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Early Childhood Education and Care > About us > Transition to school > Age appropriate pedagogies > Characteristics >

Active

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Requiring physical and embodied engagement across all areas of learning. Whether this is indoors or outdoors, activity is essential in order to activate children's full potential. Their focus, concentration, motivation and self-regulation are enhanced through moving, doing and interacting within a range of learning environments.

'Active' unpacked


Teachers may:



Children may:


  • provide opportunities for children to engage in physical and embodied learning

  • timetable regular opportunities for children to access the curriculum in both indoor and outdoor learning spaces

  • provide a range of open-ended materials, including realistic,symbolic and unstructured resources that encourage problem solving and activate children's full potential

  • scaffold children's focus, concentration, motivation and self-regulation during independent, small group and whole class learning experiences.

  • move, do and interact appropriately in a range of learning situations to engage in higher order thinking and build on current learning

  • engage in a range of learning spaces, both indoors and outdoors

  • engage with a range of open-ended, realistic, symbolic, and unstructured resources that encourage problem solving

  • participate with increasing focus, concentration, motivation and self-regulation.

"Children are active agents... active play is linked positively to self-regulatory skills that, in turn, predict academic success".

To find out more read the Age-appropriate pedagogies for the early years of schooling: Foundation paper pdf version Adobe PDF document1.3M - word version. Microsoft® Word document 88K

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This page was last reviewed on 20 Jul 2016

Read the Teacher and child behaviours unpacked to focus on behaviours that may be observable in classroom practice. PDF version Adobe PDF document216K

Characteristics unpacked

Use the Questions to support teacher reflection to assist in embedding the characteristics of age-appropriate pedagogies into planning and practice. PDF version Adobe PDF document491K

Characteristics support teacher reflection

Use the Examples of practice to see how one teacher aligned curriculum, pedagogy and assessment in her Prep classroom.

Characteristics support teacher reflection

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