Children with disability

Kindergarten

• QKLG
  • Purpose
    • Alignment between EYLF and QKLG
    • Perspectives
    • Principles
  • Practice
    • Decision-making
    • Intentional teaching practices
    • Assessment
  • Learning and development areas
    • Identity
    • Connectedness
    • Wellbeing
    • Active learning
    • Communicating
    • Intentional teaching resources
  • Continua of learning and development
  • QKLG 2018 review
  • QKLG search
• Supporting children's transition to school
  • Transition statements
    • Accessing the application
    • Writing transition statements
    • Requesting consent to share
    • Transition statement FAQs
  • Resources
    • Transition to school
    • Professional conversations
    • Building partnerships
    • Partners in transition
    • Accessing and managing the KTS application
    • School access to kindergarten transition statements
    • Creating transition statements using the KTS app
    • Supporting children's transition to Prep
    • Sharing transition statements with schools
  • Parent/carer information
• Planning, assessing & documenting
  • Planning for individuals, small and whole groups
    • An academic’s perspective
    • Small group example
    • Planning overview
  • Documenting, assessing and reflecting
    • Academic perspectives
    • Documenting Liam’s learning
    • Making judgments
    • Sample observation of Nhi’s learning
• Inclusion & diversity
  • Aboriginal & Torres Strait Islander children
    • Case study
    • Welcoming children in kindergarten
    • Supporting children’s learning
    • Strategies to encourage enrolment
  • Children with disability
    • Children with disability: Case study
  • Cultural & linguistic diversity
• Kindergarten research insights
  • Cultural diversity
  • Inclusion and diversity
  • Patterning
  • Starting school: Essential transition practices
  • Writing transition statements: Including strengths and challenges
  • Register for updates
  • Early childhood mathematics: Exploring number