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relationships

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NCEC early childhood statement - keeping CSNSW vision consistent with NCEC vision

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CSNSW organisational mission statement

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https://heckmanequation.org/the-heckman-equation/

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Anyone looking for upstream solutions to the biggest problems facing America should look to Nobel Prize winning University of Chicago Economics Professor James Heckman's work to understand the great gains to be had by investing in the early and equal development of human potential.

Invest in educational and developmental resources for disadvantaged families to provide equal access to successful early human development.

Nurture early development of cognitive and social skills in children from birth to age five.

Sustain early development with effective education through to adulthood.

Gain a more capable, productive and valuable workforce that pays dividends to America for generations to come.

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The Heckman Equation - The Heckman Equation

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Anyone looking for upstream solutions to the biggest problems facing America should look to Nobel Prize winning University of Chicago Economics Professor James Heckman's work to understand the great gains to be had by investing in the early and equal development of human potential. + Invest Invest in educational and developmental resources for disadvantaged families...

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https://reggioemilia2015.weebly.com/the-100-languages.html

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https://www.csnsw.catholic.edu.au/foundationsforlearning/

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Early Years Foundations for Learning - Catholic Schools NSW

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extraordinary

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Equal opportunity for all children

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The Early Years Learning Framework

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Reciprocal relationship building

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Equaling the playing fields - the early years set the trajectory for future learning and must be viewed with the same equal importance as primary, secondary and tertiary education

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Building relationships between families and schools prior to children starting school

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Teachers developing a deep knowledge and understanding of the pedagogy of play

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Building on strength

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Catholic Community

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Continuity of learning - what does this really look like?

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Image of the child

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Transitioning children into a familiar learning environment where they feel comfortable and safe

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Inclusion

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Learning to learn-all are gifted learners and marvellously set up to learn no matter background or starting point

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Learning to learn-all are gifted learners and marvellously set up to learn no matter background or starting point

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Development of Diocesan-wide Early Learning Policy & Procedures, inclusive of personnel, budgeting and ongoing collaboration across schools.

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Play - learning through inquiry and curiosity

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Play - learning through inquiry and curiosity

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Building connections across early years settings to collaborate and share ideas as well as provide support.

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Relationship for families with Catholic community (Church, School, Early Learning)

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Child Safe Standards

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Building the profile and importance of the early years

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Creating Early childhood centres within our schools and having combined leadership conversations

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Creating Early childhood centres within our schools and having combined leadership conversations

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Recruitment and retention of teachers

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Authentic transition processes which focus on the child as a person, socially, emotionally and as a human who is curious, a deep thinker and has valuable contributions

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Collaborating across a large number of schools and areas to ensure educators and leadership teams understand AAP and the benefits for students in setting them up as life long learners

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Strong relationships with principals and diocese to allow for collaboration and support.

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Knowing that despite many challenges and obstacles and  not being where we want to be as a system (having a long way to go), our schools and teachers value this stage and know its importance. 

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Knowing that despite many challenges and obstacles and  not being where we want to be as a system (having a long way to go), our schools and teachers value this stage and know its importance. 

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Building shared beliefs and understanding of the importance of the early years and the various pedagogies that will support and enhance early learning, engagement and growth.

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Ongoing development of appropriate pedagogies that support transitions and play whilst maintaining NESA requirements across areas of learning

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Relationships and engagement with staff, educators and community 

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Relationships and engagement with staff, educators and community 

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Developing a seamless transition from ELC into our schools

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Developing a seamless transition from ELC into our schools

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Recruitment of educators, early childhood teachers and retention of staff.

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How can we help all teachers understand how vital early childhood education is in building skills and relationships for our little people

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Continuity of learning between early childhood settings, Kindergarten and Stage 1

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Staffing and building capacity in this important area

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Staffing and building capacity in this important area

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Accessibility and priority for disadvantaged

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Accessibility and priority for disadvantaged

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Teachers of Early years having a deep understanding of Early Years pedagogy

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Teachers of Early years having a deep understanding of Early Years pedagogy

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Continuous changes, being agile and bringing all staff onboard throughout the journey 

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Continuous changes, being agile and bringing all staff onboard throughout the journey 

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recruitment of quality and faithful staff

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recruitment of quality and faithful staff

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How to support families in their understanding of the value of play based learning

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NSW Catholic Early Childhood Education and Care Providers are seen as a peak body and have strong influence on the political and policy scene

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How can we physically meet and visit a range of settings across CSNSW to engage in fruitful observations and discussions. 

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How can we physically meet and visit a range of settings across CSNSW to engage in fruitful observations and discussions. 

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Consistent partnership between the ELC, OSHC and schools to give children and families a positive experience and smooth transition

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Early Years teachers building upon the foundations of prior to learning experiences

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deeply understanding each community's unique context and responding appropriately to it

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deeply understanding each community's unique context and responding appropriately to it

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We have to consider how we can have a considered pathway to improvement and a framework that underpins all that we do in this area. Getting this onto the visioning-and then backward mapping as to how we can get there.

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How can we share the great things happening across our state (and beyond) so that we can create the best learning environments and outcomes for our students? Do we have a showcase where we have an opportunity to bring to life for each other our greatest achievements?

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NSW Catholic Early Childhood Education can provide the recommended foundations and structure for Early Childhood Providers

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NSW Catholic Early Childhood Education can provide the recommended foundations and structure for Early Childhood Providers

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As a Catholic environment, that we respect and encourage the deep spirituality of children when they begin school. 

