Week 1 (Day 2)
On my second day at the childcare centre, I arrived at 8am in the morning and signed in the working with directly to the children check. Then I greeted educators and all the children who were there with a positive attitude. I kept being fully involved in the everyday activities and educational opportunities that correspond with the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS). Today, I concentrated on comprehending the responsibilities and standards of conduct that regulate how we communicate with children, families, and coworkers.
The day began with morning tea, during which I encouraged the children to make healthy food choices and engage in conversation about the benefits of various fruits. Then they were given some fruits with yogurt. This practice reflects the EYLF outcome of promoting children’s wellbeing (Australian Government Department of Education and Training, 2009). By talking about self-care and hygiene, I used this chance to set an example of moral behaviour that is consistent with the NQS health and safety requirements (ACECQA, 2022).
We got together for a group activity after breakfast, and I set up a music session. The United Nations Convention on the Rights of the Child (UNCRC), which highlights children's right to self-expression and cultural participation, was reinforced by the songs we performed, which embraced variety and inclusivity (UNICEF, 1989). In line with EYLF goals that foster confidence and communication, the children were encouraged to express their emotions and creativity through music (Australian Government Department of Education and Training, 2009). I allowed children play freely after that, letting them explore their interests and socialise with their classmates. As they discussed roles and shared consequences, this instructional period fostered creativity, social skills, and problem-solving abilities. I moved between them, facilitating conversations that prompted insight and peer participation in their endeavours.
It was nearly noon, and it was time for lunch. And again, me and my group leaders gathered children for lunch in a table where they were severed chicken spaghetti. Everyone enjoyed their meal except one as he said that he doesn’t like noodles, so my group leader gave him some fruits with crackers. I guided the children in a routine that involved cleaning up after themselves. I pointed out the importance of responsibility and teamwork, reflecting the ethical principles outlined in the Code of Ethics for the Early Childhood Profession, which encourages educators to act in ways that support children’s rights and dignity (Early Childhood Australia, 2016).
During a painting session in the afternoon, the children showcased their artistic abilities. I urged them to talk about their works of art, which promoted social engagement and language development in addition to their artistic abilities. The Australian Government Department of Education and Training (2009) states that this is in accordance with the EYLF outcome that focuses on children becoming self-assured and engaged learners.
At the end of the day, I considered how studying these declarations, customs, and laws helps me better comprehend my duties as an educator. It emphasised how crucial it is to provide a secure, welcoming, and encouraging atmosphere where each child is treated with respect and worth.
