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

conference contribution
posted on 06.12.2017, 00:00 authored by Alison ElliottAlison Elliott, C Tayler
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.

Funding

Category 2 - Other Public Sector Grants Category

History

Parent Title

Multiculturalism: Perspectives from Australia, Canada and China,21- 22 November 2011: Conference Proceedings.

Start Page

46

End Page

52

Number of Pages

7

Start Date

01/01/2011

Finish Date

01/01/2011

ISBN-13

9781742102610

Location

Sydney, Australia

Publisher

University of Sydney

Place of Publication

Sydney, NSW

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Name of Conference

Multiculturalism: Perspectives from Australia, Canada and China