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As a Catholic environment, that we respect and encourage the deep spirituality of children when they begin school. 

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Likewise share our challenges with knowledgeable others

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Providing access for all children who wish for a Catholic environment

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Providing access for all children who wish for a Catholic environment

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Collaboration between Kindergarten teachers, principals and the Early Learning Centre to work together to give children the best opportunity

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Challenges around developing a deep understanding of Early Years Pedagogy in Primary School, within the context of a very structured new English Syllabus

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How far we can go and where it might take us

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How far we can go and where it might take us

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By Rowena Phair
Deputy Head of Division, OECD Directorate for Education and Skills

Key points:

- The OECD's International Early Learning and Child Well-being Study asked five-year-olds for their views on learning and school.
- We found that children are overwhelmingly positive about their early learning experience.
- Genuinely and regularly listening to children can help create early learning environments that better foster early skill development.

The old-fashioned saying that "Children should be seen and not heard" is archaic, but how often and how well do we listen to children? Do we believe we can learn about children's lives by listening to them? Do we even recognise children as experts on their own experiences? If we don't ask children about their experiences and preferences, how can early learning systems be sure they are doing a good job for the children they are intended to serve?

The OECD's International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked most about their kindergarten or school. These children were very clear in their responses. They were overwhelmingly positive about being at kindergarten or school, liking many aspects of being there.

The children tell us there is no trade-off for them between playing and learning. They like doing both. They also like being creative and building things, as well as being with their friends and teachers, being physically active and having times for eating, rest and unstructured activities. Additionally, being able to choose what they do, at least some of the time, is important for children and is positively linked to early skill development.

What five-year-old children like most:

Providing children with ample opportunities to play supports their early development and their overall well-being. While play is certainly fun for children, it helps to build social connections with other children, to learn to negotiate with and get along well with others, and it assists early language development. Four out of 10 five-year-olds prefer playing to any other activity. They also appreciate the opportunities for play they have at kindergarten or school that they don't get at home, such as playing with particular toys, outdoor equipment and with their friends. Being able to play at kindergarten or school creates a positive view of formal learning environments, boding well for the next stages of early schooling.

Making and creating things is also fun for children, while at the same time helping to develop their creative and problem-solving skills. Boys like doing arts and crafts and they like building things, such as with Lego, Duplo and other types of building blocks. Girls are more likely than boys to like arts and crafts, especially drawing, but are much less likely to say they enjoy building things. Playing with toy construction materials is linked to the development of early mathematical skills. Thus, it is important to ensure girls have opportunities and are actively encouraged to engage in building-type activities.

Children have a very positive view of learning. They describe it as fun, interesting and satisfying. They like learning language and other early literacy skills, including learning to write and to read books. They also like learning about numbers. For children, the processes of learning are positive and they can see their learning in action. As one child commented:

"(I like) learning new complicated stuff because it's hard first and then you get better and better."

Nonetheless, at five-years-of-age, girls are more likely than boys to report that they enjoy learning. Early learning educators are well advised to pay attention to children's views of learning and of themselves as learners. Once children decide they do not like school, very few re-engage. One way of ensuring children enjoy learning is to cater to their natural, inborn curiosity. And this can be achieved without detracting from the range of other activities that children enjoy, such as being physically active and playing with their friends. Data from the OECD on children's early learning clearly show that children who enjoy learning and who are curious to know, try and do things have stronger early skill development than other children. Making and keeping early learning fun and interesting must be a priority for all early learning settings.

Early learning systems are intended to serve the best interests of children, as well as those of their families. By listening to children, genuinely and regularly, education leaders and practitioners can better provide children with environments that foster children's well-being and early skill development, and establishes positive expectations among children for their future learning experiences. Investing in understanding and responding to "what works for children", according to children themselves, yields dividends far beyond well-meaning conjecture and rhetoric often associated with early years education.
Read more:
Photo: Shutterstock/Rawpixel.com

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View all posts by OECD Education and Skills Today

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Should education leaders be listening to children? - OECD Education and Skills Today

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By Rowena Phair Deputy Head of Division, OECD Directorate for Education and Skills Key points: - The OECD's International Early Learning and Child Well-being Study asked five-year-olds for their views on learning and school.- We found that children are overwhelmingly positive about their early learning experience.- Genuinely and regularly listening to children can help create early learning environments that better foster early skill development.

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How can we support a cultural shift whereby K-2 teachers learn from Early Childhood educators.

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We’re here to convince the grown-ups. Because play is something every child, everywhere in the world can do. It fuels curiosity, sparks creativity, and inspires a lifelong love of learning. Children who play pick up all kinds of skills to thrive today – and lay the foundations for a happier, healthi…

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I wonder if the undergraduate training is being looked at more carefully and will it reflect what our communities and children need for their futures or are they still teaching material that is missing the mark.

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Creating a vibrant and connected community vision in this area that is common across all dioceses and in partnership with CSNSW

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Awareness of the importance of first five years for all sectors 

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Awareness of the importance of first five years for all sectors 

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Seamless alignment between sectors, teachers as passionate practitioners who hold great wisdom to consistently improve education experiences for all

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Seamless alignment between sectors, teachers as passionate practitioners who hold great wisdom to consistently improve education experiences for all

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Going outside the school gates to deeply engage with community. 

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Going outside the school gates to deeply engage with community. 