GO TO: m.au/fears-of- stranger-danger-is- restricting-childrens- freedom/story- e6frea

Links to the EYLFPractical Strategies “Children use language and representations from play, music and art to share and project meaning,” (EYLF, pp.40). Allowing children to have guided discovery with particular materials. E.g. Children self select materials for projects. “Include real-life resources to promote children’s use of mathematical language,” (EYLF, pp.40). Supply resources that are used in everyday contexts. E.g. Bottle caps, paddle pop sticks. “Outdoor learning spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature.” (EYLF, pp. 15 & 16) Provide opportunities for children to explore their immediate environments and use these contexts for lessons. E.g. excursions that include finding out about their natural environment. Links to Reggio Emilia Approach (Malaguzzi)Practical Strategies The development of a self-concept that is strong, outgoing and confident becomes part of this meaning making when the child is surrounded by warm reciprocal relationships. Provide a continuing partnership with the child that promotes their sense of self and well being e.g. know your child, get to know their likes and dislikes so that you can incorporate these into your planning. Links to EYCGPractical Strategies Recognising and building on children’s diverse backgrounds and experiences and catering for these by engaging children in curriculum decision making. Find out about children’s cultural backgrounds e.g. invite learners’ to talk about their backgrounds and share their personal experiences. Links to UN Convention on the rights of the childPractical Strategies Article 29: “Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.” Provide endless possibilities for children to learn in an enriched environment that promotes creativity and independence e.g. creating lessons that cater for each child’s needs. Openly discuss peace issues and No Bullying strategies that promote a positive classroom.

BRAINSTOR M

Step One: Introduction and Naming Step Two: Generating and Modelling Students’ Ideas Step Three: Exploration and Experimentation Step Four: Sharing Exploratory Work Step Five: Cleanup and Care of Materials Step One: Introduction and Naming Step Two: Generating and Modelling Students’ Ideas Step Three: Exploration and Experimentation Step Four: Sharing Exploratory Work Step Five: Cleanup and Care of Materials [Bechtel & Denton, 2004]

“create and maintain safe, healthy environments, spaces and places ” “enhance children’s learning, development, engagement, initiative, self-worth, dignity and show respect for their contributions.” [Early Childhood Australia, 2006]

Q1. How will knowing about the issue of overprotection of children affect your practice as an Early Childhood Educator ? Q2. What will you classroom practice look like, considering the assumptions that children need to be protected and kept safe?