Evidence Paper Practice Principle 6: Integrated teaching and learning approaches



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Victorian Early

Years Learning

and Development Framework
Evidence Paper

Practice Principle 6: Integrated teaching and learning approaches

Authored for the Department of Education

and Early Childhood Development

by Louise Marbina, Amelia Church

and Collette Tayler



lin 3

Practice Principle 6: Integrated teaching and learning approaches


Practice Principle 6: Integrated teaching and learning approaches 2

Executive Summary 4

Introduction 5

What do we mean by ‘integrated teaching and learning’? 6

Why is integrated teaching and learning so important in early learning and development? 8

Early learning has the greatest impact on children’s outcomes. 8

Early learning is essential for all children; children have different strengths, abilities and interests and benefit from a range of experiences and opportunities for learning. 8

Neurological research shows that young children’s brains are extraordinarily active and that early childhood is the optimal time for learning and development. 9

Play is an essential element in early childhood learning and development. 10

Integrated teaching and learning approaches enable learning across multiple domains and best practice across service provision in early childhood. 11



How can we achieve best practice? 11

The most successful approaches in early learning build on children’s interests and their curiosity to make sense of the world around them. 11

Learning experiences, differentiated to fit the individual needs of each child have the most positive outcomes. 12

Early childhood professionals use integrated approaches to children’s learning and take an active role in extending learning. 13

Learning outcomes for children are enhanced when early childhood professionals reflect on their practice and have high expectations for all children. 15

The best outcomes for learning and development require high quality interactions between children and early childhood professionals. 15



Implications for practice 17

Appendix A Methodology 19

References 21

The Victorian Early Years Learning and Development Framework (Victorian Framework) guides early childhood professionals’ practice in Victoria. The Victorian Framework identifies eight Practice Principles for Learning and Development. The Practice Principles are based on the P-12 Principles of Learning and Teaching, the pedagogy from the Early Years Learning Framework for Australia, and are informed by the latest research.
The Practice Principles are interrelated and designed to inform each other. They are categorised as Collaborative, Effective and Reflective:
Collaborative

1. Family-centred practice

2. Partnerships with professionals

3. High expectations for every child


Effective

4. Equity and diversity

5. Respectful relationships and responsive engagement

6. Integrated teaching and learning approaches

7. Assessment for learning and development
Reflective

8. Reflective practice


These Evidence Papers document the research that underpins each Practice Principle. The content of the Evidence Papers will be developed into a series of practice guides which will provide practical advice to early childhood professionals on how to align their practice to the Practice Principles.




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