Assuring Best Practice Assessment 1

Shyanne wrote:39697 What kind of learning was included in the diploma of children services in regard to High Expectations and Equity between ten and fifteen years ago.

Is that the question they are asking?

,
Lorina

Also before the EYLF came out we use Child Developmental Milestones. Children will be compared to a set list on each development according to their age and ticked off on what they can and can't-do... For the skills and areas that the child couldn't do, educators had to focus on this and plan for what the child couldn't do...

Does that help at all?

,
Lorina

hi, thanks for replying

the question is actually about gaps in this "theoretical" educators knowledge regarding the Principle (3 - High expectations and Equity) and then developing a coaching plan - but as i didn't know what they may have learnt differently, i was struggling to imagine the scenario - i add that i really hate scenario questions as i never seem to have all the information i feel i need.

but yes your answer is helpful to me forming the actual answer to my TAFE question, at this point I wanted information to help for my answer not an actual answer to my assignment question.

kind regards

Shyanne

Hi Shyanne,

I am not a fan of scenarios either... I've read hundreds of scenarios on this site and there are a few they I had to read many many times to try and figure out what information to include. They get pretty complicated at times... When I read scenarios I would just close my eyes for a second and just think of the situation/issue and what I would do if it was happening to me. A bit freaky if I'm on the bus/train and I'm opening and closing my eyes every 5 minutes, makes me look as if I'm sleeping! HAHAHA

Anyway back to your question...

High Expectations and equity – believing that all children are able to succeed, regardless of cultural diversity and abilities. Having high expectations for all children in their achievement in learning. Ensure that all children have opportunities to achieve learning outcomes.

Maybe back then since they followed the developmental stages there wasn't many educators who took the child's learning further then it needed to be. For.e.g. if a child reached a milestone then great, then it ends there and they move onto the next one, they didn't extend it and find it necessary to take it further than what the child could already do...

Hope this makes sense...

,
Lorina