menusubmissiontemplate_v7_elo_srfinput€¦ · web viewrecognise and deepen their understandings...

MENU OF EVIDENCE-INFORMED PROGRAMS AND SUPPORTS FOR SCHOOL READINESS FUNDING:APPLICATION FOR INCLUSION Funded kindergarten programs in Victoria use an approved learning framework to support a holistic approach to children’s learning and development. Educational programs and curriculum are based on the strengths, interests, and abilities of children, and the culture and values of their families and communities.

In 2020, school readiness funding will be available to kindergarten services across the following 8 Department of Education and Training areas and 32 Local Government Areas (see below link for details):

More information about school readiness funding can be found at:

https://education.edugate-cms.eduweb.vic.gov.au/childhood/providers/funding/Pages/srf.aspx

The Department of Education (the Department) has developed a menu of evidence-informed programs and supports (the menu), consistent with the Victorian Early Years Learning and Development Framework (VEYLDF), for kindergartens to use to direct their expenditure of school readiness funding.

The menu is an online tool that provides descriptive and implementation information for programs, and supports that meet the criteria for inclusion. “Programs and supports” include written resources, professional learning programs and professional supports and approaches that build the capability of educators, parent, carers and families.

Please note that curriculum documents, for example curriculum content units and lesson plans, are out of scope and will not be included on the menu.

Submitted items will be assessed against the following criteria and should:

Align with school readiness funding priority outcome areas: the item must support outcomes for children in the three priority areas of:

communication (language development) wellbeing (social and emotional regulation); and access and inclusion (participation).

Be able to be implemented in Victorian early childhood settings : the program must be appropriate for use with children and families aged 3 to 5, and must be available to be delivered in funded kindergarten programs across Victoria.

Align with the VEYLDF : the item must be underpinned by one or more of the eight VEYLDF Practice Principles and five outcome areas, and not be inconsistent with any aspect of the VEYLDF.

Have an evidence base or clear project logic : the item should ideally be supported by a scientific study, evaluation or research evidence; and if not, be supported by a strong project logic.

To be considered for inclusion on the menu, providers must:

1

Mallee Hume Moreland Goulburn Outer Gippsland

Inner Gippsland Southern Melbourne Wimmera South West Brimbank Melton

https://www.education.vic.gov.au/childhood/providers/funding/Pages/srf.aspx

1. Complete the attached template, providing as much information as possible.

2. Lodge submissions by 31 May 2019 via [email protected]

The 2020 version of the menu will be launched online in August 2019. Providers to be included on the 2020 menu will be notified prior to publication.

______________________________________________________________________________APPLICATION CONDITIONS1. Application Documents

All applications and any accompanying documents will, upon submission, be retained by the Department. The Department will not return any of these documents.By submitting an application, you agree that the Department can:a) reproduce the whole or any portion of the application or documents which you have submitted for

the purposes of, or in connection with, its evaluation, andb) when an application is successful, reproduce the whole or any portion of the documents,

information contained in the application or in any website referred to in the application, on the menu in the absolute discretion of the Department, notwithstanding any copyright or other intellectual property rights that may subsist in those documents.

2. ReservationThe Department reserves the right, in its absolute discretion to:

a) refuse to consider or accept any application,b) decline to include on the menu any submitted item, orc) decline to include on the menu any information provided by the applicant, ord) remove from the menu any item ore) remove from the menu any information provided by the applicant without giving any reason for the

refusal, rejection or removal.

3. Recommended itemsInclusion on the menu does not give rise to a contract (express or implied) between the Applicant and the Department for the supply of the item. No legal relationship will exist between the Department and the Applicant until such time as a binding contract is executed by both parties.

4. Acceptance of ConditionsBy submitting an application on this application form, you agree to these Application Conditions.

2

mailto:[email protected]

___________________________________________________________________________

APPLICATION DETAILS Please complete the below fields with AS MUCH INFORMATION AS POSSIBLE and any supporting documents, including materials related to the item (for example manuals, presentations, login-in details for online training etc.). If insufficient information is provided, the Department may make contact to request further information.

Date of submission:

Applicant details:

Service/organisation name:

Organisation contact:

Position details:

Name of program/item:

Website:

Date of development:

Manufacturer/produced by:

Aim of program:

Alignment to school readiness funding priority areas:Please check all that apply. Please provide detailed evidence of specific connections next to each chosen priority area.

