Our approach to regulating Queensland services Want to know more about our risk-based approach to early childhood regulation? Australian Early Development Census Queensland data snapshot report Find out how Queensland children are developing as they enter their first year at school — view state-level data from the Australian Early Development Census Queensland data snapshot report. Early years health and development online training Access the early years health and development online training suite for free, flexible professional development on hygiene practices, infection control, healthy eating and physical activity, injury prevention, safety promotion, and social and emotional wellbeing.
Kindy In Queensland, kindy is a part-time educational program where children learn through play in the year before they start school.
Inspire the future Whether you are already an early childhood educator or just starting out in your early childhood career, an early childhood teacher degree will open up your professional career. Band 1b. Band 2.
Early Learning | Education in New Zealand
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Teach Queensland. ECEC service closures. Band 2b. A great start for all children Early learning opportunities for every child. Families engaged in their child's learning across the early years.
Kindy is the best start in life. It's important for our little people's future. NQF and Queensland legislation Age-appropriate pedagogies Grants Scholarships, subsidies and bridging programs NQF and Queensland legislation There are thousands of services that make up the early childhood education and care sector in Queensland. Age-appropriate pedagogies Age-appropriate pedagogies support early years teachers to apply a range and balance of teaching approaches and characteristics of quality teaching in their classroom practice. Grants Learn about grants, tenders, and funding opportunities provided by the Queensland Government to support the delivery of early childhood education and care services.
Scholarships, subsidies and bridging programs Discover the range of Queensland Government initiatives that help support individuals who want to work in early childhood, or who are current working in the sector and want to upgrade their qualifications and skills. Service providers Preparing for assessment Inclusion of children with disability Setting up a new service Health and safety.
Early Years Learning Framework
Careers and training Early Years Connect Qualities and skills you need Scholarships, subsidies and bridging programs Roles and qualifications. Subscribe to our A to Z of Early Childhood e-newsletter Stay up to date with the latest information about early childhood education and care initiatives, topics and issues in Queensland. Band 3. Band 3a.
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Syllabi, Curricula and Frameworks - Early Years
Warm, sensitive, and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.
The program implements a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. A well-planned written curriculum provides a guide for teachers and administrators.
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The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used. Children have different learning styles, needs, capacities, interests, and backgrounds. By recognizing these differences and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.
These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop.
Assessment results benefit children by informing sound decisions, teaching, and program improvement. Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services. The program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences, and quality learning environments.
These relationships are sensitive to family composition, language, and culture. The program has a safe and healthful environment that provides appropriate and well-maintained indoor and outdoor physical environments. The environment includes facilities, equipment, and materials to facilitate child and staff learning and development. An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.
The program effectively implements policies, procedures, and systems that support stable staff and strong personnel, and fiscal, and program management so all children, families, and staff have high-quality experiences. Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program and maintaining the quality over time. Skip to main content.
What to look for in a program: Children and adults feel welcome when they visit the program.
Teachers help new children adjust to the program environment and make friends with other children. Children are encouraged to play and work together. Teachers help children resolve conflicts by identifying feelings, describing problems, and trying alternative solutions. Teaching staff never physically punish children. Back to top Standard 2: Curriculum The program implements a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive.
The curriculum should not focus on just one area of development. Children are given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills. Activities are designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills.
What to look for in a program: Teachers carefully supervise all children.