Early childhood designs for multiliteracies learning

Abstract

The Australian Government has recently mandated the implementation of an Early Years Learning Framework in early childhood educational settings across the nation. The framework identifies an early childhood pedagogy that will provide children with the best start in life, and maximise their learning potential. This research study investigated how teachers’ pedagogical considerations, evident in different teaching approaches, impact on the integration of information and communication technologies to support Multiliteracies learning. Five case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how teacher pedagogy impacts on the quality of children’s Multiliteracies learning experiences. An analysis across the five cases with reference to the Australian Children’s Education and Care Quality Authority Quality Improvement Plan identifies a Reggio-inspired teaching approach as best supporting the Early Years Learning Framework outcomes and Multiliteracies learning.