Embracing Child-Centered Learning: Insights from My First Day as a Teacher

Day 1

What surprises or insights did you gain on your first day in relation to curriculum implementation?

I was surprised on my first day of teaching not only by the way kids' interests entered into the curriculum but also because I felt that it happened naturally. The educators developed their daily activities by responding to continuous monitoring observations rather than following a strict, predetermined plan. This is a flexible approach that mirrors the Early Years Learning Framework (EYLF), with its emphasis on intentional teaching and the response to the needs and interests of individual children (AGDE, 2022). The curriculum was structured, but the learning journey felt fluid as it allowed children to use their learning. It also made me understand the ways that child-centred learning environments are set up and how they are focused on inquiry-based and hands-on experiences. The interior and exterior spaces have been designed to encourage exploration, reflective thinking, and critical problem-solving capabilities. This partly aligns with the overall outcomes of the Curriculum (ACARA), which places emphasis on the requirement of children to be curious and creative (ACARA, 2022). Overall, it served as my first day of understanding the value of both being flexible and receptive to the imperative of adapting curriculum delivery in early childhood settings, such that it remains child-centred and responsive to the various learning styles and backgrounds.

Observation notes

Learning environment: 

The learning environment was warm and inviting, with clear zones for different types of play: there is a reading nook, a sensory play area, and an outdoor space utilizing natural materials, such as logs and rocks. The areas were all designed so that children could safely wander from one activity to another. The materials on which pupils worked were open-ended, encouraging creativity and engagement.

Teaching Approaches:

The educators took a child-centered approach and let the kids be the decision-makers of the activities to go through. Scaffolding techniques were used, they provided guidance when needed but the children were allowed to problem-solve for themselves. Especially when educators and children engaged 1:1 in one on one conversation, to extend the children’s thinking, they observed intentional teaching moments.

Children/Families’ Backgrounds:

Children from different cultural backgrounds were part of the group. This diversity was understood by educators, and as much as we could, we used materials and discussions that represented various cultures, languages, and experiences. Photos and cultural artefacts displayed in the classroom around the classroom lent a feeling of belonging to the students through family involvement.

Day 2 

Discuss with your mentor teacher what they believe ‘curriculum’ is? Record their ideas. Reflect on this.

My mentor teacher defines curriculum as something more than just a programmed set of activities or lessons. They were describing it as a living, evolving framework whereby the children, their community, and this learning environment are all connected. What they claim is that curriculum should promote all round development - social, emotional, cognitive, physical as well as respect the children's cultural backgrounds. The EYLF philosophy mirrors the importance given to children's culture as well as family history in the curriculum (AGDE, 2022). He also mentioned curriculum not only academic skills but life skills: empathy, cooperation, and resilience. If I reflected on this conversation I came to the conclusion that the implementation of effective curriculum in early childhood settings should be dynamic and should be for both individual growth and collective growth.Inclusive is the division in which educators, children, and their families work together in decision-making since this is very collaborative. This reminded me that curriculum has to be abreast: evolving as children and their contexts change. Using an inclusive, co-constructed approach, the curriculum remains responsive to children’s changing needs and their sense of belonging and agency to improve the learning experiences of children. Additionally, it demonstrates that there is more to curriculum, offering more than teaching students, providing experiences where students learn that will grow them into well-rounded, confident people.

Observation notes

Learning Environment:

Tables and group activity spaces were set up to support small group work, with a mode of support for collaboration in the classroom. However, the outdoor area still acted as a natural added element of the school and children used both spaces throughout the day in a fluid manner. The connections between outdoor and indoor environments were quite clear demonstrating a holistic approach to learning.

Teaching Approaches:

My mentor told me that responsive teaching meant changing daily plans as children’s interests and needs were considered. I saw today's educators observing children closely, documenting their play and learning, and using that information to inform planning for future days.

Children/Families’ Backgrounds:

During drop-off and pick-up, the educators took some time to speak to the parents, explaining the importance of family partnerships. The service showed its dedication to inclusivity through this work by one parent who shared a cultural story the service later incorporated into a group discussion.

Day 3

How do the educators demonstrate that they value children’s voice in the program?

