C304 Adults' knowledge

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Criterion C304 Guidance

Criterion C304

The practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education.

Curriculum criteria documentation required

Guidance

Our understanding of children’s learning and development underpins what we do, and why we do it. A range of theories in learning and development support and influence early childhood education. It is important that we understand what influences our teaching practice and can articulate and put into action the knowledge that we have.

The early childhood education knowledge base is constantly being revised and developed. Professional learning helps us to keep up to date with these changes. Participating in professional development opportunities (formal and informal) and reading helps us to continuously build on our understanding. Educators should take opportunities to discuss and debate ideas and theories and identify meaningful ways to put their new knowledge into practice.

Self-review practices also play an integral role in assisting us to explore our understanding of children’s learning and development, and identify what we do not know and need to learn more about.

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Practice

Examples of what this might look like in practice:

Educators can clearly articulate how their practices impact on children’s learning.
Educators critically reflect on practice in the light of new information they have learnt.
Educators share their understandings at staff meetings.
Practices reflect the service’s philosophy in relation to aspirations for the child.
Planning, evaluation, and assessment documentation clearly identify the learning that has occurred for the child.

Things to consider

How do we make decisions about our focus for professional development?
How do our relationships and interactions reflect relevant theories and good practice in early childhood education?
What do we say by our actions? What goes unnoticed, or unsaid? Do our actions match our words?
How does the language we use demonstrate our understanding of relevant theories and good practice?
How do different theories that guide our practice connect with each other? How are they different?
How do we articulate to others why we do things, and what we are doing?
How do our understandings of Te Whāriki inform our approach to new knowledge?
How does our professional learning change our perspectives of Te Whāriki?