11/03/2011

The Queensland Kindergarten

Learning Guideline: Practical
Ideas for Implementation

The goals of this workshop are to examine:

Part One: The Queensland kindergarten
learning guideline
Background and information about the QKLG
How the Guideline fits with EYLF
Information about QSA website and PD modules
Part Two: Practical Ideas for Implementation
Play as a context for learning
Intentional teaching strategies

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My Role in the Office for Early Childhood Education

and Care
My role is to support the implementation of The Queensland
kindergarten learning guideline in long day care services
participating in the Queensland Kindergarten Funding Scheme

Universal Access

The Queensland Government is investing $321 million to

ensure every child can access a kindergarten program
In order to achieve this target, up to 240 extra kindergarten
services are being established across the state
All kindergarten programs will be delivered by a qualified
teacher, from 2014

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History

A five month trial of the Queensland kindergarten learning

guideline commenced in 27 services in February 2010.
The trial informed the final version of the guideline
professional development materials for teachers.
The full version of the Guideline is available on the
Queensland Studies Authority website.
http://www.qsa.qld.edu.au/10192.html
Funded services will receive hard copies in the near future.

How EYLF & QKLG align

The Early Years Learning Framework (EYLF)

outlines the principles and practices that
guide educators to provide early childhood
services for children from birth to beginning
school.
The Queensland kindergarten learning
guideline (QKLG) interprets these principles
and practices in a Queensland context for
children in kindergarten settings in their
year before Prep.

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Who uses the Queensland kindergarten learning

guideline?
It is used by services funded by the Office for Early Childhood
Education and Care as approved kindergarten providers
including:
Sessional kindergartens
Kindergarten programs in long day care services

How are QKLG and EYLF similar?

Embracing diverse children, families

and communities
Working in partnerships

curriculum)
Creating engaging learning environments
Learning through play
Responsive, intentional teaching practices

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Why the need for new curricula frameworks?

Change in perspective that reflects
Changes in society (diverse family structures, changing work
patterns)
Changing community attitudes
New research findings that highlight the importance of the
early years
Increasing levels of accountability
An acknowledgement of the importance of family and culture
Need for improved outcomes for Aboriginal and Torres Strait
Islander children

How does this look in practice?

A move away from a developmental focus to viewing children
as capable and competent learners
Greater engagement with families and community (shared
decision making)
-planned
units of work (emergent curriculum)
Concern for continuity of learning; before, during and after

expectations and equity

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The Queensland kindergarten learning guideline

includes:
Guideline QKLG

Tools Continuum of learning and development

Transition statement
P.D Five professional development modules

Decision Making

The guideline
provides
guidance for
decision
making.

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Learning Areas
EYLF (outcomes) QKLG
(learning areas)
Children have a strong sense of identity Identity
Children are connected with and
Connectedness
contributing to their world
Children have a strong sense of wellbeing Wellbeing
Children are confident and
Active learning
involved learners
Children are effective communicators Communicating

Professional Development Modules

Working through the modules and completing the tasks will

help teachers to
Work towards the National Quality Standards set out in the National
Quality Standard (NQS).
meet the Professional Standards for registration or registration
renewal with the Queensland College of Teachers (QCT).
The professional development modules are available on the
Queensland Studies Authority website.
http://www.qsa.qld.edu.au/10192.html

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Tools

The guideline provides two tools for educators to assist them in

continuity of learning for children:
The Continuum of Learning and Development
This tool assists educators to assess, reflect and share

The Transition Statement

This document provides a shared summary between parent,

parents retain this document, it can be shared with school staff

Part Two:
Practical Ideas for Implementation
Play as a context for learning
Intentional teaching strategies

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Play

The other contexts are:

Real life engagements
Routines and transitions

Queensland Studies Authority. (2010). Queensland kindergarten learning

guideline. Brisbane: Queensland Studies Authority

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How does play look different at different times of the

year?
Discuss with your group:
Describe how role play might look different from beginning of
the year to the end of the year.
Do the same for:
Collage
Block play

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We see children engage in play in different ways

Creative
play

Supported
play

Discovery play

Discovery play

Child is at a discovery stage - becoming familiar (How does

the clay feel? What sort of noise does this block make)
Often solitary
Concerned with how things look and feel (sensory
information)
Often not yet ready to represent ideas by drawing or making

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Supported Play

Needs scaffolding to achieve goals

May need prompts and cues to plan and action ideas
The child may not have a plan but will happily work alongside
other children, following their plan
Can usually co-operatively play with others
Often ready to take on board new skills
With encouragement may be ready to represent (make
objects for play event, draw pictures etc)

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Creative

Can be collaborative
Child directs their own learning (make their own rules, have a plan in
mind)
Child confidently accesses and uses resources, often in new and surprising
ways
Solves problems and finds solutions
Draws on previous ideas (own or others)
Can often represent the play through drawing, writing, making maps

With help children can document their own learning

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Goal is to engage children in rich, personally and culturally meaningful

play as a way to engage children in learning.