This service ensures that the educators in their program actively involve children’s voices in their daily programs through meaningful conversations, soliciting children’s input into activity choices, and encouraging opinion sharing during group time. One example is that during the morning meetings, kids are asked what they would like to explore for the day and many of the suggestions determine what gets done during the day. The practice here corresponds to the principles of the EYLF where children’s agency and participation in decision-making processes are emphasized (AGDE, 2022). In addition, educators pay attention to children’s ideas and validate them in learning experiences by incorporating what children say. This encourages a sense of ownership, and responsibility while helping develop self-confidence and autonomy essential for success in the EYLF and the Curriculum (ACARA, 2022). In addition, by planning activities as well as choices presented to the children throughout the day, the teachers demonstrated affirmations of the children's ideas. This encourages children to own their learning through possession of, and responsibility for, the experience of what they learn. It not only establishes a sense of ownership and responsibility but also reinforces self-esteem and personal authority—both of which are significant components in the EYLF and the ACARA (2022).

Observation Notes:

Learning Environment:

A child-centered philosophy was still fostered in the classroom, with materials at children’s eye level so that they could attain and use things on their own. Spaces were quiet, like the reading corner, and spaces were active, like the construction zone. A balance of both led to different types of learning experiences.

Teaching Approaches:

Today, educators seek to engage children in making decisions. They scheduled the day in group time by asking what the children would like to explore and then placed those ideas in the day’s plan. Open discussions were established by educators, allowing the children to express their ideas and what they liked.

Children/Families’ Backgrounds:

Multilingual labels within the room were used to support the diversity of the children’s linguistic backgrounds, which also utilized bilingual books. The educators knew the cultural dynamics amongst the group and took care to respect and weave into learning experiences each child’s background.

Day 4

How does the service communicate with families and gain feedback on the program?

Families are involved in the program because the service works hard to prioritize open and ongoing communication through multiple channels. The one primary way of communication is a digital platform where educators post daily updates, photos, and learning stories for their families as a window into their child’s day. Further to that, drop-offs and pick-ups can be a time for conversations with informal feedback at the moment. Regularly, structured meetings such as parent-teacher conferences and special events are held for more in-depth discussion about children’s progress and family expectations. AGDE (2022) highlights the importance of relationships between educators and families to improve children's learning and development through the partnerships that are a part of the EYLF. Along with these other tools, families are also encouraged to supply feedback via annual surveys that are used to inform future curriculum planning and modification planning. Through this collaboration, it means families’ perspectives and cultural contexts are included in the program. Engaging families meets ACARA's aims of building strong school, child, and community relationships and creating holistic learning opportunities(ACARA, 2022).

Observation Notes:

Learning Environment:

The service focused on transparency with families by placing parents on a central stage and by displaying what children were learning and what they were doing in common areas and around the classroom. Parents were welcomed in the physical environment with a designated place for informal conversations and parent feedback. It made it easy for families to also engage with the curriculum and to see how their child’s learning progressed.

Teaching Approaches:

The value of partnership with families in the learning process was something the educators were able to demonstrate today. Parents were really engaged: they talked to us face-to-face, and also on the digital side. Families were included by educators with daily updates: pictures and summaries of what had transpired on a daily basis.

Children/Families’ Backgrounds:

There was a broad swath of feedback from families in the range. Some parents preferred digital communication, while others talked more with their children face-to-face. Since educators respected these preferences, all families had access to the information and to the decision-making process.

Day 5

What learning experiences have you observed with children in small groups?

Diverse learning experiences in small group settings for children fostered collaboration, problem-solving, and peer communication. For example, a group of children were asked to put together a tower using building blocks. The educator posed guiding questions and the educator, negotiators, and the pitched together to tackle the structural challenges all the while. Such interaction helps meet the focus of the EYLF on play-based collaborative learning (AGDE, 2022). Children painted together on a large sheet of paper in another small group activity. Colour choices, spatial awareness, sharing materials ... all of that provided a chance to further social and communication though. In addition, the educator encouraged children to think critically about the artwork based on the creative choices and to explain these choices in reflective discussions. The small group activities were so crucial in helping the kids not only develop their cognitive skills but also their social-emotional ones (such as empathy & cooperation).

