NDLI: Group Time Experiences: Belonging, Being and Becoming Through Active Participation Within Early Childhood Communities

Content Provider	Springer Nature Link
Author	Leggett, Nicole Ford, Margot
Copyright Year	2015
Abstract	The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ‘intentional teachers’ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ‘being, belonging, becoming’, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child’s identity and active citizenry.
Starting Page	191
Ending Page	200
Page Count	10
File Format	PDF
ISSN	10823301
Journal	Early Childhood Education Journal
Volume Number	44
Issue Number	3
e-ISSN	15731707
Language	English
Publisher	Springer Netherlands
Publisher Date	2015-04-07
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Group time Intentional teaching Community Belonging Standards Early Years Learning Framework Learning & Instruction Education Sociology of Education Sociology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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