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Responsive

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The responsive characteristic is about incorporating a willingness to be flexible and to ensure that learning is always child, context, content, and discipline appropriate. To achieve this, educators will balance opportunities for structure and spontaneity, open-ended and specific tasks, and child-led and educator-led learning.

'Responsive' unpacked

Teachers may:          

  • openly discuss classroom decision-making with children
  • provide opportunities for children to engage in learning experiences that they have initiated
  • provide a program that balances opportunities for structure and spontaneity
  • promote co-construction of the learning environment with children.

Children may:

  • understand that they are part of the classroom decision-making process
  • take responsibility for their learning: planning; doing and reflecting
  • feel safe and respected
  • develop ownership of and responsibility for the classroom environment.

"Achieving a balance between play-based practical and written tasks and a more equal distribution of time between child- and teacher-initiated activities was considered important for higher-order thinking; along with appropriate interaction in play-based activity on the part of the adults."

Related information

Professional learning materials 
Access professional learning materials related to the characteristics of age-appropriate pedagogies including posters and postcards.

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Last updated 03 January 2019