Observation Notes

Learning Environment:

The space supported small-group learning and also had collaborative areas for groups. Materials available in these spaces were well chosen to evoke teamwork, problem-solving as well as communication. Resources were provided that allowed for tactile and sensory experiences with creative materials for the construction and building of what was constructed.

Teaching Approaches:

Cooperative learning was provided in small groups through educators in activities to function together to accomplish the same results. In particular, the puzzle activity revealed how the educator was able to gently steer children without telling them how to play, and allowed them to reinvent themselves as a team and to work with the challenges.

Children/Families’ Backgrounds:

Educators were aware of children’s individual communication styles and recognized the small groups were diverse. They understood the needs of children from other language backgrounds, and supplied support when needed, but still allowed children to join in with their peers.

Day 6

What Maths and Science experiences have the children engaged with?
What teaching and learning approaches were used?

Children worked on a range of Maths and Science activities which were inquiry and hands on learning. The children were doing a sorting activity using leaves and stones, in one example. The objects were classified by size, colour and shape, which helped improve their early numeracy concepts, such as sort and category. A strong bias to our approach aligns with the Curriculum’s focus on developing mathematical reasoning through practical, real world tasks (ACARA, 2022). Children explored the properties of water through a floating and sinking experiment in Science. The type of questioning that the educator used was open ended questions like, ‘What do you think is going to happen. The EYLF’s stress on supporting inquiry and active exploration were reflected in these inquiry-based activities, which fostered critical thinking and which allowed the children to experience scientific principles in a hands on way. The activities overall provided ample opportunity for ... curiosity, observation and early problem solving skills ... in an engaging and age appropriate context.

Observation Notes

Learning Environment:

In the outdoor water play area, the learning environment today supported learning based on inquiry. The learning experiences included the use of water troughs, measuring cups, and natural objects such as rocks and leaves for experimentation and the natural environment. Similar tactile materials were also put into the indoor space for children to do 'scientific play.'

Teaching Approaches:

Both Maths and Science experiences were guided by inquiry. They asked questions to the children, though, but let them work out their own answers.

Children/Families’ Backgrounds:

Regardless of the children’s previous experience with such concepts, educators made sure that each child was given a chance to experience some Maths and Science activities. Using visual cues and modelling the activity, they supported children from a variety of backgrounds.

Day 7

What Literacy and Creative Arts experiences have the children engaged with?  What teaching and learning approaches were used?

Children worked on a range of math and science activities, which were inquiry and hands-on learning. The children were doing a sorting activity using leaves and stones, in one example. The objects were classified by size, colour, and shape, which helped improve their early numeracy concepts, such as sort and category. A strong bias to our approach aligns with the Curriculum’s focus on developing mathematical reasoning through practical, real-world tasks (ACARA, 2022). Children explored the properties of water through a floating and sinking experiment in science. The type of questioning that the educator used was open-ended questions like, ‘What do you think is going to happen? The EYLF’s stress on supporting inquiry and active exploration was reflected in these inquiry-based activities, which fostered critical thinking and allowed the children to experience scientific principles in a hands-on way (AGDE, 2022). The activities overall provided ample opportunity for curiosity, observation, and early problem-solving skills in an engaging and age-appropriate context.

Observation Notes

Learning Environment:

Today's environment provided the children with lots of books and writing materials as well as storytelling props. The reading corner was especially inviting comfortable seats and a rotating selection of books that are related to the cultural diversity of the group. Children also had easy access to art materials and were encouraged to be creative in that way.

Teaching Approaches:

Literacy activities with educators employed a dialogic reading approach involving questions and involvement by the children to predict what would happen next in a story. Child communication and critical thinking were facilitated during the art activity by the educator supporting the child's expression of ideas in paint and natural materials.

Children/Families’ Backgrounds:

Book selection was multicultural in alternative languages and stories about different practices. Children were inspired to talk about their lives at home, which helped teachers develop a relationship between the two.

Day 8

What physical activities do the children engage in the service?. How does this support their development?

