NOTE: For teaching strategies that support your plan, scroll to the bottom of the page to access link


This phase of the planning cycle involves educators putting their plans in action in ways that would meet children’s learning outcomes according to approved learning frameworks. The implementation would address children’s learning routines, their voice, transitions, interactions, indoor and outdoor environments, group projects and investigations. Some questions that educators can ask to reflect on implementation strategies are:

  • Do I ensure program learning opportunities by using all aspects of the day? 
  • Am I including families and child's voice into the program?
  • Does my learning environments demonstrate play-based learning?
  • Am I providing open-questioning, dispositions, engaging in shared thinking and problem-solving to extend the child’s thinking and learning?
  • How does the implementation on the learning area allow children to use their choice and agency
  • In what ways is the implementation of my learning plans visible?
  • Am I capturing what the children in the room need support it as a collective? 

In the above example, the educator might use strategies like intentional teaching-scaffolding, open-questioning, engaging in shared thinking and problem-solving to extend the child’s thinking and learning.


What are dispositions? 

Dispositions create shared vocabulary strategies that are related to educators needing to think about that how and why they are able to support the child individually and in a group setting. Positive dispositions are essential to children being confident and capable learners.

Dispositions underpin the development of professional learning environments that are set up in all learning spaces that support each child individually and as a group, this is documented in the plan under the 'implementation and planning' stages. Dispositions allow Educators to make thinking visible through documentation that inform intentional strategies for each child's learning based on what they need and their abilities. It gives you as the educator the opportunity to reflect, and seek feedback that supports the educators assessment of the learning that has been implemented.

Disposition strategies that empower children are: 

  • Critical Thinking and Problem Solving strategies.
  • Be adaptable to children's needs and learning abilities. 
  • Empower children to have curiosity and explore Imagination.
  • Have Initiative/Entrepreneurialism.
  • Support children with effective Oral and Written Communication Skills.
  • Empower children to access and Analyse Information Skills based on reflective questions on what children are learning. 
  • Collaborate their learning.

Dispositions have also been described as an ‘accumulation of motivation, situation and skills'. In this way children are able to approach a situation or circumstances that may be challenging to them in an intelligent manner. This is embedded by the educator supporting children to apply the positive learning dispositions skills that they have progressively developed over time in a supportive environment to the point where they appear to happen naturally. 

Use teaching techniques and strategies that support your professional writing - please see attachments on the side of the guide. 

  • Please see attached visual examples of educators putting their plan in place from the data collection. These are learning experiences of their implementation and why they set them up. 

Termly plan (every 3 months)

Screenshot 2024-06-12 at 12.39.23 PM.png

Weekly/fortnightly form:

Visual Weekly/fortnightly plan guide:
Screenshot 2023-12-11 at 2.42.24 pm.png


The Dispositions for Effective Teaching Framework, retrieved from:

Positive dispositions as a ‘learning curriculum, retrieved from:


Framework to use: 

Early years learning Framework- 0-6years (early years 0-3yrs)

Victorian Early Yearly learning Framework - 0-8years. (kinder 3-5yrs)


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