STATEMENT​ ​ ​ON​ ​ ​AUTHENTIC​ ​ ​LEARNING​ ​ ​IN​ ​ ​THE​ ​ ​EARLY​ ​ ​YEARS D​ ​E​ ​F​ ​I​ ​N​ ​I​ ​T​ ​I​ ​O​ ​N

Early​ ​learners​ ​in​ ​SCS​ ​are​ ​students​ ​in​ ​Kindergarten,​ ​Year​ ​One​ ​and​ ​Year​ ​Two.

I​ ​N​ ​T​ ​R​ ​O​ ​D​ ​U​ ​C​ ​T​ ​I​ ​O​ ​N

The Sydney Catholic Schools Statement on Authentic Learning in the Early Years articulates characteristics of this stage of schooling. In the context of ​Sydney Catholic Schools' Strategic Improvement Plan: New Horizons, it gives expression to the ​Authentic Learning and ​Authentic Assessment Statements, the ​core document on Religious Education Curriculum K 2​​ ​and​ ​the​​ ​Literacy​​ ​and​ ​Numeracy​​ ​Statements​ ​in​ ​the​ ​early​ ​years. This statement is an evolution from The Early Learner Position Paper (Catholic Education Office, Sydney, 2011) and incorporates contemporary research in early education and faith formation. Through the integration of faith, life and culture, the school lays foundations for young children to learn about and engage with the mystery of God and the faith of the​ ​Church. Implementation is supported by an early years website which will identify, describe and provide examples of age-appropriate pedagogies and practices that support the dual purpose of a Catholic school namely, religious and spiritual​ ​development​ ​and​ ​learning​ ​and​ ​teaching​ ​in​ ​the​ ​early​ ​years.

P​ ​U​ ​R​ ​P​ ​O​ ​S​ ​E

The purpose of this statement is to provide clarity and direction for creating, evaluating and sustaining practices that support learning and teaching in the early years. As Catholic educators, we have the responsibility to nurture the religious, spiritual, social, emotional, and intellectual development of each child, and this begins from the child’s first encounter with formal schooling. Hertzman (2004) emphasises the importance of investing time, effort and resources in students’ early years at school. He articulates, “The early years lasts a lifetime. Early child development affects health, well-being and competence across the balance of the life course.” Additionally, Heckman (2007) states, “Gaps in children’s achievement levels​ ​open​ ​up​ ​early​ ​and​ ​stay​ ​mostly​ ​constant​ ​after​ ​eight​ ​years​ ​of​ ​age.” Sydney​ ​Catholic​ ​Schools​ ​is​ ​committed​ ​to... ● ensuring​ ​early​ ​learners​ ​are​ ​given​ ​the​ ​best​ ​start ● providing​ ​strong​ ​literacy​ ​and​ ​numeracy​ ​foundations​ ​for​ ​all​ ​students ● narrowing​ ​the​ ​achievement​ ​gaps ● setting​ ​students​ ​on​ ​a​ ​trajectory​ ​of​ ​success​ ​in​ ​their​ ​learning,​ ​schooling​ ​and​ ​life ● enabling​ ​children​ ​to​ ​engage​ ​with,​ ​reflect​ ​upon​ ​and​ ​explore​ ​the​ ​mystery​ ​of​ ​God​ ​through​ ​story,​ ​wonder​ ​and​ ​prayer.

DISPOSITIONS​ ​OF​ ​EARLY​ ​LEARNERS

This statement acknowledges ​dispositions​1 and approaches to learning that characterise successful learning in the early years. Dispositions such as curiosity, imagination, playfulness, resilience, concentration and creativity begin at birth and place students on a strong trajectory for success. To create confident life-long learners, these dispositions and​ ​approaches​ ​need​ ​to​ ​be​ ​recognised​ ​and​ ​nurtured.