Children had engaging experiences in literacy where they developed language and creative arts experiences where they self-expressed and were creative. Children were able to read books together and take turns “reading” aloud, and to answer questions about the story during a shared reading session. Interactive reading dialogue, during which the educator also modelthe expressive reading, led children to gain comprehension skills. Both these are consistent with the way literacy is addressed in the Curriculum (ACARA, 2022) which encourages active interaction with texts through discussion and dialogue. In the field of creative arts, children took part in a painting activity, during which they learned different textures and colours. They were encouraged to talk about their ideas verbally, share their artwork, and think about their creative process with their educators. This reflects AGDE's emphasis on creative expression as central to early childhood development (AGDE, 2022). Art and language experiences afforded children the opportunity to grow on both ends of the continuum and to be encouraged to think critically and reflect the learning.

Observation Notes

Learning Environment:

Today, we took advantage of the outdoor play area stretching out to large open spaces that were perfect for physical activities like running, climbing, and balancing. It provided the environment for gross motor development, with selected equipment surrounding climbing frames, balance beams, and sports stuff placed in such a way that the equipment helps active play and movement.

Teaching Approaches:

Structured and unstructured physical activities were the organization of the educators. In group games, they played physical actions out, and the children used verbal cues to guide children following the rules as well as aiding them in physical independence. Children played unstructured and were allowed to take the lead; they built confidence and learned self-regulation.

Children/Families’ Backgrounds:

The developmental levels the children varied from were adapted to begin physical activities. Children’s different physical abilities were considered by educators, and support was given, if needed, on an individual basis. They also included culturally inclusive games so that all children could take part in them, allowing them to do so meaningfully.

Day 9

How does the service advance and celebrate reconciliation and Aboriginal and Torres Strait Islander perspectives?

It actively promotes good relationships between children by encouraging people to collaborate, empathize, and respect each other. Children were enabled to work cooperatively, share resources, and individually support one another during group activities. The change was educators showed positive interactions, guiding children’s negotiation and communication in solving conflicts, and reinforcing the importance of empathy and understanding. The approach is closely aligned with the focus of the EYLF on building secure, respectful, reciprocal relationships (AGDE, 2022). The service also worked with children to develop their emotional literacy and visualize others’ points of view through regular group discussions where children were encouraged to talk about their feelings and thoughts. A supportive and inclusive space that fosters healthy peer relationships and a sense of community among group members. In other words, it shares the values of the celebrating, beyond academic development, social and emotional learning (ACARA, 2022).

Observation Notes

Learning Environment:

Indoor and outdoor spaces were once again arranged thoughtfully into one that emphasized the environment as 'the third teacher.' The learning areas were largely open-ended materials and warm natural light that encouraged the children to participate in the real places with all other senses.

Teaching Approaches:

In the outdoor environment, educators were hands-on, and students led their learning by exploring. With faith in the environment to inspire curiosity and discovery, they only scaffolded or extended learning as needed.

Children/Families’ Backgrounds:

The selection of materials and activities reflected the various cultures and socio-economic backgrounds of the children.

Day 10

Educators scaffold children’s learning with just the right amount of support to provide independence while leading them through challenges. For instance, while an educator was working on a puzzle activity with a child, the educator would ask open-ended questions such as ‘What piece do you think is still missing so you can finish that?’ and offer hints rather than solve the puzzle for the child. Vygotsky’s theory of the Zone of Proximal Development (Vygotsky, 1978) translated into practice means that learning is most effective when children engage in tasks in which they can have success, with support as required. Furthermore, educators consistently extend children’s existing knowledge of new concepts by linking new concepts to previous experiences to enable children to make these connections. Not only do the structures of this type of scaffolding support cognitive development in general but they also create a feeling of success and independence. The EYLF supports this approach as educators are guided and participate in meaningful interactions to facilitate learning (AGDE, 2022).

Observation Notes

The learning environment today was quite vibrant and engaging between indoor and outdoor activities. They arranged the classroom with different fitting stations that facilitate independent investigation in addition to collaborative group work. Active engagement was facilitated by the educators’ use of a hands-on, play-based learning approach. I saw that the children had various cultural backgrounds, and the educators demonstrated how to celebrate these differences in the lessons. Shared projects shared photos between families, and all around were family photos that promoted a welcoming, inclusive space that simultaneously provided support for child learning and intimacy.