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Strong beginnings

An explicit guide to quality practice in the early years

The project to develop the Strong Beginnings' document commenced in 2004. The initial working group consisted of approximately 50 early childhood educators. A core group of 9 writers have worked on this project in addition to their usual duties in schools over 2 years. The project has a reference group of representatives from key stakeholder organisations for quality assurance and feedback about constituents needs. The Northern Territory Board of Studies has also monitored the progress of this project.

Strong beginnings: An Explicit Guide to Quality Practice in the Early Years aims to be a practical and explicit interpretation of the Northern Territory Curriculum Framework (NTCF) for the pre-compulsory years of preschool and transition. The resource is focused on achieving a guide to quality practice that is accessible to staff working in diverse contexts and with a range of qualifications and experiences. It provides links to the childcare and children's services sector's quality improvement and accreditation requirements to support the early learning programs in these services for children over 3 years old.

Professional development modules relating to REAL learning (Relationships and partnerships, Environments, Active Learning approaches and language development) have been developed and trialled during 2005 and 2006. These modules have been highly regarded with over 200 teachers participating. The modules have an emphasis on action learning and have received exceptional evaluations from participants. The professional development opportunities will continue throughout 2007 targeting educators of 3 to 5 year olds.

Strong beginnings guide

Foreword, contents and introduction (pdf 687 kb)

Section 1 (pdf 381 kb)

  • Chapter 1 - FundameNTals of Early Years
  • Chapter 2 - Learners Strengths and Needs

Section 2 (pdf 372 kb)

  • Chapter 3 - Values and Beliefs
  • Chapter 4 - REAL and Child Development

Section 3 (pdf 998 kb)

  • Chapter 5 - REAL and the Art of Teaching
  • Chapter 6 - REAL Learning: Relationships and Partnerships
  • Chapter 7 - REAL Learning: Environments
  • Chapter 8 - REAL Learning: Active Learning
  • Chapter 9 - REAL Learning: Language Development

Section 4 (pdf 920 kb)

  • Chapter 10 - Planning, Programming and Teaching with Strong Beginnings
  • Chapter 11 - Integrated Domains, Outcomes and Indicators
  • Chapter 12 - Sense of Self and Others
  • Chapter 13 - Moving To Learn
  • Chapter 14 - Making Connections
  • Chapter 15 - Thinking For The Future
  • Chapter 16 - Communicating and Interacting Domain, Outcomes and Indicators
  • References

Section 5 (pdf 1.7 mb)

  • Chapter 17 - Teacher's toolbox

Supporting material