幼兒教育 Childcare|Early Years Learning Framework (EYLF) 的 5 個重點 – Part 2/5

by 藍色小樹熊

幼兒教育 Childcare

Early Years Learning Framework (EYLF)


Part 2


# Transitions 過渡/轉變

Throughout childhood children make a number of transitions.

Some transitions are big – starting school or child care or preschool for the first time. Some are smaller – maybe moving between rooms in a large service, or changing services.

All are important points in a child’s life.

Transitions offer opportunities and challenges. As educators our role is to help children (and their families) make these transitions as smoothly and successfully as possible.





Think about all the transitions that the children in your care will make.

What will you do to help prepare them so that each transition is as smooth and comfortable as possible?

How will you include families in preparation for transitions?




# Scaffolding 搭起支架

Scaffolding is the temporary structure used to support a building as it is being built or repaired. It helps to hold everything together until the building is able to stand by itself.

In education, scaffolding refers to the way in which educators help to support and extend children’s learning. Like scaffolding on a building, our involvement and careful questioning and suggestions, can help to support children’s learning while it is taking place.

With our support children’s learning often becomes richer and more valuable than it would otherwise.




Think about the ways in which you support (or “scaffold”) children’s learning – how do you know when to involve yourself, to ask a question or make a comment or suggestion, and when to just watch?

How do you ask questions or make suggestions that encourage children’s thinking rather than shutting it down?

請想一下你是以什麼方式來支持孩子的學習方式 —— 你是怎麼知道什麼時候該參與孩子的學習過程?什麼時候該向孩子提出問題?什麼時候該發表評論?什麼時候只是觀察?


Source: いらすとや

# Sustained shared thinking 可持續的觀點交流

When children have the chance to investigate and solve problems with each other and with supportive adults their thinking and learning becomes deeper and more complex. This process of working together is “sustained shared thinking”.


Research on “sustained shared thinking” shows that learning is most effective when:

– it is a shared experience;

– educators become involved in children’s play to “scaffold” or support learning; and

– children have long periods of time in which to get deeply involved in play and problem solving.


– 學習是一種互相分享的體驗

– 教育工作者參與孩子的玩耍,並幫助他們學習,為他們的學習搭起支架

– 孩子們有足夠長的時間全神貫注地參與玩耍和解決問題

Think about the opportunities for children in your service to become involved in sustained shared thinking – where and when do they happen?

How often are you able to become deeply involved in shared problem solving with a child or group of children?

How do you involve yourself without taking over?




# Resilience 恢復能力

Being resilient – having the ability to bounce back from stresses and disappointments – is one of the best predictors of children’s later success in life. Resilience is an important part of identity (EYLF Outcome 1) and wellbeing (EYLF Outcome 3) and enables children to persevere and succeed in the face of difficulties.

恢復能力 —— 是指在壓力下或者失望當中恢復過來的能力,這是預示孩子在以後生活獲得成功的最佳指標之一。恢復能力是「身份認同(identity, EYLF Outcome 1)」和「幸福(wellbeing, EYLF Outcome 2)」的重要組成部份,可以使孩子在遇到困難時仍然能夠不屈不撓地去爭取成功。

Important characteristics such as resilience are not easily “teachable”. They are usually built over time through many experiences and through the relationships that children develop with caring educators.


Think about the things that you do that help children to become resilient – how do you encourage perseverance, positivity and a sense of self-belief?

How do the relationships you have with children help them to become more resilient?



Source: いらすとや

# Curriculum 日程

The EYLF defines curriculum as everything that happens in a day. It is “all the interactions, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development”. (Early Years Learning Framework, p.9)

EYLF 定義「curriculum」為每天發生的事。這包括了在一個促進兒童學習和發展為目的的環境中進行的所有的互動、日常生活和活動(不論是已計劃,或是計劃外的)。(Early Years Learning Framework, p.9)

Such a broad definition makes us think about “curriculum” differently. It is about more than just the experiences or activities we plan for or deliberately set up. Routines and everyday events can offer opportunities for learning that are just as valuable as activities provided at other times of the day.


Think about the “curriculum” in your service – what does it include?

Is it about more than just pre-planned activities?

How do you make use of routines like mealtimes as learning experiences?

How do you include interactions and relationships in your curriculum planning?






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