Early Childhood Education Exam Overview

Exam Overview

• The exam is worth 30% of the final grade.
• There will be 4 extended answer questions, each worth approximately 2 pages.
• The exam will focus on four main themes:
  • Planning processes and considerations in Early Childhood.
  • Theoretical/philosophical approaches to curriculum.
  • Child-led pedagogies and associated documentation.
  • Reflection and evaluation.

Question 1

• Planning in early childhood education involves considering policy directives at the system, school, and classroom levels.
• The Australian Curriculum and SCASA are relevant frameworks for planning.
• Important considerations for planning include:
  • Observation and assessment.
  • Holistic approaches to assessment.

Question 2

• The exam requires knowledge of two curriculum approaches.
• Reggio Emilia emphasizes:
  • Child-centered learning.
  • Emergent curriculum.
  • Project-based learning.
  • Collaborative learning.
  • Documentation.
  • Teachers as co-learners.
  • Multiple forms of expression (the "100 languages of the child").
  • The environment as the "third teacher."
  • Reggio-inspired materials.
  • Respect for children's voices.
  • Parent and community involvement.
  • Reflection and professional development.
  • Holistic development.
  • The image of the child.
• Anti-Bias Curriculum focuses on:
  • Awareness of bias.
  • Inclusive and diverse representation.
  • Critical thinking.
  • Empathy and perspective-taking.
  • Identity exploration.
  • Social justice education.
  • Culturally responsive teaching.
  • Positive role models.
• Montessori emphasizes:
  • Child-centered learning.
  • A prepared environment.
  • Freedom and responsibility.
  • Mixed-age groups.
  • Individualized learning.
  • Hands-on learning.
  • Self-directed learning.
  • Respect for the child.
  • Observation and documentation.
  • Parent involvement.
  • The role of the teacher.
• Steiner emphasizes:
  • Education for the whole child.
  • Age-appropriate learning.
  • Artistic expression.
  • Emphasis on imagination and creativity.
  • No early academics.
  • Non-competitive environment.
  • Integrated learning.
  • Strong teacher-student relationships.
  • Ethical and social development.
  • A connection to nature.
  • Parental involvement.
• Inquiry/Project Approach is highlighted as a relevant curriculum approach.
• Kathy Walker Learning is an adaptation of the inquiry/project approach developed in Australia.
• Play-based Approach emphasizes:
  • Intentional, child-centered, and initiated learning.
  • Open-ended play experiences.
  • Scaffolding and value-adding by the educator.

Question 3

• The exam requires knowledge of strategies for recording, assessing, and reporting on pedagogical documentation.
• Processes for recording children's learning:
  • Wall stories.
  • Classroom diaries.
  • Floor books.
• Products for recording children's learning:
  • Portfolios.
  • Work samples.
  • Reports.
• Wall stories provide opportunities for:
  • Children, families, and the school community to see documented learning.
  • Children to contribute to the display.
  • The inclusion of photographs that connect to curriculum and developmental outcomes.
• Classroom diaries offer opportunities to:
  • Show and represent children's learning.
  • Encourage reflection on learning by families and children.
  • Capture significant learning from incidental experiences.
• Floor books are a way to:
  • Record children's voices and ideas on topics of interest.
  • Intentional guide planning in response to children's interests.
  • Record the learning process for families.

Question 4

• The exam requires knowledge of the importance and process of reflection.
• Why is reflection important? It helps educators to:
  • Respond thoughtfully and with integrity to complex situations and challenges.
  • Make careful and well-informed decisions and plans.
  • Implement and evaluate changes in their practices and policies.
  • Be accountable to families, colleagues, and communities.
  • Improve learning experiences and outcomes for children.
• Reflection should occur at all levels:
  • School/center.
  • Classroom.
  • Self.
• Types of reflection:
  • Reflection IN action focuses on immediate observations and adjustments during the act of teaching.
  • Reflection ON action involves looking back at a lesson or experience and analyzing what happened.
  • Reflection FOR action focuses on planning for future actions based on reflection.
• Reflection within the teaching cycle involves analyzing information, documenting learning, assessing progress, and planning future curriculum approaches.