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Reflections Magazine : Reflections Issue 60 Spring 2015
Application of principles, practices and outcomes of the Early Years Learning Framework to the identification and management of middle ear disease and associated hearing loss: (cont.) Key interaction points Early Years Learning Framework principle, practice or outcome Examples of activities Supportive learning environment Practices: • Learning through play • Learning environments • Create fun learning environments for children to learn about having healthy ears; • Create supportive listening environments. Outcome: • Children are confdent and involved learners • Children transfer and adapt hearing health learnings from one context to another, eg within communities and families. Breath, blow, cough and wash routine Practice: • Learning environments • Create supportive listening environments. Outcomes: • Children have a strong sense of wellbeing • Children have a strong sense of identity • Ear disease prevention, identifcation and management in early years settings; • Identifcation and management of conductive hearing loss in the early years; • Engaging children in their own health management and identification, prevention and management of ear disease; • Children learn to empathise and respect others eg knowing that we wash our hands before playing with other children, respecting difference and not teasing children who wear hearing aids. Home language is respected Principle: • Respect for diversity • Consider that Aboriginal and Torres Strait Islander children have very high rates of ear disease and hearing loss in the early years of life (80% in some communities); • Consider the environment for children; • Respond to linguistic and cultural diversity. Listening and learning tasks scaffolded Practice: • Intentional teaching • Promote children’s learning through meaningful contexts (eg learning Standard Australian English if this is not their first language in meaningful settings, engaging children in learning about ear disease). Home language is respected Outcomes: • Children are effective communicators • Children are connected with and contribute to their world • Links between hearing and communication; • Manage the impacts of ear disease on development; • Children become socially responsible in managing ear disease as an active agent; • Respect and celebrate diversity of language and cultural difference. Early intervention in the 0 to 4 year old age group is critical if Aboriginal and Torres Strait Islander children are to maximise learning, educational and social opportunities in the future. This is why the ECEC sector has an important role to play in helping to reduce and manage the impacts of middle ear disease and associated hearing loss. It is not just a health problem---every sector has a role in working together to support parents and families to 'close the gap' in early childhood development and health outcomes. 6
Reflections Issue 59 Winter 2015
Reflections Issue 61, 2015