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Provincial, and to an increasing extent, territorial governments are responsible in matters of a local nature, including property and civil rights, housing, health and social services, to name a few. While provincial and territorial ministries or departments of education have responsibility for early learning (for example, Kindergarten), licensed/regulated ECEC programs that precede Kindergarten (for example, centre-based) may fall under the responsibility of one or more ministries and departments, including education, health, family, and/or social services. At different times and at varying levels, the federal government has supported areas that have typically fallen within the administrative authority of PT governments, such as healthcare, education, and social services.The federal government has also directly funded some early learning and childcare programs for Indigenous children to support greater access to culturally appropriate program According to the Multilateral Framework, high quality ECEC means providing rich early learning experiences and environments. It means viewing children as capable, competent learners who are full of potential, valuing relationships that support optimal learning, and it recognizes the importance of proper qualifications and training for those working in the ECEC field. Indicators of high quality that are outlined in the Multilateral ELCC Framework include: number and proportion of providers adopting innovative new tools, such as an evidence-based curriculum framework for early learning and child care. Additional indicators were identified in PT bilateral agreement action plans, which reflect the specific needs of each PT.Footnote7 Further PT-specific goals are represented in their respective early learning frameworks. Specific goals found in early learning frameworks are described in more detail in Chapter 3 on curriculum and pedagogy.

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The education system website for Canada goes into detail about the structure of the Canadians education. Pre-elementary or ‘kindergarten’ is the first stage of education in Canada and are offered to children between the ages of four to five before they start elementary school. In most areas, the first year of pre-elementary school is public and free, while certain provinces offer additional years free of charge, such as Quebec that offers free kindergarten for those from low-income families or for children with disabilities. Primary education or elementary school is Canada is mandatory for children, starting in grade 1, generally at the ages of 6 or 7, and goes until grade 6 at the ages of 11 to 12 years old. In Canada, students at this stage of education tend to have only one teacher that teaches them all subjects in the same classroom, with the same students. Secondary education in Canada has two levels: junior high school and high school. The goal of this stage is to help students best prepare for their next step of education, with the difficulty of courses expected to increase greatly. High school is the last part of secondary education that comes when students reach grade 8, and they stay in this stage for 4 years, until grade 11 or 12 (ages 16-18, depending on the student’s circumstances and province). Students are required by law to stay in school until the age of 16, regardless of what grade they are in when they reach that age. Canadian high schools have carefully and thoughtfully designed their curriculum in order to best prepare students for higher education. upon graduating from high school, Canadian students are given the opportunity to apply to colleges and universities. Many students in Canada will attend college to further prepare themselves for university and obtain credits that can be transferred over.

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Caitlin and I realized that we had not transferred our written meeting notes and schedule to padlet so we are going it now.

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Caitlin and I had a phone call last night to discuss our submission and decided Caitlin will submit it through our shared document

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Me and Caitlin had a facetime over Easter to work on the essay

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Australian government website (2022) The Early Years Learning Framework - Department of Education, Australian Government 

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Australian government website (2022) The Early Years Learning Framework - Department of Education, Australian Government 

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this section of the Australian Governments website highlights the curriculum framework. it highlights the aims of the framework and how it was formed.

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Journal of Early Childhood Teacher Education Crossing the Cultural Divide in Early Childhood Teacher Education Programs: A Study of Chinese Graduate Students’ Perceptions of American Early Care and Education(Nili luo & Jennifer L. Gilliard 2006)

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Journal of Early Childhood Teacher Education Crossing the Cultural Divide in Early Childhood Teacher Education Programs: A Study of Chinese Graduate Students’ Perceptions of American Early Care and Education(Nili luo & Jennifer L. Gilliard 2006)

