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Multimedia content (i.e., audio or video) should at least have aĭescriptive identification available, such as a caption or similar.
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HTML table advanced features and accessibility). Use a regular link instead ofĪ text description may work, or an accessible data table (see Success criteriaĪll images that convey meaningful content should be given suitableĬomplex images or charts should have an accessible alternative provided,Įither on the same page or via a link. Non-text content refers to multimedia such as images, audio, and video. For example, it can be spoken by a screenreader, converted to large print, or represented on a braille display. Program Belonging, Being and Becoming: The Early Years Learning Framework for Australia – Commonwealth of Australia My Time, Our Place: Framework for School Age Care in Australia – Commonwealth of AustraliaĮducators Guide Belonging, Being, Becoming – Commonwealth of Australia Educators Guide My Time, Our Place – Commonwealth of Australia Developmental milestones and the EYLF – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Arabic – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Croatian – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Hindi – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Korean – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Macedonian – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Malay – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Simplified Chinese – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Spanish – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Turkish – Commonwealth of Australia EYLF Practice Based Resources: Postcards – Vietnamese – Commonwealth of Australia A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the EYLF – Nicole Leggett and Margot Ford Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 1 – Commonwealth of Australia Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 2 – Commonwealth of Australia Aboriginal and Torres Strait Islander languages – SNAICC Age-appropriate pedagogies – Queensland Government Early Childhood Education and Care Australia’s educational leaders in ECE: What do we know so far? – Early Childhood Australia Child-centred curriculum planning (0–5 years): Self-guided learning package – Community Child Care Victoria Conceptual playworlds – Monash University Curriculum resources – Narragunnawali, Reconciliation Australia Digital play: A new classification – Jackie Marsh et al.The key here is that text can be converted to other forms that people with disabilities can use. The educational program enhances each child’s learning and development.Ĭurriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.Įach child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.Īll aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.Įducators facilitate and extend each child’s learning and development.Įducators are deliberate, purposeful, and thoughtful in their decisions and actions.Įducators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.Įach child's agency is promoted, enabling them to make choices and decisions that influence events and their world.Įducators and co-ordinators take a planned and reflective approach to implementing the program for each child.Įach child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.Ĭritical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.įamilies are informed about the program and their child's progress.