The practice of planning provision around schema (patterns of repeated behaviour) rests on the premise that by noticing strong drives or interests in children, educators can support development.
Child learning, development and schemas
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Theories into practice – EC learning & development
Children change over time – that is indisputable. Bridie Raban discusses how early childhood educators have a significant role to play in children’s learning by supporting children’s change over time so that it does not rest with development alone.
Reflective practice as an ECE professional
Since 2008 there has been steadily increasing interest from outside the EC sector in what can be achieved through high quality education and care. One of the keys to achieving this is through reflective practice.
The five functionings of an ECEC professional
What does it mean to be an early childhood education and care professional? Andrea Nolan answers this important question.
Teaching measurement in early childhood effectively
Teaching measurement in early childhood settings relies on children developing number sense and an understanding of the concepts of geometry. It is generally accepted that there is a learning sequence that can be used to develop an understanding of effective processes in all the measurement topics.
Developing number knowledge in early childhood
The Australian and New Zealand early childhood curriculums recognise that mathematics is one of the languages children need to learn to be able to communicate successfully. The most commonly taught mathematical concept in the early years is number. But, developing...
The importance of developing the mathematical concept of pattern
Research has determined that a child’s mathematical concept of pattern is one of the best indicators of future success in mathematics. So how can early childhood educators ensure that quality pattern learning occurs?
How to get the ‘T’ in STEM
The world does not exist within boxes or boundaries, and children do not think in terms of disciplines or subjects. When considering technology within STEM thinking, think of it from the perspective of how the world works – through systems thinking and project- or problem-based thinking.
Using incidental opportunities to talk about maths
Mathematics is everywhere in daily life and we should be using these incidental opportunities to talk about maths concepts.
How to incorporate STEM learning in early childhood
How can we increase the STEM skills of our young children if we have difficulty recognising STEM learning opportunities and feel unsure about scaffolding STEM concepts?
Three easy ideas for learning maths at home
Sometimes students (and teachers and parents!) need a break from dense, content-heavy lessons. Here are three easy ideas for learning maths at home – all you need is a deck of cards!
Why is STEM important in education?
Why is STEM important in early childhood education? Explore the reasons why STEM should be a key focus in education.
A quick snapshot of Floorbooks®
Discover what a Floorbook® is and how you can best use the Floorbook® approach in your planning and documenting.
Young children and STEM
Associate Professor Christine Howitt discusses the importance of integrating STEM into Early Childhood settings.
Planning with and for children
Dr Claire Warden shares the reason she started planning with and for children through Floorbooks 35 years ago and provides a taste of what they are today through answering questions that people have asked her.