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Although few early educators would argue with the necessity of the parent and how can the early childhood higher education curriculum prepare candidates. They contend that to equip teacher candidates with the skills to collaborate effectively with diverse families, early childhood teacher education programs must help teacher candidates a) understand their own culture and how their culture shapes their expectations and interactions with families (Grossman, the children and families they serve through direct communication with each (Van Horn & Segal; Yang & McMullen, 2003); and c) study the culture of the children and families in our early care and education programs and communities (Jones & Derman-Sparks, 1992). of children and families in our programs and communities by examining Chinese graduate programs in the United States, and their educational expectations for their young children; equip teacher candidates to partner with this unique population through increasing empathy and awareness of Chinese graduate students’ culturally influenced perceptions and expectations about American early care and education. Interviews revealed that participants’ views of American early care and education reflected Shu Wu Jing, 2004), participants expected their children to not only excel in society, but In terms of American education, these Chinese graduate students compared the American programs’ curricula to the Chinese national curriculum, which they themselves had successfully Participants were concerned about the lack of structure in American schools and wished that American early care and education programs would teach “basic skills” such as commented that American programs “leave moral education to families and churches” and wished that early care and education programs would teach a moral-education curriculum, as exists in the Chinese national curriculum. learning through play, most missed the structure of the Chinese national curriculum. faced with transitioning their children to the Chinese education system. Several of these Chinese graduate students reported that they were concerned about transitioning their children to the “tough Chinese education system.” They were concerned that their children would not be able to catch up or make up what they missed while attending early care and education or others stated that they were reviewing the Chinese curriculum with their children.

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OECD, (2016). Starting Strong IV Monitoring Quality in Early Childhood Education and Care Country Notes. Monitoring-Quality-in-ECEC-Australia.pdf (oecd.org) 

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OECD, (2016). Starting Strong IV Monitoring Quality in Early Childhood Education and Care Country Notes. Monitoring-Quality-in-ECEC-Australia.pdf (oecd.org) 

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this article is centred around how quality in ece is monitored in Australia. it explains the different ratings that a setting can recieve from the RA and what they mean. it describes the steps taken to rate a setting.

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Commonwealth of Australia. (2009). Belonging, being & becoming: The early years learning framework for Australia 

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Commonwealth of Australia. (2009). Belonging, being & becoming: The early years learning framework for Australia 

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Central to this article is the early years learning framework for Australia. it describes how the early years framework was formed back in 2007 by the COAG. The Early Years Learning Framework describes the principles, practice and outcomes which enhance young children’s learning from birth to fi ve years of age, as well as their transition to school. It has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most stimulus for brain development.

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Ishimine. K , Collette. T & Thorpe. K (2009) Accounting for quality in Australian childcare: a dilemma for policymakers, Journal of Education Policy, 24:6, 717-732, DOI: 10.1080/0268093090320769 

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Ishimine. K , Collette. T & Thorpe. K (2009) Accounting for quality in Australian childcare: a dilemma for policymakers, Journal of Education Policy, 24:6, 717-732, DOI: 10.1080/0268093090320769 

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This paper examines Australian policy on quality for early childhood education and care (ECEC). It investigates the existing national quality assurance system, Quality Improvement and Accreditation System (QIAS) and its application in childcare centres. However, Australia’s recently elected federal government has shown enormous interest in improving quality in ECEC with implications for policy change. While international research emphasises the importance of process quality Australian policy and practice has focused on structural quality. Further, ambiguity exists in defining quality in ECEC exacerbated by a dearth of Australian research. Five limitations of the current structural-based QIAS were identified based on international and national research. The paper argues for an urgent need to address the limitations of policy on quality childcare which should be driven by evidence-based process quality.

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I figured out how to share the document and let Caitlin and me type on it at the same time:))

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Caitlin and I compared and contrasted Information so we could join our essay segments together.

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I read an article from the International Journal of Child Care and Education Policy 2010, Vol. 4, No.2, 33-44

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I worked on my presentation by researching about Australia.

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Hard. L & Jónsdóttir. A (2013) Leadership is not a dirty word: Exploring and embracing leadership in ECEC. European Early Childhood Education Research Journal 21:3 311-325

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Hard. L & Jónsdóttir. A (2013) Leadership is not a dirty word: Exploring and embracing leadership in ECEC. European Early Childhood Education Research Journal 21:3 311-325

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This article is the result of an international collaboration between two early childhood academics teaching and researching in the area of leadership. The Early Years Learning Framework was released in Australia in mid-2009 and provided a framework to guide th development of curriculum and pedagogy in services. In Iceland the local authorities fund and run preschools.The two countries provide financial support for ECEC provision and have increasing expectations for qualifications for staff. The field is highly feminised in both countries and while formal leadership structures differ there are apparent similarities in th challenges of leadership enactment. From the combined ECEC research it is clear that the field is complex with a highly feminised workforce.

