Incorporating a willingness to be flexible, to ensure that learning is always child, context, content and discipline appropriate. To achieve this, educators will balance opportunities for structure and spontaneity, open-ended and specific tasks, and child-led and educator-led learning.
"Achieving a balance between play-based, practical and written tasks and a more equal distribution of time between child- and teacher-initiated activities was considered important for higher-order thinking, along with appropriate interaction in play-based activity on the part of the adults".
To find out more read the Age-appropriate pedagogies for the early years of schooling: Foundation paper pdf version 1.3M - word version. 88K
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 216K
Use the Questions to support teacher reflection to assist in embedding the characteristics of age-appropriate pedagogies into planning and practice. PDF version 491K
Use the Examples of practice to see how one teacher aligned curriculum, pedagogy and assessment in her Prep classroom.