A focus on belonging

Belonging the focus of the program at the start of the year.

The start of the year can be a challenging time with children and families with heightened emotions and everyone trying to settle into to a new experience. This can be a stressful time for teachers and educators as so much of what we do is founded on relationships and they haven’t been established yet. I know many educators who also find this time of year challenging in terms of what to program for in terms of learning experiences, goals and evaluating the program.

Establishing what we want to achieve

Identifying the purpose and intent of the educational program at the start of the year (or at anytime for that matter) is key to ensuring everyone is on the same page, feels valued and is set up for a successful year of learning and development. I believe the sole purpose of the program in those initial weeks of the year creating a sense of belonging and a safe, secure and supported environment for both children and families.

It is a time for listening getting to know children and their funds of knowledge, culture and identity. As well as communication styles and preferences and where they are at in terms of self-regulation and managing stresses. It is equally important to get to know families in the same way and start establishing the reciprocity or setting up a relationship that is mutually beneficial and centred on the child.

Give your self permission to focus on what matters

In terms of practice there is nothing more important at the start of the year than relational pedagogy. This is a new inclusion in the updated learning frameworks and I think an important one that focus our teaching practice on building trusting and respectful relationships. A key part of this pedagogy is being responsive in particular culturally responsive. So that might mean teachers and educators researching children’s cultural and family practices. Taking lots of opportunities to just be with children doing familiar things, using familiar language and creating secure attachments.

Program focus and learning goals

In terms of learning environments the focus should be on creating a sense of belonging, inclusion and a sense of familiarity. So, starting with spaces that don’t change too much and where children can see themselves, their family and their community. Group experiences would be limited to small groups and very about creating continuity of learning from where the child came from be that home or another room or service. In terms of learning goals, the focus is on:

• helping children feels safe, secure and supported (Learning Outcome 1, Key component 1)
• learning to interact with care, empathy and respect (Learning Outcome 1, Key component 4)
• becoming strong in the social, emotional and mental wellbeing (Learning Outcome 3, Key component 1)
• interacting verbally and non-verbally for a range of purposes (Learning Outcome 5, Key component 1).

Critical reflection on practice

Below a few critical reflection provocations for working collaboratively as a team to start 2024 with a new approach.

1. What are you currently doing in terms of programming and planning at the start of the year?
2. Is this working for:
   1. Children
   2. Families
   3. Educators?
3. What would you like to focus on?
4. Does this meet the legislative and quality requirements?

Support to improve

I hope you found this article of interest and maybe have a fresh new perspective on the start of the year and transitions in general. If you would like to know more check out our resources to support you to know and understand what is required in our Educational program and practice guidance resource and our Early childhood curriculum and pedagogy bundle.