Being a learner
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A child explores, investigates and connects with people, land, place, time and technology.
- transfer and adapt what they have learned from one context to another and from one time to another
- resource their own learning through connecting with people, place, technologies, and natural and processed materials
- use information and communication technologies (ICTs) to access information, investigate ideas and represent their thinking.
Educators focus on the following aspects of children’s learning:
- ability to transfer and adapt knowledge and skills used in one situation to another and from one time to another
- interest and engagement in finding out how things work, how things grow, how things move and how to make things happen, including cause and effect
- confidence to plan, resource and organise their own learning
- interest in investigating the ways ICTs can be used to access information, communicate, entertain, design, compose and create and represent
- interest in and engagement with the traditional and contemporary visual art, craft, live music and performance of the community and the wider world.
Educators intentionally promote this learning, for example, when they:
- build on children’s knowledge of people, land, place, time and technology, for example, knowledge of local environmental cycles including seasonal change, bush food and seasonal animals, relationships, hunting, fishing, tides, heat, wind, oceans and navigation
- invite Elders to share knowledge about local features of spiritual significance
- adapt stories, songs and games to reflect local names, places and phenomena, in first languages and Standard Australian English
- research and become familiar with aspects of the local community and the cultural protocols pertaining to them
- incorporate opportunities for children to investigate the ways technology is used within the context of community, for example, mobile phone networks, computers, radio, rock breaking, prawn farming, mining, satellite navigation
- provide access to computers, software, projectors, lights, digital cameras, scanners, white boards, mobile phones, iPads, keyboards and other forms of digital technology to support learning
- provide access to a wide range of natural and manufactured materials and resources — clay, rocks, pebbles, sand, water, fabrics, palm leaves, feathers, shells, drift wood, wood, fibres, natural dyes and pigments, ochre
- provide a range of scientific resources to support investigations — hoses, pumps, magnets, funnels, scales, magnifying glasses, wheels, pulleys
- incorporate opportunities for children to explore culturally valued artistic representation, material culture and craft
- introduce opportunities for children to work alongside community artists, musicians, craftspeople, performers and musicians
- provide opportunities to investigate the sounds, smells and tastes of the community and the communities of others
- provide many opportunities to explore sound, rhythm and beat through traditional and contemporary music, movement and dance.
Educators look for evidence of children’s learning, for example:
In the familiar contexts of family and community when children:
In new and unfamiliar contexts of an early learning program when children:
In the familiar contexts of a culturally secure early learning program when children: