Module 1: Defining Curriculum in Early Childhood Education (ECE)
模块 1：定义幼儿教育（ECE）课程

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    Module overview 模块概述

    Definition: to describe the meaning of something, especially a word, or to explain something more clearly so that it can be understood (Cambridge Dictionary, n.d.)
    定义：描述事物的含义，特别是一个词的含义，或更清楚地解释事物，使人们能够理解它（《剑桥词典》，未注明日期）
    In Module 1 we will discuss what a ‘curriculum’ is and what it can be in early childhood educational settings. Australia uses the Early Years Learning Framework (EYLF. 2022)Open this document with ReadSpeaker docReader to guide children's learning in EC settings prior to school.  In this module we will unpack why this
    以指导儿童在入学前在教 育环境中的学习。在本单元中，我们将探讨为什么
    在模块 1 中，我们将讨论什么是 "课程 "以及它在幼儿教育环境中的作用。澳大利亚使用 "幼儿学习框架"（EYLF.）     is a curriculum ‘framework’, and not a set curriculum such as that delivered in the school education system.
    是一个课程 "框架"，而不是学校教育系统提供的固定课程。
    It is also important to become familiar with the National Quality Standards for Early Childhood Education: https://www.acecqa.gov.au/nqf/national-quality-standard   https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
    熟悉《国家幼儿教育质量标准》也很重要： https://www.acecqa.gov.au/nqf/national-quality-standard https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf    Open this document with ReadSpeaker docReader  
    In this module we will consider the Australian Curriculum Home | V9 Australian Curriculum (Foundation Year) Key Learning Areas and how these can be smoothly integrated into Early childhood education (ECE). We will consider approaches that can be used successfully to do this, and we will look at the educator’s role in explaining to parents how a holistic curriculum is delivered in ECE classrooms. 
    在本单元中，我们将讨论澳大利亚课程主页 | V9 澳大利亚课程（基础年）关键学习领域，以及如何将这些领域顺利融入幼儿教育（ECE）。我们将探讨可成功实现这一目标的方法，并研究教育工作者在向家长解释如何在幼教课堂中实施综合课程方面所扮演的角色。
    ❗Be aware of this difference: the EYLF (2022) is a curriculum framework which presents five broad learning outcomes for children to achieve. This differs from a traditional school curriculum (such as the Australian Curriculum - Foundation Year) where there is set content/knowledge to be taught for each learning area (e.g., Science, Maths etc.). We will learn more about this across this module content.
    ❗ 请注意两者之间的区别：《欧洲语言教学大纲》（2022 年）是一个课程框架，为儿童提供了五种广泛的学习成果。这不同于传统的学校课程（如澳大利亚课程--基础年），在传统的学校课程中，每个学习领域（如科学、数学等）都有固定的教学内容/知识。我们将在本单元内容中进一步了解这一点。
    🔗Assessment 1 link: You are required to write your own definition of what curriculum in ECE is, in your own words, drawing on the information from this module and your understanding of the difference between the EYLF and a traditional school curriculum.
    🔗 评估 1 链接 您需要根据本单元的信息以及您对幼儿早期教育和传统学校课程之间区别的理解，用自己的语言写出您对幼儿早期教育课程的定义。
    Let's get started! 让我们开始吧！
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    Module purpose 单元目的

    By the end of this module you will be able to:
    本模块结束时，您将能够
    • Define the term curriculum
      定义课程
    • Explain what a holistic curriculum in Early Childhood Education is
      解释什么是幼儿教育综合课程
    • Explain the four dimensions of ECE curriculum design
      解释幼儿教育课程设计的四个方面
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    Introduction 导言

