ABSTRACT
The principles and the practice described within the columns follow this pattern:
Inadequate (1) – the practice seen here could harm children’s developing self-image, self-worth and self-concept and damage the view of themselves as active, autonomous and engaged learners and thinkers.
Minimal (3) – the practice provides a respectful, positive environment in which the children are often expected to play and learn by themselves with staff facilitating but not necessarily supporting and extending.
Good (5) – the practice supports engagement with the children and encourages autonomy; it recognises children’s interests and individual needs but may miss opportunities to extend thinking and scaffold learning.
Excellent (7) – relational and intentional pedagogy are clearly evident. Practice scaffolds learning through encouragement, modelling, questioning, challenging, grouping and differentiation, planning and assessment. Practice supports collaboration, perseverance, concentration, problem solving, memory, empathy, thinking and reflection. Both the educators and the children contribute to the construction of shared meanings, knowledge and skills.
