Glen Education Chelsea

Child-Led Learning 

Sheridan Daniels , Early Childhood Teacher

"Educators are attuned to, and respond in ways that best suit, each child’s strengths, capabilities and curiosity. Knowing, valuing and building on all children’s strengths, skills and knowledge strengthens their motivation and engagement in learning" (BELONGING, BEING & BECOMING: The Early Years Learning Framework for Australia – V2.0, 2022, p 21).

At Glen Chelsea Kindergarten, the children have a strong connection and influence on the curriculum.  We value and respect the children's knowledge, thoughts, ideas, theories and curiosity. This was evident during our ongoing learning journey about the 'Wasp Nest'.

 In February the children demonstrated an interest in some wasps that were present within our outdoor environment. The children were very inquisitive and curious, wanting to know more about these wasps. This interest was enhanced even more, when we had a wasp removal company come to remove and relocate the wasps in a safe way.

The educators responded to this interest immediately by collaborating with the children and facilitating an ongoing investigation to learn more about wasps and other insects within the outdoor environment.

The children documented their learning through photos which we later explored at group time. Here the children were very eager to share their knowledge and theories of insects and bugs, and to discuss what they had observed. The learning that was occurring was guided by the children, and extended on by educators through thoughtful planning to facilitate further exploration. The learning was visible in all aspects of the program.

This experience fostered a culture of collaboration and respect as educators and children worked towards a shared goal. This, in turn, creates an environment which promotes a sense of belonging and each child feels valued within the Kindergarten. 

"Responsive learning relationships are strengthened as educators and children learn together and share decisions, respect and trust. Responsiveness enables educators to respectfully enter children’s play and ongoing projects, stimulate their thinking and enrich their learning"

(BELONGING, BEING & BECOMING: The Early Years Learning Framework for Australia – V2.0, 2022, p.21).