☐ Wellbeing (focus on self-regulation)

☐ Communication (focus on language)

☐ Access and inclusion

Evidence base:

Please provide details of the following either below or by attaching separate document: references for, or copies of, any relevant research studies, evaluations or academic

reviews about this program.

3

evidence of Australian and Victorian use of this item. the program logic. If there is no program logic, please provide any other available

information to support an assessment, such as pilot program information or an outline of its theoretical underpinnings.

Alignment with the VEYLDF:

Use Appendix 1 (included below) to provide detailed information about how the item aligns with the VEYLDF Practice Principles.

Item information, accessibility and model of implementation:Please provide as much detail as possible under the following headings:

Item description: Target population (e.g. children, educators, families), (required) Program / practice descriptions and details (required) Program adaptability (e.g. for use in Australian and Victorian context) Implementation model (including key steps and approximate timeframes)

Access requirements for services: Training requirements (e.g. minimum level of training, pre-requisite knowledge) (required) Staffing (required) Other requirements (e.g. minimum number of participants, minimum level of training, pre-

requisite knowledge) Tools and systems (e.g. resources, information technology requirements) Detailed costs (e.g. costs per person, per program, base rate, package of services,

minimum number of participants) Cost analysis. Please provide as much detail as possible about how these costs were

determined, what is included in these costs and any additional expenses related to the item that services should be aware of.

Availability for regional and rural services. Outline the capacity to provide the menu item across the 8 DET areas receiving school readiness funding in 2020.

Implementation support: Provision of supervision and/or coaching support Current best implementation knowledge i.e. what is known about most effective processes

for implementing this item?

Please include links to program materials or attach materials in a separate document (please note that if attached materials are not sufficient, the Department will contact you for further information).

Provide any additional information that you feel will be useful for the assessment process.

4

APPENDIX 1

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK (VEYLDF) ASSESSMENT MATRIX TEMPLATE

BACKGROUND The menu of evidence-informed programs and supports (the menu) was developed in 2018 by the Department of Education and Training (the Department) to guide and support kindergarten services to spend school readiness funding allocations.

The VEYLDF Assessment Matrix Template forms a part of The Menu of Evidence-Informed Programs and Supports: Supporting the Spending of School Readiness Funding (Methods used to populate and validate the Menu).

ABOUT THE VEYLDF ASSESSMENT MATRIX TEMPLATE The VEYLDF identifies eight Practice Principles for Learning and Development informed by research. The Practice Principles describe the most effective ways for early childhood professionals to work together, and with children and families, to facilitate learning and development. The Practice Principles are interrelated and designed to inform each other.

The VEYLDF Assessment Matrix Template, developed by the Department, is informed by the VEYLDF and organised into the eight Practice Principles.

VEYLDF ALIGNMENT SELF-ASSESSMENT PROCESS This template should be completed with early childhood educators’ practice in mind. That is, when considering whether an item satisfies an indicator in the template, ask, "Does this item support early childhood educators to put the VEYLDF indicator into practice?"

Items relating specifically to supporting families, parents and carers are reviewed with a focus on four of the VEYLDF Practice Principles: Partnerships with families; High expectations for every child; Respectful relationships and responsive engagement; and Equity and diversity.

The review process for external providers is as follows:

1. Review all available documentation for each item, and identify the key factors that contribute to or reflect the VEYLDF’s eight Practice Principles. This assessment is based upon the descriptive statements provided in the VEYLDF (pp. 8-16) for each Principle and, where supplementary information is required, the eight VEYLDF Practice Principle Guides.

The descriptive statements are the “indicators” used to rate the item’s alignment to each Practice Principle. The table below shows the available rating options providers should use for each indicator:

5

Rating The item:

Yes o does contribute to or reflect this indicator

Partial o partially contributes to or reflects this indicator

Not applicable

o is not designed to reflect and is not applicable to this Practice Principle (for example where an item is designed for parenting and not intended to focus on educators’ partnerships with professionals)

2. Where relevant or useful, include explanatory comments to assist in understanding the rating against each indicator. This would include referencing page numbers and/or specific resource materials. Please note, depending on items and their intended purpose it will not be uncommon for items to be rated against indicators as ‘partial’ or ‘not applicable’.

