Childhood Development by Louise Marbina, Amelia Church and Collette Tayler, Melbourne Graduate School of Education, 2010, available at: <www.eduweb.vic.gov.au/earlylearning/eyldf/profresources.htm>.

Study plan

What is integrated teaching and learning?

Early childhood professionals recognise that a gradual shift in emphasis occurs over the first eight years of a child’s life, along a continuum from play to more structured learning in formal settings. Early childhood professionals apply strategies to support sustained and shared interactions with children through play to more focused learning. Learning is an active process that must involve children’s engagement. Play is essential for its ability to stimulate and integrate a wide range of children’s intellectual, physical, social and creative abilities. Active engagement with, and attunement to, children in their play extends and supports their learning. Shared, sustained conversations are also a powerful and important feature of active adult engagement. (Victorian Early years Learning and Development Framework, p.14).

Read pages 1−5 of the Victorian Early Years Learning and Development Framework Practice Principle Guide 6 Integrated Teaching and Learning Approaches.

Complete the Reflective Questions and Discussion Starter.

Describe what integrated teaching and learning approaches mean to you in relation to working with young children with trauma.

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Talk to work colleagues about their experiences of applying integrated teaching and learning approaches when working with young children with trauma.

Why is integrated teaching and learning important?

Explain why integrated teaching and learning is important.

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Read pages 6−7 of the Victorian Early Years Learning and Development Framework Practice Principle Guide 6 Integrated Teaching and Learning Approaches.

Complete the Reflective Questions and Discussion Starter.

Reflect on the implications of this information for you when working with young children with trauma.

How does integrated teaching and learning look in practice?

Read pages 8−21 of the Victorian Early Years Learning and Development Framework Practice Principle Guide 6 Integrated Teaching and Learning Approaches.

Complete the Reflective Questions and Discussion Starter.

Ask work colleagues to provide examples of how they have applied integrated teaching and learning practices when working with young children with trauma.

Write useful examples of work colleagues’ practices with young children with trauma below:

• Engaging with children in play. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Having learning conversations and interactions that support learning. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Planning experiences to deepen and extend children’s knowledge, understanding and skills.

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• Differentiating learning opportunities for individual learners. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Planning a balanced curriculum using all the five Learning and Development Outcomes.

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• Creating physical environments that promote learning. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write strategies for changes to your work practices below:

• Engaging with children in play. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Having learning conversations and interactions that support learnng. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Planning experiences to deepen and extend children’s knowledge, understanding and skills.

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• Differentiating learning opportunities for individual learners. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Planning a balanced curriculum using all the five Learning and Development Outcomes.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Creating physical environments that promote learning. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use a staff meeting to review how your workplace supports and maintains integrated teaching and learning approaches with young children with trauma.

To gain a deeper understanding of the application of Practice Principle 6 read the Victorian Early Years Learning and Development Framework Evidence Paper Practice Principle 6: Integrated Teaching and Learning Approaches, Authored for the Department of Education and Early Childhood Development by Louise Marbina, Amelia Church and Collette Tayler, Melbourne Graduate School of Education, 2010, available at: <www.eduweb.vic.gov.au/earlylearning/eyldf/profresources.htm>.

Notes

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