Australian Professional Standards for Teachers

Problem solving in block corner


About this Illustration of Practice

The teacher joins a group of children in a block construction area. She supports a child to plan how to build his desired replica of the MCG and to select his co-workers. She facilitates entry to the 'building site' by other children, modelling and discussing negotiation and collaboration strategies. She provides mathematical language and concepts relating to space, scale, size, balance and height-to-weight ratio and assists students to problem-solve and generate new ideas. The teacher works with groups of children, using her knowledge of their stage of development, interests and emerging literacy skills to allow them to reach new levels of understanding. She keeps detailed records of student progress, which she reviews regularly, communicates to families and uses as a basis for her forward planning.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.3
Use teaching strategies
Career stage
Proficient
Descriptor
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Other descriptors
Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Proficient
Descriptor
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.4
Interpret student data
Career stage
Proficient
Descriptor
Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
  1. What are the cognitive learning possibilities in various play spaces?
  2. How could you plan to scaffold and extend students’ understanding as they explore and play?
  3. Are there ways you could improve your records of students’ learning and interpret them insightfully through conversations with colleagues and families?
School
Princes Hill Kindergarten
Victoria
Year level
Early Childhood
Stage of schooling
Pre-school
School type
Non Government
School location
Metropolitan
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This community kindergarten provides sessional learning programs for three- and four-year old children in a metropolitan setting. The kindergarten is located within the grounds of a primary school. The teacher plans and implements learning experiences based on her deep theoretical understanding of how young children learn and her detailed knowledge of each child’s development, skills and interests. She connects her cognitive goals - around sustainability, for example - to students’ interests in planting and maintaining a vegetable garden. She notes that a group of students is showing emerging concepts in literacy and provides materials and support to enable them to create ‘books’ with their name as author.

Content provider
Organisation
Early Childhood Australia (ECA)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.