ORICL: A co-designed method to support educators and enrich infants’ experiences in education and care settings

Linda Harrison, Sheena Elwick, Sandie Wong, Magdalena Janus

Research output: Other contribution to conferenceAbstractpeer-review

Abstract

OBJECTIVE. The provision of consistent, high-quality pedagogy and practice for children under 3-years is a significant challenge for the early childhood education and care (ECEC) sector in Australia and many other countries. Across all qualification levels (degree, diploma, certificate) ECEC educators report not receiving enough training on the developmental and pedagogical needs of infants and toddlers, and limited access to professional development supporting them to provide quality experiences for this age group. This presentation describes a new method, the Observe Reflect Improve Children's Learning
(ORICL) tool, that addresses this gap.
METHOD. Applying principles of implementation science, ORICL was co-designed in collaboration with ECEC professionals and practitioners as a new method that aimed to enhance the capacity of educators to notice, record, and interpret the day-to-day interactions, relationships, and learning experiences of very young children in ECEC settings. Generated through a sequence of co-design steps, the ORICL tool has 118 stimulus items that describe children’s behaviour and interactions across six domains that illustrate, in user-friendly accessible language, the Learning Outcomes of Belonging, being and becoming: The Early Years Learning Framework for Australia (EYLF V2.0): 1. Identity, belonging, sense of self, family and culture; 2. Connectedness with others; 3A. Emotional wellbeing; 3B. Physical wellbeing; 4. Constructing knowledge and understandings; 5. Communication.
RESULTS. The ORICL prototype tool was evaluated with 21 educators in a diverse sample of centre- and home-based ECEC services across four Australian states (NSW, VIC, QLD, and WA) who used ORICL with 66 children aged 6 to 33 months. Psychometric analyses confirmed that the content of the ORICL tool was reliable and valid. Each of the domains met statistical criteria for internal reliability (alfa coefficients over 0.7). Domain scores were correlated with child age (higher ratings for older children) but showed no differences for boys and girls. Interviews with educators confirmed the method was appropriate and relevant. They stated that ORICL: supported them to observe and document children’s learning; enabled a more holistic understanding of the children in their care; helped them to focus on and reflect critically on their own practices; promoted professional conversations with colleagues; and supported communication with families. One educator explained that the strength-based content was particularly helpful for difficult conversations with families regarding early intervention. Other educators commented that ORICL revealed “new things” and “raised questions” that they then discussed with families.
CONCLUSIONS. The feasibility and relevance of ORICL suggests its potential for triggering significant and sustained improvement in pedagogy and practice for infant-toddler education and care. Further research has been funded to (1) generate the evidence needed to assess the uptake and impact of ORICL, its usefulness as a professional learning resource, and its coherence and reliability as a measure of infant-toddler learning experiences; and (2) advanced knowledge of infant-toddler pedagogy and practice that will support evidence-based local and/or system-wide innovations and policies to improve the quality of ECEC for children under 3-years.
Original languageEnglish
Pages414-415
Publication statusPublished - 2024
Event24th International Biennial Congress of Infant Studies - The Scottish Event Campus, Glasgow, United Kingdom
Duration: 08 Jul 202411 Jul 2024
https://infantstudies.org/2024-congress/
https://infantstudies.org/wp-content/uploads/2024/07/ICIS-2024-program-v104.pdf (Program)
https://infantstudies.org/wp-content/uploads/2024/07/ICIS-2024-Abstract-Book-V3.pdf (Abstract book)

Conference

Conference24th International Biennial Congress of Infant Studies
Country/TerritoryUnited Kingdom
CityGlasgow
Period08/07/2411/07/24
OtherAbout ICIS
The International Congress of Infant Studies (ICIS) is a not-for-profit professional organization devoted to the promotion and dissemination of research on the development of infants through its official journal and a biennial conference where researchers and practitioners gather and discuss the latest research and theory in infant development.
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