6

VEYLDF ALIGNMENT SELF-ASSESSMENT

ITEM NAME:

SOURCE MATERIAL(S):

DATE OF ASSESSMENT:

7

VEYLDF Practice Principle:Reflective practice:

Reflective practice is defined as an “ongoing, dynamic process of thinking honestly, deeply and critically about all aspects of professional practice with children and families [which] occurs spontaneously as well as in essential planned reflection time” (adapted from Kennedy & Stonehouse, 2017, p. 6). Features of effective critical reflection and professional inquiry, as outlined in the VEYLDF, are that early childhood professionals:

gather information, including the views and perspectives of each child, and use it to inform, review and enrich decision-making

draw on expertise beyond the team to gain clear and shared understandings and to inform new directions

reflect with children and families as collaborators to create more inclusive environments to advance each child’s learning and development

collaborate with professionals in other disciplines to provide, receive and consider multiple perspectives, encouraging every person’s contribution

use sound evidence to inform planning for children’s progress in learning and development apply evidence-based practices to advance children’s learning and development embrace professional learning and skill development that aligns with priorities for setting, service or

network improvement

Please note providers are not required to address the sub-descriptors: review and evaluate to inform ongoing improvement challenge and change some practices to incorporate new understandings into practice.

They are considered to be outside the scope and control of a program/resource:

8

Practice Principle Rating Where is this descriptor referenced? (e.g. page number, slide reference; required)Further Comments (as required)

# Reflective practice This item supports early childhood professionals to:

Yes

Partial

Not applicable

1.1a gather information, including the views and perspectives of each child, and

1.1b use it to inform, review and enrich decision-making

1.2 draw on expertise beyond the team to gain clear and shared understandings and to inform new directions

1.3 reflect with children and families as collaborators to create more inclusive environments to advance each child’s learning and development

1.4 collaborate with professionals in other disciplines to provide, receive and consider multiple perspectives, encouraging every person’s contribution

1.5 use sound evidence to inform planning for children’s progress in learning and development

1.6 apply evidence-based practices to advance children’s learning and development

1.7 embrace professional learning and skill development that aligns with priorities for setting, service or network improvement

Comments

9

VEYLDF Practice Principle:Partnerships with families:

Children learn most in their early years from those adults with whom they have the closest relationships. Families are the primary influence on children’s learning and development. Families have a long-standing relationship with and unique perspective on their child. This includes valuable information about their child’s strengths, abilities, interests and challenges.

To establish strong partnerships with families programs and practices must be effective, sustained and collaborative partnerships, and:

show respect in their relationships with families, adopting an open, non-judgemental and honest approach that is responsive to a family’s situation

create a welcoming and inclusive environment where all families are encouraged to participate in and contribute to experiences that enhance children’s learning and development

listen to each family’s understanding, priorities and perspectives about their child with genuine interest to inform shared decision-making and promote each child’s learning and development

actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community

establish partnerships where information sharing supports families’ confidence, identifies what families do well, and recognises the family’s critical importance in their child’s life.

Please note the following sub-descriptor of the Partnerships with families Practice Principle has been omitted as it has been deemed to be less relevant for completion of the VEYLDF Matrix by menu providers:

understand that consensus with families is not always possible or desirable.

10


# Partnerships with families This item supports early childhood professionals to:

Yes

Partial

Not applicable

2.1 show respect in their relationships with families, adopting an open, non-judgmental and honest approach that is responsive to a families situation

2.2 create a welcoming and inclusive environment where all families are encouraged to participate in and contribute to experiences that enhance children’s learning and development

2.3 listen to each family’s understanding, priorities and perspectives about their child with genuine interest to inform shared decision-making and promote each child’s learning and development

2.4a actively engage families and children in planning for ongoing learning and development in the service,

2.4b at home; and

2.4c in the local community

2.5 establish partnerships where information sharing supports families’

11


# Partnerships with families This item supports early childhood professionals to:

Yes

Partial

Not applicable

confidence, identifies what families do well, and recognises the family’s critical importance of their child’s life

Comments

VEYLDF Practice Principle:High expectations for every child:

Within the VEYLDF, this principle is founded on the belief that high expectations and encouragement are closely linked with children’s agency and sense of capability.

Viewing children as capable of making choices and decisions from birth. High expectations by professionals and families mean being open to possibilities about children’s capabilities and avoiding being locked in to ideas about what children are capable of at a certain age or stage. This expectation of success is a powerful motivator for children, promoting resilience and willingness to work hard, regulating behaviour and establishing goals and aspirations for the future.