PEDAGOGIES​ ​IN​ ​THE​ ​EARLY​ ​YEARS

Education in the early years values and responds to the age, dispositions, prior-to-school experiences, culture, home language/s and spirituality of each child to meaningfully connect them to learning. It is acknowledged that children in the early years have the potential for rapid cognitive growth and development from diverse starting points. It is also noted that​ ​executive​ ​function​2​​ ​(EF)​ ​skills​ ​are​ ​important​ ​prerequisites​ ​for​ ​children’s​ ​cognitive​ ​and​ ​social​ ​development. Alignment between age-appropriate pedagogies and syllabus outcomes is paramount in addressing the needs of young learners.​ ​ ​To​ ​challenge​ ​and​ ​support​ ​their​ ​learning,​ ​a​ ​balance​ ​of​ ​the​ ​following​ ​pedagogies​ ​is​ ​required: ● ● ●

creative​ ​and​ ​play-based​ ​learning​3 intentional,​4​​ ​explicit​ ​and​ ​scaffolded​ ​teaching​5 recursive,​ ​repetitive​ ​and​ ​predictable​ ​learning.

These​ ​age-appropriate​ ​pedagogies​ ​facilitate​ ​high​ ​levels​ ​of​ ​student​ ​engagement,​ ​interest​ ​and​ ​enjoyment.

P​ ​R​ ​I​ ​N​ ​C​ ​I​ ​P​ ​L​ ​E​ ​S​ ​ ​ ​O​ ​F​ ​ ​ ​L​ ​E​ ​A​ ​R​ ​N​ ​I​ ​N​ ​G​ ​ ​ ​ ​I​ ​N​ ​ ​ ​ ​T​ ​H​ ​E​ ​ ​ ​ ​E​ ​A​ ​R​ ​L​ ​Y​ ​ ​ ​ ​Y​ ​E​ ​A​ ​R​ ​S The​ ​following​ ​principles​ ​underpin​ ​pedagogy​ ​in​ ​the​ ​early​ ​years.

Learning​ ​in​ ​the​ ​early​ ​years​ ​is... ● religious​ ​and​ ​spiritual:

we provide opportunities for children to learn about and engage with the mystery of God and the faith of the Church

● active: we provide opportunities for early learners to be active in their learning to foster sustained concentration, motivation​ ​and​ ​self-regulation

● creative​ ​and​ ​play-based:

we promote inquiry, investigation, imagination, curiosity, artistry and the child’s freedom to achieve learning goals

● focused​ ​on​ ​growth:

we​ ​value​ ​the​ ​mistakes​ ​of​ ​students​ ​as​ ​significant​ ​opportunities​ ​for​ ​learning​ ​and​ ​growth

● intentional,​ ​explicit​ ​and​ ​scaffolded:

we​ ​plan​ ​for​ ​and​ ​provide​ ​differentiated​ ​support​ ​for​ ​new​ ​learning,​ ​skills​ ​and​ ​understandings

● language​ ​rich:

we​ ​value​ ​learning​ ​environments​ ​where​ ​rich​ ​language​ ​is​ ​modelled​ ​and​ ​meaningful​ ​dialogue​ ​is​ ​evident

● learner​ ​focused:

we recognise that early learners have different starting points and that learning is a highly individual process. We​ ​balance​ ​child-led​ ​and​ ​teacher-led​ ​learning​ ​in​ ​flexible​ ​ways

● relational: we value learning that is social, co-constructed and purposeful. We model positive relationships that build a sense​ ​of​ ​belonging​ ​and​ ​connection

● responsive​ ​to​ ​student​ ​voice:

we respond to early learners by ensuring classroom planning and practice recognise their interests and ideas