    ❗🔗So, what is a curriculum? What does this look like in an early childhood service?
    ❗🔗那么，什么是课程？它在幼儿服务中是什么样的？
    The concept of a curriculum is dynamic, debated, and can be a difficult concept to grasp.
    课程的概念是动态的、有争议的，可能是一个难以把握的概念。
    There are many definitions of curriculum including:
    课程的定义有很多，包括
    The aims or objectives, contents or subject matter, methods or procedures, and evaluation and assessment associated with a program of teaching and learning for a specific group of learners
    与针对特定学习者群体的教学计划相关的目的或目标、内容或主题、方法或程序，以及评价和评估
    — (McLachlan et al., 2013, p. 2).
    - McLachlan 等人，2013 年，第 2 页）。
    All the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development
    在旨在促进儿童学习和发展的环境中发生的所有计划内和计划外的互动、体验、活动、常规和事件
    —[adapted from Te Whariki] (DEEWR, 2010, p47).
    -[改编自 Te Whariki]（DEEWR，2010 年，第 47 页）。
    Curriculum constitutes everything that happens across the day in the setting/school
    课程包括一天中在环境/学校中发生的所有事情
    —(Farmer et al., 2014, p. 207). https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/reader.action?docID=1990997&ppg=223
    https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/reader.action?docID=1990997&ppg=223。
    Australian Curriculum is designed to teach students what it takes to be confident and creative individuals and become active and informed citizens. It sets the goal for what all students should learn as they progress through their school life – wherever they live in Australia and whatever school they attend
    澳大利亚课程旨在教导学生如何成为自信、有创造力的人，并成为积极、知情的公民。它为所有学生在学校生活中应学习的内容设定了目标--无论他们生活在澳大利亚何处，也无论他们就读于哪所学校
    —(ACARA, n.d., p. 1) -（ACARA，n.d.，第 1 页）
    ❗Remember the EYLF (2022)
    记住 EYLF（2022 年）    Open this document with ReadSpeaker docReader document is a curriculum 'framework' only. It presents five broad learning outcomes for children to achieve, not specific measures This differs from a traditional school curriculum where there is set content/knowledge to be taught based on children's Year level. The EYLF has a holistic approach to children's learning development considering all domains of development (physical, cognitive, language, social and emotional).
    该文件只是一个课程 "框架"。这与传统的学校课程不同，传统的学校课程是根据儿童的年级水平确定要教授的内容/知识。教育语言框架》采用全面的方法来促进儿童的学习发展，考虑到了所有发展领域（身体、认知、语言、社会和情感）。
    The two sectors covered by early childhood (those of under school age services, such as Long Day Care services, and those within formal school settings), view curriculum differently. This can be confusing for everyone involved including educators and parents. These views are based on what it is that children should learn, who decides this, and how we should teach.  These are questions which underpin an educator's philosophy around teaching a learning. There are approaches that allow an integrated program to be delivered that satisfies both sides of this debate. We will spend some time unpacking these next.
    幼儿教育所涵盖的两个领域（学龄前服务，如长日托服务和正规学校内的服务）对课程的看法各不相同。这可能会让包括教育工作者和家长在内的所有相关人员感到困惑。这些观点基于儿童应该学习什么、由谁来决定以及我们应该如何教学。 这些问题是教育者教学理念的基础。有一些方法可以使综合课程的实施同时满足辩论双方的要求。接下来，我们将用一些时间来解读这些问题。
    ⏰💭🔗Before progressing, pause here.  What do you now consider a curriculum to be? How would you describe what a curriculum is?
    ⏰💭🔗在继续之前，请在此处暂停。 你现在认为课程是什么？您如何描述课程？
    🔎 If you have time, you may wish to read the following to develop your understandings more:
    🔎 如果您有时间，不妨阅读以下内容，进一步加深理解：
    Hameed, U. (2023). Introduction to Curriculum [Paper Presentation]. DOI: 10.13140/RG.2.2.20586.29121 
    Hameed, U. (2023).课程介绍 [论文发表]。DOI: 10.13140/RG.2.2.20586.29121
    Wood, E. & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27:3, 387-405, DOI: 10.1080/09585176.2015.1129981
    Wood, E. & Hedges, H. (2016).幼儿教育课程：关于内容、连贯性和控制的关键问题》。课程杂志》，27:3，387-405，DOI: 10.1080/09585176.2015.1129981     
    🎧Podcast: 🎧播客：


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    Holistic curriculum 综合课程