Early childhood professionals should:

commit to having high expectations for every child’s learning and development show sensitivity to the messages they convey about the child’s and family’s unique abilities value children’s strengths and differences and communicate high expectations to them ensure that every child experiences success and is motivated to accept new challenges through

which to learn and grow recognise that every child learns from birth, but some children require different opportunities, spaces

and specific supports, in order to learn effectively and thrive work with all families, in particular those experiencing vulnerability and disadvantage, to promote the

importance of having high expectations for their children expect and ensure that children express their views and contribute to decisions that affect them,

including children who are not able to communicate with words.

Please note the following sub descriptor of the High expectations for every child Practice Principle has been omitted as they have been deemed to be less relevant for the purpose of the VEYLDF Matrix:

notice and actively avoid the negative effects of low expectations, prejudice and low levels of attention to any child’s learning and development.

12


# High expectations for every child This item supports early childhood professionals to:

Yes

Partial

Not applicable

3.1 commit to having high expectations for every child’s learning and development

3.2 show sensitivity to the messages they convey about the child’s and family’s unique abilities

*where no insensitivity is detected, this item many be coded as “Yes.”

3.3 value children’s strengths and differences and communicate high expectations to them

3.4 ensure that every child experiences success and is motivated to accept new challenges through which to learn and grow

3.5 recognise that every child learns from birth, but some children require different opportunities, spaces and specific supports, in order to learn effectively and thrive

3.6 work with all families, in particular those experiencing vulnerability and disadvantage, to promote the importance of having high expectations for their children

3.7a expect and ensure that children express their views and contribute to decisions that affect them.

3.7b including children who are not able to communicate with words

Comments

13


# High expectations for every child This item supports early childhood professionals to:

Yes

Partial

Not applicable

14

VEYLDF Practice Principle:Respectful relationships and responsive engagement:

From birth, warm and respectful relationships with familiar adults build and strengthen secure attachments that are fundamental to children’s learning and development. All adults are attuned to subtle communication and cues from birth. These relationships nurture, regulate and provide protective factors to support children’s wellbeing, resilience and learning capabilities.

Interactions with children and families inform early childhood professionals knowledge of children, crucial in providing positive experiences and a safe and stimulating environment that will encourage children to expand their capabilities and deepen their capacities and deepen their knowledge and understandings (adapted from Kennedy and Stonehouse 2017).

Early childhood professionals must:

demonstrate sensitivity and initiate warm, trusting and reciprocal relationships with children and their families

support families’ choices and decision making ensure that children experience safe and stimulating learning environments help children to establish secure attachments and develop self-regulation develop learning programs that are responsive to each child and build on their culture, strengths,

interests and knowledge support sustained shared thinking listen to, hear and take into account the views and feelings of each child recognise when a child learns something significant and apply this knowledge to strengthen learning

relationships recognise and deepen their understandings about other people and how values and beliefs influence

their own world view demonstrate respect for and understanding of the views of other professionals and families when

communicating and interacting across cultures.

15


# Respectful relationships and responsive engagement This item supports early childhood professionals to:

Yes

Partial

Not applicable

4.1 demonstrate sensitivity and initiate warm, trusting and reciprocal relationships with children

4.2 support families’ choices and decision making

4.3 ensure that children experience safe and stimulating learning environments

4.4 help children to establish secure attachments and develop self-regulation

4.5 develop learning programs that are responsive to each child and build their culture, strengths, interests and knowledge

4.6 support sustained shared thinking

4.7 listen to, hear and take into account the views and feelings of each child

4.8 recognise when a child learns something significant and apply this knowledge to strengthen learning relationships

4.9 recognise and deepen their understandings about other people and how values and beliefs influence their own world view

4.10 demonstrate respect for and understanding of the views of other professionals

16


# Respectful relationships and responsive engagement This item supports early childhood professionals to:

Yes

Partial

Not applicable

and families when communicating and interacting across cultures.

Comments

17

VEYLDF Practice Principle:Equity and diversity:

The VEYLDF principle of equity and diversity recognises that personal, family and cultural histories shape children’s learning and development and that children “learn well when early childhood professionals respect and acknowledge their unique diversity” (VEYLDF, 2016, p. 12).

To practice equity and diversity it is vital that early childhood professionals:

promote cultural awareness in all children, including greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being

nurture children’s evolving capacity to learn from birth, regardless of circumstance or ability support all children to develop a sense of place, identity and a connection to the land and the natural

world engage in sustained shared conversations with children to explore equity and diversity, to promote

each child’s sense of identity ensure that the interests, abilities and culture of every child and their family are understood and

valued ensure that all children have equitable access to resources and opportunities to demonstrate their

learning identify and implement the type and level of support or programs and practice that is required to

demonstrate and improve children’s learning and development recognise multilingualism as an asset and support children to maintain their first language, learn

English as an additional language, and learn languages other than English are committed to equity and avoid practices that directly or indirectly contribute to gender inequality,

prejudice and discrimination.