To​ ​ensure​ ​the​ ​principles​ ​of​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years​ ​are​ ​realised, stakeholders​ ​have​ ​particular​ ​responsibilities​ ​and​ ​needs. Students​ ​learn​ ​authentically​ ​in​ ​the​ ​early​ ​years​ ​when​ ​they: ● ● ● ● ● ● ●

feel​ ​safe,​ ​respected​ ​and​ ​valued​ ​as​ ​learners have​ ​opportunities​ ​to​ ​discover,​ ​imagine,​ ​innovate​ ​and​ ​create explore​ ​and​ ​respond​ ​to​ ​challenge,​ ​solve​ ​problems​ ​and​ ​construct​ ​meaning experience​ ​a​ ​balance​ ​between​ ​familiarity,​ ​repetition,​ ​rhythm​ ​and​ ​new​ ​learning move,​ ​do​ ​and​ ​interact​ ​appropriately​ ​in​ ​a​ ​range​ ​of​ ​learning​ ​situations​ ​to​ ​increase​ ​focus,​ ​concentration,​ ​motivation, and​ ​self-regulation have​ ​opportunities​ ​to​ ​build​ ​on​ ​prior​ ​learning​ ​and​ ​experiences recognise​ ​mistakes​ ​as​ ​opportunities​ ​for​ ​learning.

Families​ ​enable​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years​ ​when​ ​they: ● ● ● ● ● ● ●

are​ ​valued​ ​as​ ​partners​ ​in​ ​the​ ​education​ ​of​ ​their​ ​child share​ ​information​ ​about​ ​their​ ​cultural​ ​context contribute​ ​to​ ​and​ ​support​ ​their​ ​child​ ​in​ ​transition​ ​to​ ​school​ ​processes work​ ​collaboratively​ ​with​ ​teachers​ ​to​ ​further​ ​develop​ ​understandings​ ​about​ ​how​ ​their​ ​child​ ​learns foster​ ​in​ ​their​ ​child​ ​a​ ​positive​ ​attitude​ ​to​ ​learning recognise​ ​that​ ​learning​ ​takes​ ​place​ ​when​ ​children​ ​encounter​ ​and​ ​overcome​ ​problems engage​ ​with​ ​their​ ​Catholic​ ​community​ ​to​ ​support​ ​the​ ​spiritual​ ​development​ ​of​ ​their​ ​child.

Teachers​ ​enable​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years​ ​when​ ​they: ● ● ● ● ● ● ● ● ●

establish​ ​positive​ ​relationships​ ​with​ ​students​ ​and​ ​their​ ​families set​ ​the​ ​learning​ ​culture​ ​in​ ​the​ ​classroom​ ​as​ ​they​ ​ ​integrate​ ​creative​ ​and​ ​play-based​ ​learning​ ​with​ ​ ​intentional, explicit​ ​and​ ​scaffolded​ ​teaching design​ ​an​ ​innovative​ ​and​ ​functional​ ​environment underpin​ ​the​ ​principles​ ​of​ ​early​ ​learning​ ​in​ ​classroom​ ​practice gather​ ​and​ ​interpret​ ​relevant​ ​assessment​ ​data​ ​to​ ​inform​ ​teaching design​ ​learning​ ​for​ ​cognitive​ ​challenge​ ​and​ ​high​ ​quality​ ​verbal​ ​interaction provide​ ​opportunities​ ​for​ ​students​ ​to​ ​consolidate​ ​and​ ​deepen​ ​their​ ​knowledge,​ ​skills​ ​and​ ​understandings value​ ​the​ ​mistakes​ ​of​ ​students​ ​as​ ​opportunities​ ​for​ ​learning​ ​and​ ​growth nurture​ ​young​ ​children’s​ ​spirituality​ ​through​ ​stories,​ ​symbols,​ ​ritual​ ​and​ ​prayer.