    What is a holistic curriculum?
    什么是综合课程？
    The term "holistic" sometimes refers to the idea that a whole system is more than the sum of its parts. It may be viewed as the entirety of something, taking into account all its interrelated parts, rather than focusing solely on individual aspects.
    "整体 "一词有时指的是一个整体系统大于其各个部分的总和。它可以被视为某事物的整体，考虑到其所有相互关联的部分，而不是只关注个别方面。
    ❗🔗 Remember, you are not permitted to use ChatGPT, or any form of Generative Artificial Intelligence, in your Assessment submissions! (And note in this unit, the terms Teacher and Educator may be used interchangeably).
    ❗🔗请记住，您不得在提交的评估中使用 ChatGPT 或任何形式的生成人工智能！(请注意，在本单元中，"教师 "和 "教育者 "可以互换使用）。
    In Early Childhood Education (ECE) a holistic approach considers all domains of child development.  In the context of early childhood education, the term "domain" relates to specific facets of a child's growth and development. The domains of early childhood development encompass physical, cognitive, language, and social-emotional aspects. Children often undergo noticeable changes in one domain at a time. For instance, if a child is actively engaged in mastering the skill of walking, a physical domain milestone, you may not observe as much progress in language development until walking is successfully achieved. Although it may appear that only a specific domain is undergoing significant developmental changes during certain periods of a child's early years, it is important to recognise that changes occur in all domains gradually. 
    在儿童早期教育（ECE）中，综合方法考虑了儿童发展的所有领域。在幼儿教育中，"领域 "一词指的是儿童成长和发展的特定方面。儿童早期发展的各个领域包括身体、认知、语言和社会情感等方面。儿童往往在一个领域同时发生明显的变化。例如，如果一个孩子正在积极掌握走路的技能，这是身体领域的一个里程碑，那么在他成功学会走路之前，你可能无法观察到他在语言发展方面有多大的进步。虽然在孩子幼年的某些时期，似乎只有某个领域发生了显著的发展变化，但重要的是要认识到，所有领域的变化都是逐渐发生的。
    According to the Australian Children’s Education and Care Quality Authority [ACECQA] (2023) "When educators take a holistic, integrated and interconnected approach, they pay attention to children’s physical, personal, social, emotional, spiritual, wellbeing and cognitive learning. A holistic approach to teaching and learning focuses on connections to the natural world, incorporating ways to understand and respect the natural environment, and the interdependence between people, plants, animals and the land" (p.2).
    澳大利亚儿童教育和保育质量管理局（ACECQA）（2023 年）指出："当教育者采取全面、综合和相互关联的方法时，他们会关注儿童的身体、个人、社会、情感、精神、福祉和认知学习。整体教学法注重与自然世界的联系，融入理解和尊重自然环境的方法，以及人、植物、动物和土地之间的相互依存关系"（第 2 页）。
    📖 For more regarding a holistic approach you may like to read the following Information Sheet from ACECQA (2023): https://www.acecqa.gov.au/sites/default/files/2023-07/InformationSheet_EYLF-Holistic%20integrate_Practices.pdf
    📖 有关整体方法的更多信息，请阅读 ACECQA（2023 年）的以下信息表： https://www.acecqa.gov.au/sites/default/files/2023-07/InformationSheet_EYLF-Holistic%20integrate_Practices.pdf     
    ❗🔗So, we now understand the terms holistic and curriculum, but what is a holistic curriculum? This type of curriculum asks us to keep the child at the heart of our teaching and learning, and to have a child-centred approach which requires us to know the strengths, needs and social and cultural backgrounds of the children we educate.
    现在，我们了解了 "全面 "和 "课程 "这两个词，但什么是 "全面 "课程呢？这种课程要求我们在教学中始终以儿童为中心，采取以儿童为中心的方法，这就要求我们了解我们所教育的儿童的长处、需求以及社会和文化背景。
    This curriculum can only occur successfully if both the educator and the ECE setting follow a philosophy and pedagogy that believe this goal is important. This is known as a whole service approach and ensures that there is alignment, that all those who are responsible for the teaching of children in the ECE setting are working together with a shared understanding. 
    只有当教育者和幼教机构都遵循一种认为这一目标非常重要的理念和教学法时，这一课程才能顺利开展。这就是所谓的 "整体服务方法"，它可以确保所有负责幼儿教育机构中儿童教学工作的人员在工作中相互配合，达成共识。
    During the initial stages of education, educators offer children a holistic curriculum that facilitates the acquisition of personal and shared insights, abilities, and attitudes, while also delving into various knowledge domains. This holistic approach involves children in a unified learning experience rather than compartmentalised subjects (such as those in the school curriculum). A profound understanding of children's learning and development is pivotal in deciphering their responses to educational experiences. With this understanding, educators can tailor their responses to each child's interests, ideas, and concerns, providing necessary support for ongoing learning. The essential elements for educators in understanding children include:
    在教育的初始阶段，教育者为儿童提供全面的课程，促进他们获得个人和共同的见解、能力和态度，同时深入学习各种知识领域。这种综合方法让儿童参与到统一的学习体验中，而不是像学校课程那样分门别类。深刻理解儿童的学习和发展对于解读他们对教育体验的反应至关重要。有了这种理解，教育者就能根据每个儿童的兴趣、想法和关注点调整应对措施，为他们的持续学习提供必要的支持。教育工作者了解儿童的基本要素包括
    1. Grasping children's prior experiences.
      掌握儿童的已有经验
    2. Understanding children's learning processes.
      了解儿童的学习过程
    3. Recognizing learning and development within educational contexts.
      认识教育背景下的学习与发展。
    4. Constructing insights about children.
      构建关于儿童的见解。
    5. Engaging in critical reflection on their understanding of children.
      对自己对儿童的理解进行批判性反思。
    🔗Did you know that the term "pedagogy" is widely used in the teaching and learning context? Do you know what this means? Simply put, pedagogy is the foundation on which everything that we do and believe as teachers in ECE is based, it is the theory and methodology.  Our pedagogy underpins our practice, the what we do and how we do it.
    你知道 "教学法 "一词在教学中被广泛使用吗？你知道这意味着什么吗？简单地说，教学法是我们作为幼儿教师所做的一切和所相信的一切的基础，是理论和方法。我们的教学法支撑着我们的实践，支撑着我们做什么和怎么做。
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    EYLF Learning Outcomes as goals for curriculum
    作为课程目标的 EYLF 学习成果