Please note the following sub-descriptor of the Equity and diversity Practice Principle has been omitted as they have been deemed to be less relevant for the purpose of the VEYLDF Matrix:

maximise opportunities for all children to do well and learn from others, including opportunities to experience diversity and difference in ways that nurture positive attitudes, and care and respect for others.

This has been omitted because: This sub-descriptor is duplicative of other descriptors already captured in Equity and diversity.

18


# Equity and diversityThis item supports early childhood professionals to:

Yes

Partial

Not applicable

5.1 promote cultural awareness in all children, including greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being

5.2 nurture children’s evolving capacity to learn from birth, regardless of circumstance or ability

5.3 support all children to develop a sense of place, identity and a connection to the land and the natural world

5.4 engage in sustained shared conversations with children to explore equity and diversity, to promote each child’s sense of identity

5.5 ensure that the interests, abilities and culture of every child and their family are understood and valued

5.6 ensure that all children have equitable access to resources and opportunities to demonstrate their learning

5.7 identify and implement the type and level of support or programs and practice that is required to demonstrate and improve children’s learning and development

5.8 recognise multilingualism as an asset and support children to maintain their first language, learn English as an additional language, and learn languages

19


# Equity and diversityThis item supports early childhood professionals to:

Yes

Partial

Not applicable

other than English

5.9 commit to equity and avoid practices that directly or indirectly contribute to gender inequality, prejudice and discrimination.

Comments

VEYLDF Practice Principle:Assessment for Learning and Development:

Assessment for learning and development is defined in the VEYLDF as ‘an essential ingredient of planning for and promoting new learning and development. Assessment is designed to discover what children know, understand, and can do. Assessment may be based on how children move and regulate themselves, what they make, write, draw, say and can do, and what their family and professionals report about them. All children benefit when assessment reflects a whole-child approach that may include their health and wellbeing, reveals their strengths, and shows what might next be learnt.’ (VEYLDF 2017 p. 13)

Early childhood professionals choose assessment instruments and techniques to create a holistic picture of each child’s knowledge, understandings, skills and capabilities. They are thoughtful, deliberate and purposeful in the way they use this information to discuss with families and shape their responses to children.

The VEYLDF indicates early childhood professionals should assess children’s learning in ways that:

are authentic and responsive to how all children can best demonstrate their learning and development

are receptive to and include children’s views of their own learning include information from a wide range of sources to help them assess and plan effectively reveal each child’s specific strengths and capabilities and any gaps in achievement that may benefit

from additional early programs and practice include the perspectives, knowledge, experiences and expectations of families provide families with information and ideas to support the child’s learning at home and in other

services value the culturally specific knowledge about children and their identity, wellbeing, learning and

development that is embedded in their communities are transparent, giving all adults close to the child access to best ‘next steps’ in promoting a child’s

learning and development.

20


# Assessment for learning and development This item supports early childhood professionals to assess children’s learning in ways that:

Yes

Partial

Not applicable

6.1 are authentic and responsive to how all children can best demonstrate their learning and development

6.2 are receptive to and include children’s views of their own learning

6.3 include information from a wide range of sources to help them assess and plan effectively

6.4 reveal each child’s specific strengths and capabilities and any gaps in achievement that may benefit from additional early programs and practice

6.5 include the perspectives, knowledge, experiences and expectations of families

6.6 provide families with information and ideas to support the child’s learning at home and in other services

6.7 value the culturally specific knowledge about children and their identity, wellbeing, learning and development that is embedded in their communities

6.8 are transparent, giving all adults close to the child access to best ‘next steps’ in promoting a child’s learning and development.

22


# Assessment for learning and development This item supports early childhood professionals to assess children’s learning in ways that:

Yes

Partial

Not applicable

Comments

23

VEYLDF Practice Principle:Integrated teaching and learning approaches:

Play is central to the concept of integrated teaching and learning approaches. Play is essential to stimulate and integrate a wide range of children’s intellectual, physical, social and creative abilities. Effective early childhood practices use integrated teaching and learning approaches to support sustained and shared interactions with children. Through play and other opportunities children learn to make sense of and construct ideas about the social and natural world – the people, places, objects and experiences they encounter every day.