School​ ​leaders​ ​enable​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years​ ​when​ ​they: ● ● ● ● ● ● ●

lead​ ​the​ ​vision​ ​for​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years initiate​ ​trusting​ ​and​ ​respectful​ ​relationships​ ​with​ ​families facilitate​ ​positive​ ​transition​ ​to​ ​school​ ​processes provide​ ​processes​ ​for​ ​the​ ​collection​ ​of​ ​entry-to-school​ ​data​ ​to​ ​continuously​ ​monitor​ ​and​ ​support​ ​student​ ​growth monitor​ ​and​ ​provide​ ​feedback​ ​on​ ​quality​ ​Kindergarten​ ​to​ ​Year​ ​2​ ​classroom​ ​practice provide​ ​professional​ ​learning​ ​opportunities​ ​that​ ​enable​ ​collaboration​ ​and​ ​build​ ​the​ ​capacity​ ​of​ ​early​ ​years​ ​teachers promote,​ ​maintain​ ​and​ ​resource​ ​an​ ​innovative​ ​and​ ​pedagogically​ ​sound​ ​ ​learning​ ​environment.

System​ ​leaders​ ​enable​ ​authentic​ ​learning​ ​in​ ​the​ ​early​ ​years​ ​when​ ​they: ● ● ● ● ● ●

know,​ ​articulate​ ​and​ ​promote​ ​the​ ​principles​ ​enunciated​ ​in​ ​this​ ​statement develop​ ​and​ ​implement​ ​directions,​ ​intents​ ​and​ ​strategies​ ​for​ ​this​ ​statement design​ ​and​ ​ ​strategically​ ​resource​ ​effective​ ​data​ ​collection​ ​processes remain​ ​current​ ​with​ ​contemporary​ ​early​ ​years​ ​research provide​ ​professional​ ​learning​ ​opportunities​ ​that​ ​build​ ​the​ ​capacity​ ​of​ ​early​ ​years​ ​teachers evaluate​ ​ ​and​ ​monitor​ ​the​ ​impact​ ​of​ ​the​ ​Statement​ ​of​ ​Authentic​ ​Learning​ ​in​ ​the​ ​Early​ ​Years.

G​ ​L​ ​O​ ​S​ ​S​ ​A​ ​R​ ​Y 1.​ ​ ​Disposition

Frequent​ ​and​ ​voluntary​ ​habits​ ​of​ ​thinking​ ​and​ ​doing. Katz​ ​ ​(1993,​ ​p.16)​ ​defines​ ​“a​ ​disposition​ ​as​ ​a​ ​pattern​ ​of​ ​behaviour​ ​exhibited​ ​frequently… in​ ​the​ ​absence​ ​of​ ​coercion…​ ​constituting​ ​a​ ​habit​ ​of​ ​mind​ ​under​ ​some​ ​conscious​ ​and voluntary​ ​control…​ ​intentional​ ​and​ ​oriented​ ​to​ ​broad​ ​goals”.

2.​ ​ ​Executive​ ​function

Executive​ ​function​ ​skills​ ​are​ ​the​ ​mental​ ​processes​ ​that​ ​enable​ ​children​ ​to​ ​remember and​ ​follow​ ​multi-step​ ​instructions,​ ​avoid​ ​distractions,​ ​control​ ​rash​ ​responses,​ ​adjust when​ ​rules​ ​change,​ ​juggle​ ​multiple​ ​tasks​ ​and​ ​persist​ ​with​ ​problem​ ​solving.​These​ ​skills are​ ​crucial​ ​for​ ​learning​ ​and​ ​development. Executive​ ​function​ ​skills​ ​depend​ ​on​ ​three​ ​types​ ​of​ ​brain​ ​function:​ ​working​ ​memory, mental​ ​flexibility,​ ​and​ ​self-control: ● working​ ​memory​​ ​governs​ ​our​ ​ability​ ​to​ ​retain​ ​and​ ​manipulate distinct​ ​pieces​ ​of​ ​information​ ​over​ ​short​ ​periods​ ​of​ ​time ● mental​ ​flexibility​​ ​helps​ ​us​ ​to​ ​sustain​ ​or​ ​shift​ ​attention​ ​in​ ​response​ ​to different​ ​demands​ ​or​ ​to​ ​apply​ ​different​ ​rules​ ​in​ ​different​ ​settings ● self-control​ ​enables​ ​us​ ​to​ ​set​ ​priorities​ ​and​ ​resist​ ​impulsive​ ​actions or​ ​responses.

