Challenge your colleague to think about whether themes are truly serving the children’s learning and development needs.
First of all, while changing up our programs based on evaluation and reflection is important, children also need a certain level of consistency in their environment, routines and learning spaces. Remind your colleague that changing it each week can limit that sense of security.
But the deeper problem with theme-based programming is that it often doesn’t meet the requirements of the Early Years Learning Framework (EYLF) or the National Quality Standards (NQS), which state children’s individual strengths, voices, learning needs and interests should guide learning, with plenty of room for autonomy and choice.
I would draw your colleague’s attention back to the EYLF and NQS and then spend some time brainstorming together on how to create programs that reflect the unique lives of the children in your service, their families and the local community. If there are particular educator-led experiences your colleague wants to try, suggest using them sparingly and as a springboard for children to develop their own play and learning experiences rather than as a strict overarching theme.
Caitlin Mason
Professional Support Consultant, It Takes A Village
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