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Dew, where and when? ‘There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy …’
Author(s) -
Proctor Michael C. F.
Publication year - 2012
Publication title -
new phytologist
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.742
H-Index - 244
eISSN - 1469-8137
pISSN - 0028-646X
DOI - 10.1111/j.1469-8137.2012.04082.x
Subject(s) - heaven , dew , chemistry , philosophy , theology , geography , meteorology , condensation
Similarly, the National Quality Standard (DEEWR, 2009b) captures its philosophy in the six Guiding Principles that apply across all seven Quality Areas: The rights of the child are paramount Children are successful, competent and capable learners Equity, inclusion and diversity Valuing Australia's Aboriginal and Torres Strait Islander cultures The role of parents is respected and supported High expectations for children, educators and service providers. Educators in different settings across Australia will be at different stages in the articulation and review of their philosophy. The EYLF, the National Quality Framework (NQF) and the National Quality Standard (NQS) provide an opportunity to stop, reflect and rethink what we do and why we do things in particular ways. As the Educators' Guide to the Early Years Learning Framework for Australia (DEEWR, 2010, p. 3) indicates: … some ideas [in the EYLF] will be consistent with some of your practices and knowledge, and some will be challenging, new and very particular to Australia. The Oxford dictionary (1989) defines philosophy as: The 'love, study and pursuit of wisdom'. The Macquarie dictionary (2005) defines 'philosophy' as: A 'system for guidance in practical affairs'. Together, these definitions encompass some of the ways that we think and talk about 'our philosophy' in early childhood education. We tend to use the term 'philosophy' to include the personal values we bring to our work, the beliefs about 'children' , 'learning' and 'families' that impact on how we provide for and respond to them, and the policies and procedures that guide our everyday practice. The Early Years Learning Framework (EYLF) (DEEWR, 2009a) does not define 'philosophy'. Its beliefs about young children and learning are inherent in the '3 Bs'—belonging, being and becoming— and its values are embodied in the five Principles that underpin Practice: Respectful relationships Partnerships with families High expectations and equity Respect for diversity Reflective practice.