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



Making conscious for both the learner and the educator, the relationships between the learning purpose and processes employed and the skills and understanding these processes support.

'Explicit' unpacked

Teachers may:

Children may:

  • plan for and understand the curriculum intent that underpins each learning experience

  • clearly articulate the curriculum intent that underpins each learning experience for the children

  • respond to children by clearly linking curriculum intent to child initiated/negotiated learning experiences

  • provide feedback to children to connect them with the strengths of their current learning and then co-construct future learning goals.

  • have a clear understanding about the curriculum intent of each learning experience

  • understand that child-initiated/negotiated learning experiences have a clear learning purpose

  • receive feedback about their learning connecting them with their strengths

  • have clear learning goals.

"In sum, supportive relationships and learning-related skills that include social, emotional, cognitive and physical skills assist children to adjust to the behavioural and academic demands they encounter at school".

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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