3.​ ​ ​Creative​ ​and play-based​ ​ ​learning

Creativity​ ​is​ ​using​ ​imagination​ ​or​ ​original​ ​ideas​ ​to​ ​create​ ​something​ ​and/or​ s​ olve problems. Play-based​ ​learning​ ​is​ ​described​ ​in​ ​the​ ​Early​ ​Years​ ​Learning​ ​Framework​ ​(EYLF)​ ​as​ ​“a context​ ​for​ ​learning​ ​through​ ​which​ ​children​ ​organise​ ​and​ ​make​ ​sense​ ​of​ ​their​ ​social worlds,​ ​as​ ​they​ ​actively​ ​engage​ ​with​ ​people,​ ​objects​ ​and​ ​representations”​ ​(2009,​ ​p.46). Abundant​ ​research​ ​has​ ​shown​ ​that​ ​play​ ​during​ ​early​ ​childhood​ ​is​ ​necessary​ ​if​ ​humans are​ ​to​ ​reach​ ​their​ ​full​ ​potential.​ ​Goldstein​ ​(2012)​​ ​identifies​ ​play​ ​as​ ​important​ ​to​ ​healthy brain​ ​development,​ ​and​ ​as​ ​a​ ​contributor​ ​to​ ​the​ ​wellbeing​ ​and​ ​cognitive,​ ​physical, social,​ ​and​ ​emotional​ ​development​ ​of​ ​children.​ ​Play​ ​allows​ ​children​ ​to​ ​use​ ​their creativity​ ​while​ ​developing​ ​their​ ​imagination,​ ​dexterity,​ ​and​ ​physical,​ ​cognitive,​ ​and emotional​ ​strength. There​ ​are​ ​a​ ​number​ ​of​ ​types​ ​of​ ​play​ ​that​ ​children​ ​engage​ ​in: ● active ● explorative​ ​and​ ​manipulative ● imitative ● constructive ● pretend ● games​ ​with​ ​rules. The​ ​teacher’s​ ​role​ ​is​ ​to​ ​enable​ ​and​ ​empower​ ​children​ ​in​ ​their​ ​play​ ​by​ ​supporting​ ​and scaffolding​ ​their​ ​ideas​ ​and​ ​thinking.

4.​ ​Intentional​ ​teaching

Intentional​ ​teaching​ ​is​ ​purposeful,​ ​informed​ ​and​ ​deliberate.

5.​ ​Explicit​ ​teaching

Explicit​ ​teaching​ ​is​ ​an​ ​instructional​ ​strategy​ ​that​ ​presents​ ​unambiguous,​ ​clearly articulated​ ​teaching​ ​that​ ​is​ ​purposeful​ ​and​ ​relevant.​ ​It​ ​includes: ● setting​ ​clear​ ​goals ● modelling​ ​new​ ​skills​ ​and​ ​concepts​ ​(including​ ​think-alouds) ● providing​ ​opportunites​ ​for​ ​guided​ ​and​ ​independent​ ​practice.

