Research output: Book/Report › Commissioned report
Abstract
The UTS Inc Programming and Planning Project 2009 was commissioned by the UTSCC Inc Board with the aim of improving the capacity of qualified teachers in the three centres to document children’s learning to meet the requirements of the Quality Assurance/Improvement??? Accreditation System and the introduction of the Early Years Learning Framework and to explore contemporary approaches to pedagogical documentation.
Contemporary views of programming and planning have often left staff floundering in terms of implementation. The current focus on the whole child, moving from developmental milestones and allowing the program to emerge through children’s interests and strengths has meant qualified early childhood teachers need to adapt the way they program and plan as well as document the work they do. This contemporary view has often seen early childhood staff struggle with teacher directed experiences and linking the program across the group and the individual. The Quality Improvement Accreditation System is also being revised, but currently requires developmental milestones being met as well as an emphasis on family participation. This project was timely in providing support to the early childhood staff to ensure their programming; planning and documentation also met the Early Years Learning Framework outcomes.
All employees in the three early childhood settings belonging to UTS Child Care Inc participated in the project. The qualified teachers (N=35) were required to participate in the project and implement the changes that had been agreed upon.
title = "UTS Inc programming and planning project, 2009: Final report",
abstract = "The UTS Inc Programming and Planning Project 2009 was commissioned by the UTSCC Inc Board with the aim of improving the capacity of qualified teachers in the three centres to document children’s learning to meet the requirements of the Quality Assurance/Improvement??? Accreditation System and the introduction of the Early Years Learning Framework and to explore contemporary approaches to pedagogical documentation. Contemporary views of programming and planning have often left staff floundering in terms of implementation. The current focus on the whole child, moving from developmental milestones and allowing the program to emerge through children’s interests and strengths has meant qualified early childhood teachers need to adapt the way they program and plan as well as document the work they do. This contemporary view has often seen early childhood staff struggle with teacher directed experiences and linking the program across the group and the individual. The Quality Improvement Accreditation System is also being revised, but currently requires developmental milestones being met as well as an emphasis on family participation. This project was timely in providing support to the early childhood staff to ensure their programming; planning and documentation also met the Early Years Learning Framework outcomes. All employees in the three early childhood settings belonging to UTS Child Care Inc participated in the project. The qualified teachers (N=35) were required to participate in the project and implement the changes that had been agreed upon.",
Research output: Book/Report › Commissioned report
TY - BOOK
T1 - UTS Inc programming and planning project, 2009
T2 - Final report
AU - Hadley, Fay
PY - 2010/5
Y1 - 2010/5
N2 - The UTS Inc Programming and Planning Project 2009 was commissioned by the UTSCC Inc Board with the aim of improving the capacity of qualified teachers in the three centres to document children’s learning to meet the requirements of the Quality Assurance/Improvement??? Accreditation System and the introduction of the Early Years Learning Framework and to explore contemporary approaches to pedagogical documentation. Contemporary views of programming and planning have often left staff floundering in terms of implementation. The current focus on the whole child, moving from developmental milestones and allowing the program to emerge through children’s interests and strengths has meant qualified early childhood teachers need to adapt the way they program and plan as well as document the work they do. This contemporary view has often seen early childhood staff struggle with teacher directed experiences and linking the program across the group and the individual. The Quality Improvement Accreditation System is also being revised, but currently requires developmental milestones being met as well as an emphasis on family participation. This project was timely in providing support to the early childhood staff to ensure their programming; planning and documentation also met the Early Years Learning Framework outcomes. All employees in the three early childhood settings belonging to UTS Child Care Inc participated in the project. The qualified teachers (N=35) were required to participate in the project and implement the changes that had been agreed upon.
AB - The UTS Inc Programming and Planning Project 2009 was commissioned by the UTSCC Inc Board with the aim of improving the capacity of qualified teachers in the three centres to document children’s learning to meet the requirements of the Quality Assurance/Improvement??? Accreditation System and the introduction of the Early Years Learning Framework and to explore contemporary approaches to pedagogical documentation. Contemporary views of programming and planning have often left staff floundering in terms of implementation. The current focus on the whole child, moving from developmental milestones and allowing the program to emerge through children’s interests and strengths has meant qualified early childhood teachers need to adapt the way they program and plan as well as document the work they do. This contemporary view has often seen early childhood staff struggle with teacher directed experiences and linking the program across the group and the individual. The Quality Improvement Accreditation System is also being revised, but currently requires developmental milestones being met as well as an emphasis on family participation. This project was timely in providing support to the early childhood staff to ensure their programming; planning and documentation also met the Early Years Learning Framework outcomes. All employees in the three early childhood settings belonging to UTS Child Care Inc participated in the project. The qualified teachers (N=35) were required to participate in the project and implement the changes that had been agreed upon.
M3 - Commissioned report
BT - UTS Inc programming and planning project, 2009