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Balancing Play-Based Learning With Curricular Mandates: Considering the Views of Northern Canadian Teachers and Early Childhood Educators Shelley Stagg Peterson, Donna Forsyth, and Laureen J. McIntyre

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Balancing Play-Based Learning With Curricular Mandates: Considering the Views of Northern Canadian Teachers and Early Childhood Educators Shelley Stagg Peterson, Donna Forsyth, and Laureen J. McIntyre

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This text discusses the views of Northern Canadian teachers and Early Childhood Educators the contributions of play to young children's learning and literacy, social, emotional, and physical development, and positive dispositions toward learning. The curricula for kindergarten in four Canadian provinces direct teachers to promote high quality, age-appropriate, play-based learning experiences and design play-based, developmentally appropriate interactions, relationships, and activities. The underlying assumption is that play is the foundation for children's learning. There is no recognition of different conceptualizations of play that might exist across rural, urban, and suburban communities in each quadrant of a province. There is a gap in the literature on Indigenous children's play in Canada, and internationally.

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‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood

Julia Gillen , Catherine Ann Cameron , Sombat Tapanya , Giuliana Pinto , Roger Hancock , Susan Young & Beatrice Accorti Gamannossi (2007)

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‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood

Julia Gillen , Catherine Ann Cameron , Sombat Tapanya , Giuliana Pinto , Roger Hancock , Susan Young & Beatrice Accorti Gamannossi (2007)

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This article discusses a methodology for the cultural study of development and learning in early childhood. which Julia Gillen, Catherine Ann Cameron, Sombat Tapanya, Giuliana Pinto, Roger Hancock, Susan Young & Beatrice Accorti Gamannossi have developed. This paper also examines the interplay between aims and methods in interpretive research to develop new cultural understandings of girls in context. Gillen et al. (2006) propose a methodology for the cultural study of development and learning in early childhood, which is based on Bornstein's (2002) contribution 'Toward a multiculture, multi-age, multimethod science'. The project origins and aims are to broaden the scope of early childhood development studies to include many cultural dimensions.

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Britto (2012). Child Development in developing countries: Child Rights and Policy Implications. Pages 92-103.

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Britto (2012). Child Development in developing countries: Child Rights and Policy Implications. Pages 92-103.

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The Multiple Indicator Cluster Survey was used to provide information on feeding practices, caregiving, discipline and violence, and the home environment for young children across 28 countries. The findings are the first of their kind and provide the closest contextual information on the development of most of the world's youngest children. For policymakers and the larger international community, the implications of social policy at the international and national levels are discussed. The Convention on the Rights of the Child focuses on the rights of a child from an ecological development perspective. It was the first legally binding international convention to incorporate civil rights.

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Caitlin and I read some readings on our break and discussed what we will be doing next.

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M. Taylor (2012). Social Policy and Early Childhood Education and Care.

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M. Taylor (2012). Social Policy and Early Childhood Education and Care.

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Central to this reading is social Policies in early childhood education. The subject of social policy is primarily concerned with the issue of social justice. There are multiple theories of social justice which draw ideas from the political philosophy, sociology, psychology and other areas to support these perspectives. Theories of social justice are closely connected to the perception of freedom. The capabilities approach can be used by ECEC practicioners to justify the creation of opportunities in ECEC settings to support children to thrive.

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S. Dockett, B. Perry (2013). Trends and Tensions: Australian and International research about starting school. International Journal of Early Years Education (21), 163-177.

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S. Dockett, B. Perry (2013). Trends and Tensions: Australian and International research about starting school. International Journal of Early Years Education (21), 163-177.

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This paper discusses in great detail how the Australian Government has committed to an early years reform agenda. The new policies assume that improved transition to school leads to an improved employment, educational, health and wellbeing outcomes which in turn links into reducing the inequalities in outcomes between children. The studies conducted provide a view of 'readiness' through three lenses including; child readiness, school readiness and support to and from families. There is a huge distinction between school readiness and transition to school. The consequences of these distinctions were closely studied in all key participants to th transition to school process; children, educators and families. The paper concludes with a critical consideration of the tensions in the research around starting school.

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We had a phonecall to discuss who was going to read what reading.

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Rhianna and I looked at and discussed the assignment brief

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Made meeting time in psychology

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Rhianna emailed Tasha about the group

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Rhianna- Australia
Caitlin- North America

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Welcome to Rhianna and Caitlins  the padlet

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Welcome to Rhianna and Caitlins  the padlet

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19/1)2022