K​ ​E​ ​Y​ ​ ​ ​R​ ​E​ ​F​ ​E​ ​R​ ​E​ ​N​ ​C​ ​E​ ​S Australian​ ​Government​ ​Department​ ​of​ ​Education,​ ​Employment​ ​and​ ​Workplace​ ​Relations​ ​(DEEWR).​ ​(2009). Belonging,​ ​being​ ​and​ ​becoming:​ ​The​ ​early​ ​years​ ​learning​ ​framework​ ​for​ ​Australia.​​ ​Canberra:​ ​DEEWR. Bedrova​ ​and​ ​Leong​ ​Vygotskian​ ​and​ ​Post​ ​Vygotskian​ ​views​ ​on​ ​Play​​ ​American​ ​Journal​ ​of​ ​Play,​ ​volume​ ​7, number​ ​3​ ​©​ ​The​ ​Strong.​ ​Contact​ ​Elena​ ​Bodrova​ ​at​ ​ebodrova@​ ​toolso2hemind.com.​ ​Excerpted​ ​from eHandbook​ ​of​ ​Play​ ​Studies,​ ​co-published​ ​by​ ​The​ ​Strong​ ​and​ ​Rowman​ ​&​ ​Littlefield.​ ​©2015​ ​by​ ​Rowman​ ​and Littlefield.​ ​All​ ​rights​ ​reserved. Catholic​ ​Education​ ​Office​ ​Sydney.​ ​(2011).​ ​The​ ​Early​ ​Learner​ ​Position​ ​Paper​.​ ​NEALS. Goldstein,​ ​J.​ ​(2012)​ ​ ​Play​ ​in​ ​Children’s​ ​Development,​ ​Health​ ​and​ ​Well-Being​ ​Report​. Ginsburg,​ ​Kenneth​ ​R.​ ​(2007)​ ​The​ ​Importance​ ​of​ ​Play​ ​in​ ​Promoting​ ​Healthy​ ​Child​ ​Development​ ​and Maintaining​ ​Strong​ ​Parent-Child​ ​Bonds.​ ​PEDIATRICS​ ​Vol.​ ​119​ ​No.​ ​1​ ​January​ ​01,​ ​2007. Goswami,​ ​U.​ ​(2015).​ ​Children’s​ ​Cognitive​ ​Development​ ​and​ ​Learning.​ Y ​ ork:​ ​Cambridge​ ​Primary​ ​Review​ ​Trust. Harding​ ​J.​ ​ ​and​ ​Meldon-Smith,​ ​Liz.​ ​(1999).​ ​Play​ ​in​ ​Early​ ​Childhood:​ ​From​ ​Birth​ ​to​ ​Six​ ​Years.​ ​ACER​ ​Press: Melbourne.

Heckman,​ ​J.​ ​&​ ​Masterov,​ ​D.V.​ ​(2007)​ ​The​ ​Productivity​ ​Argument​ ​for​ ​Investing​ ​in​ ​Young​ ​Children​. Hertzman,​ ​C.​ ​(2004).​ ​Making​ ​Early​ ​Childhood​ ​Development​ ​a​ ​Priority:​ ​Lessons​ ​from​ ​Vancouver. Katz,​ ​L.G.​ ​(1993).​ ​Dispositions​ ​as​ ​educational​ ​goals.​ ​ERIC​ ​EDO-PS-93-10. Katz,​ ​L.G.​ ​(1993).​ ​Dispositions:​ ​Definitions​ ​and​ ​implications​ ​for​ ​early​ ​childhood​ ​practices.​ ​Catalog​ ​No.​ ​211 Perspectives​ ​from​ ​ERIC/EECE:​ ​Monograph​ ​series​ ​no.​ ​4. Queensland​ ​Government​ ​Department​ ​of​ ​Education,​ ​Training​ ​and​ ​Employment.​ ​(2015). https://det.qld.gov.au/earlychildhood/about/Documents/pdf/foundation-paper.pdf​​ ​Brisbane:​ ​Curriculum Implementation​ ​Unit. Wilks,​ ​A.,​ ​Nyland,​ ​B.,​ ​Chancellor,​ ​B.,​ ​&​ ​Elliott,​ ​S.​ ​(2008).​ ​Analysis​ ​of​ ​curriculum/learning​ ​frameworks​ ​for​ ​the​ ​early years​ ​(Birth​ ​to​ ​age​ ​8).​ ​Victorian​ ​Curriculum​ ​and​ ​Assessment​ ​Authority:​ ​Melbourne.