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

Responsive

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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.

'Responsive' unpacked


Teachers may:



Children may:


  • openly discuss classroom decision-making with children

  • provide opportunities for children to engage in learning experiences that they have initiated

  • provide a program that balances opportunities for structure and spontaneity

  • promote co-construction of the learning environment with children.

  • understand that they are part of the classroom decision-making process

  • take responsibility for their learning: planning, doing and reflecting

  • feel safe and respected

  • develop ownership of, and responsibility for, the classroom environment.

"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 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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