    As described above it is complicated for those involved in early childhood education to work out exactly what a curriculum is. Is it a model; a document; the way the environment is organised; the way in which people plan for children’s learning? Is it the day-to-day decisions that teachers make about children and their learning; what is negotiated with parents, community and external agencies; or is it what external evaluation agencies want to see?
    如上所述，对于从事幼儿教育的人来说，要弄清课程到底是什么是很复杂的。它是一种模式、一份文件、组织环境的方式、人们规划儿童学习的方式吗？是教师对儿童及其学习所做的日常决定；是与家长、社区和外部机构协商的内容；还是外部评估机构希望看到的内容？
    Scott's (2008) definition goes some way to combining the variety of reasons why a curriculum differs across education sectors: "A curriculum may refer to a system, as in a national curriculum; an institution, as in a school curriculum; or even to an individual school, as in the school geography curriculum" (pp. 19–20).
    斯科特（2008 年）的定义在一定程度上综合了不同教育部门课程设置不同的各种原因："课程可以指一个系统，如国家课程；也可以指一个机构，如学校课程；甚至可以指一所学校，如学校地理课程"（第 19-20 页）。
    ❗Under the EYLF (2022) the five Learning Outcomes are designed to cover the learning and devlopmental needs of children in the before school age range, in a holistic way that address all developmental domains. Before considering the flip cards below, watch the ACECQA video here which provides an introduction to the EYLF Learning Outcomes:
    ❗根据《幼儿发展语言框架》（2022 年），五项学习成果旨在全面满足学龄前儿童的学习和发展需求，并涉及所有发展领域。在考虑下面的翻转卡之前，请观看 ACECQA 视频，其中介绍了《幼儿发展语言框架》的学习成果：

    🎬The learning outcomes - Approved learning frameworks V2.0 - Induction module (acecqa.gov.au)
    🎬 学习成果 - 批准的学习框架 V2.0 - 上岗培训模块 (acecqa.gov.au)     


    The outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. Over time children engage with increasingly complex ideas and learning experiences, which are transferable to other situations. These outcomes are not separated into specific learning areas, rather they look at the child as a whole.
    Learning in relation to the outcomes is influenced by:
    • each child’s current capabilities, dispositions and learning preferences
    • educators’ practices and the early childhood environment
    • engagement with each child’s family and community
    • The integration of learning across the outcomes
    Activity:
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    The Australian Curriculum Foundation

