Week 2 (Day 4)
On this fourth day of second week, I arrived at centre at 8 am as usual and greeted the teachers including children who were there. The teachers had told me that Fridays were usually quiet. I noticed there were only 5 children in the classroom, 3 babies and 2 preschoolers so we must join the two groups of children and had to monitored them.
To make sure our activities complement the national curriculum goals for early childhood education, I intended to concentrate on actively engaging with the Early Years Learning Framework (EYLF). According to the Australian Government Department of Education and Training (2009), the EYLF places a strong emphasis on the experiences that early childhood educators offer to help children develop their sense of identity, welfare, and belonging.
The day began with morning tea, I guided them in choosing and managing their snacks, promoting a sense of responsibility, and further aligning with the EYLF’s emphasis on children’s agency and autonomy (EYLF, 2009). This interaction also met the National Quality Standard (NQS) requirement for fostering children’s self-help skills (ACECQA, 2020).
After morning tea, we gathered for story time, where I selected a storybook (All Are welcome) which includes diverse characters and settings, aiming to encourage inclusivity and cultural awareness. Engaging children with literature that reflects a variety of experiences supports EYLF Outcome 2, “Children are connected with and contribute to their world,” by fostering respect and appreciation for diversity (Australian Government Department of Education and Training, 2009).
During lunch, we worked on procedures that promote a secure, cooperative setting. To support the EYLF's objective of encouraging responsible behaviour and a feeling of community, I encouraged every child to clean their place after finishing their meal (EYLF, 2022). Additionally, this was in line with NQS Quality Area 5, which emphasises building respectful interactions and a nurturing setting where children may learn how to collaborate (ACECQA, 2022). I set up a reading room in the afternoon for children who wanted a peaceful setting after engaging in energetic play. They were able to relax and acquire a love of reading, which is crucial for their emotional and cognitive growth, throughout the reading session. This selection of activities satisfied EYLF Outcome 4, which calls for children to acquire a variety of abilities and procedures, including enquiry, problem-solving, and exploration (EYLF, 2022).
Reflecting on the day, I observed how engaging with the EYLF and NQS can guide my interactions and provide a structure to ensure each child’s needs are supported across multiple areas of development. These frameworks are crucial for creating an environment that promotes learning, wellbeing, and social development in a meaningful and age-appropriate way. And I finished the shift for this day by managing the garbage in the centre and went home.
