Delivering professional learning around new early childhood curricula in very remote Aboriginal and Torres Strait Islander communities

This paper details a rationale and model for delivering place-based professional learning to introduce the National Quality Agenda, National Quality Standards and the Early Years Learning Framework to early childhood educators in services across very remote Queensland, Western Australia and Northern Territory communities. It highlights some of the issues facing remote early childhood services and educators that impact on professional/learning access, including 'English as an Additional Language' issues. The professional learning model is customised to draw on the cultural knowledges, learning styles and other diverse circumstances that apply to Indigenous educators and early education provision in very remote settings. Inimplementing this model it is important to recognise that quality learning experiences in early childhood education are mainly about intent and relationships. The best learning can happen anywhere - if the setting is rich in language and ideas. responsive to children's needs, and both process and outcomes focused.