    The following is an extract from the Australian Curriculum site (ACARA, 2022).
    Note the difference and similarities to the EYLF in perspective, language, goals between the curriculum here and the EYLF Learning Outcomes.
    Summarise your ideas and we will discuss this further in the Tutorial this week.
    Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world. Their desire to make sense of the world provides a platform to plan and review their learning through interactions with others, experimentation, scaffolding, explicit teaching, practice and play in the classroom and beyond.
    The Australian Curriculum builds on the key learning outcomes of the Early Years Learning Framework (EYLF). It is important to learn and know the EYLF Outcomes and the Principles and Practices and how they relate to the Australian Curriculum (Foundation).
    As Early Childhod Teachers/Educators it is important to learn and know about the Australian Curriculum (Foundation Year) because preschool children need to transition to the Foundation year when they begin their formal schooling.
    In Foundation (F), priority in the Australian Curriculum is given to literacy and numeracy development because these are the foundations on which further learning is built. The foundation for the Literacy general capability is built primarily in English; and the foundation for the Numeracy general capability is built primarily in Mathematics. However, both Literacy and Numeracy capabilities are reinforced and strengthened through learning in all areas of the curriculum.
    The Foundation English curriculum engages students with listening, reading, viewing, speaking and writing activities for various purposes and contexts. It supports students to create and enjoy a range of literature. It presents explicit strategies for beginning reading and writing, spelling and expanding students’ vocabulary. The English curriculum expands students’ understanding of the conventions of spoken and written language use at home, at school, socially and in other contexts to promote skills and interest in language and its use and importance.
    The Foundation Mathematics curriculum develops a sense of number, order, sequence, pattern and position, using the students’ environment. It introduces mathematical symbols and language to communicate and explain mathematical ideas; it presents simple strategies to pose basic mathematical questions and to investigate and solve simple, concrete problems.
    The development of movement skills, and social and emotional skills through physical play, and the development of knowledge and skills to help keep students safe, healthy and active are provided for in the Health and Physical Education curriculum. Purposeful exploration in personal and familiar contexts provides an opportunity for students to harness their curiosity about people, places and how their world works, as they develop skills in inquiry and investigation in Science, and Humanities and Social Sciences.
    In these early years, the development of sensory, cognitive and affective appreciation of the world is provided through exploratory, analytical and creative practices in The Arts and Technologies curricula, and through the opportunity to learn a language using the Languages curricula.
    The following questions ask you to compare the Australian Curriculum (ACARA, 2022) details here and what you understand from the EYLF (DET, 2019).
    The support PDF's for the Australian Curriculum across Foundation – Year 2, are included below if you would like to read further. 
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    Curriculum design

    According to Scott (2008), a curriculum can be organised into four dimensions.
    Consider the following elements that make up a curriculum and that can apply to any teaching and learning setting from early childhood to tertiary education. 
    Unpacking the four dimensions of curriculum
    1. Aims or objectives refers to the reasons for including specific items in the curriculum and excluding others. Objectives may be understood as broad general justifications for including particular items and particular pedagogical processes in the curriculum; or as clearly defined and closely delineated outcomes or behaviours; or as a set of appropriate procedures or experiences. Perhaps a justification or reason you decide on may be that a child has found worms in the garden, so you plan a science experience. This might then link to the Australian Curriculum learning area of Science outcomes. This is "what you are hoping to achieve".

    2. Content or subject matter refers to knowledge, skills or dispositions which are implicit in the choice of items, and the way that they are arranged. Using the above example what would you plan to discuss with the child, what is interesting that could extend their knowledge around why worms exist? This is the "what you will deliver".

    3. Methods or procedures refers to pedagogy and is determined by choices made about the first two dimensions. What experience will you set up to achieve your learning goals? Will you use technology and show a documentary on worms? Perhaps you could set up a worm farm? Maybe you could find worms in the compost heap, create a poster, or draw worms and research how and what they eat? This is the "how you will deliver" the content.

    4. Assessment or evaluation refers to the means for determining whether the curriculum has been successfully implemented. How will you document what has been achieved? What criteria will you use? This is "how you will know if it was successful".
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    Two curriculum models

    The following shows two ends of curriculum models. Consider if educators can bridge this dichotomy.
    Performance model (teachers set objectives)
    Click for more options
    Is a model that clearly emphasises marked subject boundaries, traditional forms of knowledge, explicit realisation and recognition rules for pedagogic practice and the designation and establishment of strong boundaries between different types of students (Scott 2008, p. 4).
    Competence model (learners involved in selecting content)
    Click for more options
    Learners have some control over the selection, pacing and sequencing of the curriculum. Competence models have been more common in early childhood education.
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    Theoretical perspectives on designing curriculum

    🔎Learning about theories in your course will be an ongoing building of your knowledge. As theories cover many aspects that you will be introduced to, and you can never know everything about all theories, you will probably receive 'bite sized' pieces of information about how theory is relevant to the topic you are studying at that time. You will hear similar theories and theorists reappearing and it will be important for you to decide which align with your beliefs about children, their learning, and your educational practice. The overview below touches on some theories relevant to curriculum and choices for your practice. This is a brief introduction to some of the key theories and you can always go deeper into researching those that interest you.

