Developing a positive environment for learning

Setting goals for children’s learning involves the curriculum, pedagogy and evaluation. These three facets of learning interact to provide children with needed knowledge, skills and attitudes. Guiding children’s behaviour requires:

• a clear understanding of the desired objectives for early childhood education and for the particular child;
• strategies for meeting these which are compatible with the objectives;
• both an understanding of and a liking for children and for each individual child;
• on-going and regular review and evaluation of the use and effectiveness of practices for child behaviour.

It is important that adults:

• have a good feeling of self worth;
• feel alert and are not tired;
• enjoy working with the particular age group;
• have a sound understanding of child development and learning;
• have good communication and interpersonal skills for working with children, with the children’s family/whanau and with their colleagues;
• value and understand each child as a worthwhile and interesting individual;
• have sensitivity and an understanding of cultural differences and needs.

For management, it is important to:

• take into account that an adult may have worries or concerns which may make it difficult to provide the degree of positive guidance required for a particular child or at a particular time;
• ensure that the adults working in the centre are confident and happy in working as a team.