Creative

Supported
Play

Discovery Play

What supports or impedes children engaging in rich

emergent play?
Discuss in your group:
1. What supports children to engage in rich/creative play?
(child characteristics, environments etc)
2. What impedes children from engaging in rich/creative play?

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What supports?

Children with experience

Rich environments
Older children
Children who are able to integrate new skills and information
Supportive environments
Positive dispositions to learning
Children who are resilient and persevere
Children with strong identities

What impedes barriers

Developmental challenges
Lack of experience
Lack of knowledge or skills
Negative dispositions to learning
Difficulties with sensory integration
Children who are not connected to others

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Reduce/ negotiate barriers

Intentional Teaching

Intentional Teaching allows us to choose strategies that are

Problem solve about how to overcome barriers

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Teaching Strategies level of teacher intervention

Strategies Type of Play

Acknowledging Low interaction

Modelling
Facilitating
Supporting Mediating
Scaffolding
Co-constructing
Reflecting
Critiquing
Demonstrating Explicit
Directing
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and Planning
in Early Childhood Settings (4th ed.). Melbourne: Thomson.

Which teaching strategies?

Providing resources
Co-constructing

Creative
Scaffolding
Directing
Demonstrating skills &
Supported techniques
Modelling
Play

Facilitating
Discovery Play Directing
Engaging/provoking

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Intentional teaching discovery play

1. Facilitating providing good environments

2. Allowing time for children to become familiar with
environment
3. Allowing discovery time
4. Demonstrating and explicitly teaching self help/tidy away
routines

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Supported play

1.
2. Explicit teaching of skills demonstrating, modelling e.g how
to use scissors
3.

4. Peer tutoring
5.
6. Reflecting
7. Scaffolding research skills

Talking with families

Noticing play themes
Fostering culturally relevant interests

displays/books/webpages
Provoking their thinking to initiate an interest

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Peer Tutoring & Collaboration

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Fostering culturally relevant interests

displays/books/webpages

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Research tools and resources

Non fiction (information books)
Picture collections
Natural objects/ museum exhibits
Access to the internet
Using families to assist with research e.g.
Borrowing from public libraries, borrowing
items from home

Inviting guests with specialist knowledge

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Information Boards

interest
Photocopy and encourage child to cut out favourite picture
Teach child how to glue picture onto board
Ask child what s/he already knows about the subject (record)
Ask child what they would like to know or read some of the
text to the child
Ask child what could be added to the information board.

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Sharing successes

Creative Play - Discussion

What intentional teaching strategies do you use to support

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Creative Play

1. Resources that enable children to create their own stories

2. Helping children plan
3. Encourage collaboration
4. Co-constructing
5. Encouraging children to access resources independently
6. Having flexible and extended time
7. Clip boards & writing materials
8. Capturing learning with children
9.

Resources that enable children to think creatively

Open ended rather than single purpose big blocks,

construction, collage/making materials, paint, prop boxes,
collections of objects

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Helping children plan

Plan do review (HighScope)

Co-constructing with children (children retain the control over
the project -
goal)
Drawing up ideas and plans

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Accessing resources

making what they need

Using open ended tools e.g. Hollow blocks rather than
home corner furniture
Encourage children to think about creative uses for
objects in the environment

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Access to writing materials & clip boards

Encourage children to draw or make objects not available for

their play
Assist children to record their ideas & plans
Encourage children to make signs to communicate with
others

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Having flexible and extended time

Saving work
use baskets for made items
take photos or draw pictures

Name cards on partially finished work

Take home basket so you can decide what stays or goes
home.

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Collaborating with parents

Email
Wall documentation e.g. Annotated photos
Portfolios
Slide show
Engage parents as resource gatherers
Finding out on the net
Information form library
Local experts

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Summary
Part One: The QKLG
Background and information about the QKLG
How the Guideline fits with EYLF
Information about QSA website and PD modules
Part Two: Practical Ideas for Implementation
Play as a context for learning
Intentional teaching strategies

Office for Early Childhood Education and Care

Kindy Hotline 1800 4 KINDY (1800 454 639)

OECEC website
http://education.qld.gov.au/earlychildhood/o
ffice.html

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Queensland Kindergarten Learning Guideline

The Guideline
Continuum of Learning and Development
Professional Development Modules

Available online from the Queensland Studies Authority Website

http://www.qsa.qld.edu.au/10192.html

My Contact details

Sue Southey (Mon - Wed)

Principal Program Officer
Strategic Initiatives
Telephone: +61 7 3224 7620
Email: Sue.Southey@deta.qld.gov.au

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