1.1. 2 Child-centred Each child's current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. 1.1. 3 Program learning opportunities All aspects of the program, including routines, are organised in ways that maximise opportunities for each child's learning.

Aim of Element 1.1. 1 is to ensure that an approved learning framework guides the development of the curriculum at an education and care service and supports curriculum decision-making as an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

Educational program and practiceElement 1.1.1Approved learning frameworkElement 1.1.2Child-centredElement 1.1.3Program learning opportunitiesStandard 1.2Practice8 more rows

One of the simplest ways to stay current is to regularly read information from the industry's top minds and organizations dedicated to early childhood education. Schedule time each week to review your favorite resources and share and discuss any new information that interests you with your colleagues.

1.2. 1 Intentional teaching Educators are deliberate, purposeful, and thoughtful in their decisions and actions. 1.2. 2 Responsive teaching and scaffolding Educators respond to children's ideas and play and extend children's learning through open-ended questions, interactions and feedback.

1.1. 2 – Each child's current knowledge, strengths ideas, culture, abilities and interests are the foundation of the program. 1.1. 3 – All aspects of the program, including routine, are organized in wants that maximized opportunities for each child's learning.

The Framework puts children's learning at the core and comprises three inter-related elements: Principles, Practice and Learning Outcomes (see Figure 1). All three elements are fundamental to early childhood pedagogy and curriculum decision-making.