Integrated teaching and learning approaches are define as those that’ “combine guided play and learning, adult-led learning, and child-directed play and learning” (Kennedy & Stonehouse, 2017 p. 6).

Important factors to be considered are:

encourage all children from birth to explore, solve problems, communicate, think, create and construct ideas and understandings

create environments that provide children with socially mediated learning opportunities with a range of adults and peers

promote each child’s capacity for establishing friendships and encourage children to learn from and with each other

share strategies with families and other adults to support learning in the home and other settings make decisions about what concepts to introduce to children and when, what is important for them to

know and understand, and how to go about building on children’s existing knowledge use intentional teaching strategies that are always purposeful and may be pre-planned or

spontaneous, to support achievement of well-considered and identified goals reflect carefully on whether, when and how to intervene in children’s learning, making purposeful and

deliberate choices about when to observe rather than participate teach children explicit subject matter (e.g. mathematical, literary, musical, scientific, artistic) and

associated skills to deepen and extend their knowledge, understanding and values create physical and social environments that expose children to learning experiences and physical

activity, both indoors and outdoors in the natural world.

24


# Integrated teaching and learning approaches This item supports early childhood professionals to:

Yes

Partial

Not applicable

7.1 encourage all children from birth to explore, solve problems, communicate, think, create and construct ideas and understandings

7.2 create environments that provide children with socially mediated learning opportunities with a range of adults and peers

7.3a promote each child’s capacity for establishing friendships and

7.3b encourage children to learn

from and with each other

7.4 share strategies with families and other adults to support learning in the home and other settings

7.5 make decisions about what concepts to introduce to children and when, what is important for them to know and understand, and how to go about building on children’s existing knowledge

7.6 use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals

25


# Integrated teaching and learning approaches This item supports early childhood professionals to:

Yes

Partial

Not applicable

7.7 reflect carefully on whether, when and how to intervene in children’s learning, making purposeful and deliberate choices about when to observe rather than participate

7.8 teach children explicit subject matter (e.g. mathematical, literary, musical, scientific, artistic) and associated skills to deepen and extend their knowledge, understanding and values

7.9 create physical and social environments that expose children to learning experiences and physical activity, both indoors and outdoors in the natural world

Comments

26

VEYLDF Practice Principle:Partnerships with Professionals:

Partnerships with professionals are defined as: “ongoing long-term relationships based on shared values and commitment” (adapted from Kennedy & Stonehouse, 2017, p. 6).

Interdisciplinary practice with a range of early childhood professionals can help to strengthen integrated and consistent support for families as they raise their children. (VEYLDF 2016 p. 16)

Early childhood professionals work in partnership to:

research, share information and plan together to ensure holistic approaches to children’s learning and development

respect each other’s practice, skills and expertise collate and use the evidence of children’s prior and current learning and development to build

continuity in learning and development continue to learn and deepen their expertise in order to best support children’s learning and

development work to improve the continuity of practice between settings, including the daily transitions for children

and their families foster engagement in early years learning communities, where individuals mentor, coach and learn

from each other develop and promote collaborative partnerships in early years networks provide accountable leadership for learning and development outcomes and support research-based

practice in learning networks.

Please note the following sub descriptor of the Partnerships with professionals Practice Principle has been omitted as they have been deemed to be less relevant for the purpose of the VEYLDF Matrix:

acknowledge the significance of transitions in early childhood services and schools, and work in partnership to ensure that families and children have an active role in transition processes.

This has been omitted because: The significance of transitions in early childhood services and schools is more meaningfully captured by “work to improve the continuity of practice between settings.”

27


# Partnerships with professionals This item supports early childhood professionals to:

Yes

Partial

Not applicable

8.1 research, share information and plan together to ensure holistic approaches to children’s learning and development

8.2 respect each other’s practice, skills and expertise

8.3 collate and use the evidence of children’s prior and current learning and development to build continuity in learning and development

8.4 continue to learn and deepen their expertise in order to best support children’s learning and development

8.5 work to improve the continuity of practice between settings, including the daily transitions for children and their families

8.6 foster engagement in early years learning communities, where individuals mentor, coach and learn from each other

8.7 develop and promote collaborative partnerships in early years networks

8.8 provide accountable leadership for learning and development outcomes and support research-based practice in learning networks.

28


# Partnerships with professionals This item supports early childhood professionals to:

Yes

Partial

Not applicable

Comments

29