    💡⭐The SCU Library is a fantastic hub of information when it comes to conducting your own research and wider reading to support your knowledge and understanding. Check out the online Library site here: Library - Southern Cross University (scu.edu.au), or why not visit one of our on-campus libraries in person? Our team of librarians are always happy to help you either online or face-to-face. If you are unsure where to start or how to begin searching for relevant readings and sources of information then support is available here: Southern Cross University StudyHub – A series of interactive topics to develop students’ academic, numeracy and digital skills. (scustudyhub.com) 
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    Activity: Readings

    📖 Read the following Introduction, a short Chapter from McLachlan, C., Fleer, M., & Edwards, S. (2013). Early Childhood Curriculum: Planning, Assessment, and Implementation (2nd ed.). Cambridge University Press.
    Note the definitions of key terms in these documents.
    💡These could be added to your personal EC Glossary of terms that you may have started as part of TCHR1001, remember to add the reference so you can find it when you need to!
    📖 Compare the above information with the first 3 pages of Chapter 7 from Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2018). Programming and planning in early childhood settings. Cengage Learning Australia. pp. 229-232, Up to the "Selecting and reviewing approaches and pedagogies" section. (You may need to log into the SCU Library to gain access).
    💡⭐This ebook has a FANTASTIC Glossary at the end of it that may help you remember some of the new terms you will begin to use regularly.
    💭Collect any points from the above readings that you find interesting, confusing or that you want to clarify and bring to our discussion in the Tutorial. 


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    Summary

    Across this module we developed a foundational understanding of what curriculum is within early childhood education based on the EYLF (2022).  We discussed how a curriculum framework differs from a school curriculum, and what a holistic approach to curriculum in ECE is.  These are important ideas that you will need to consider as you progress throughout the rest of this unit. This Self-access content will be unpacked further during the Tutorial with practical examples and discussions around many of the activities covered.

    🎧Should you wish to consider more about ECE curriculum you may like to check out the following podcast: The Voice of Early Childhood: What is an early years curriculum? on Apple Podcasts  
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    🏁 Checkpoint 1

    Now that you have completed Module 1 it is time for you to check in with yourself and how you are progressing so far this term.
    • Have you set goals and planned your study schedule?
    • Are you ‘on task’ and keeping up with the readings and activities?
    • How far have you progressed with Assessment Task 1?
    • What do you need to do next?
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    References


    Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and planning in early childhood settings (6th edn). Cengage Learning Australia.
    Australian Children’s Education and Care Quality Authority [ACECQA] (2023).  Information Sheet 1: Belonging, Being & Becoming. Holisitic, integrated and interconnected approaches. https://www.acecqa.gov.au/sites/default/files/2023-07/InformationSheet_EYLF-Holistic%20integrate_Practices.pdf 
    Australian Children's Education and Care Quality Authority [ACECQA]. (2022). National Quality Framework. https://www.acecqa.gov.au/nqf/about.
    Australian Children's Education and Care Quality Authority [ACECQA]. (2020). Connecting with practice: Discovering making connections, https://youtu.be/R9auBNxMVxM.
    Australian Children's Education and Care Quality Authority [ACECQA] (2018). National Quality Standards. https://www.acecqa.gov.au/nqf/national-quality-standard.
    Australian Curriculum, Assessment and Reporting Authority (n.d.). How is the Australian Curriculum organised? https://www.australiancurriculum.edu.au/media/6517/the_australian_curriculum_an_overview_for_parents.pdf
    Australian Curriculum, Assessment and Reporting Authority (n.d.). Learning F-2. https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/
    Australian Curriculum, Assessment and Reporting Authority (2022). Australian Curriculum, https://www.acara.edu.au/.
    Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia V2.0. Australian Children's Education & Care Quality Authority. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
    Department of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years Learning Framework for Australia. Commonwealth of Australia.
    Department of Education, Employment and Workplace Relations [DEEWR]. (2010). Educators Guide to the Early Years Learning Framework of Australia. Commonwealth of Australia.
    Farmer, S., Dockett, S., & Arthur, L. (2014). Programming and Planning in Early Childhood Settings. Cengage Learning Australia. https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/detail.action?docID=1990997
    McLachlan, C., Fleer, M., & Edwards, S. (2013). Frontmatter. In Early Childhood Curriculum: Planning, Assessment, and Implementation (pp. I-Iv). Cambridge University Press.
    Scott, D. (2008). Critical essays on major curriculum theorists. Routledge.