Week 3 (Day 5)

As usual I arrived at centre at 8am and marked my fifth day of placement, where I was going to focus on incorporating Australian Professional Standards for Teachers (APST) to enhance my teaching practice and provide meaningful learning for children. According to the Australian Institute for Teaching and School Leadership (AITSL, 2011), these criteria assist teachers in creating practices that promote students' overall development and are consistent with their ethical and professional obligations.

It was already time for morning tea, where I encouraged the children to practice hygiene by washing their hands before eating. I modelled handwashing to reinforce this routine, emphasizing APST Standard 4.4, which promotes "maintaining student safety" by fostering healthy habits (AITSL, 2011). After morning tea, I noticed that children showed interest in the reading corner, so I decided to use Storytime as the day's focused activity. I chose Mem Fox's "Whoever You Are" for our story time because it encourages respect for all cultures and embraces variety. APST Standard 1.3, which highlights accommodating various learners and maintaining inclusive practices, was supported by this book reading activity (AITSL, 2011). As promoted by the Early Years learning framework (EYLF) (Australian Government Department of Education and Training, 2009), I encouraged children to talk about their own stories or memories because this helped them relate the story to their own lives and fostered a sense of belonging and respect for diversity.

We were preparing for lunch at 11 AM, but it was still an opportunity to demonstrate positive behaviour and use APST norms. To encourage independence and responsibility, I asked the children to prepare up and tidy their eating area. According to AITSL (2011), this is in line with APST Standards 4.2, which state that teachers must "manage classroom activities effectively" and encourage children's capacity for responsibility within established routines. I kept an eye on the children while they played freely on the outside playground after lunch. To satisfy APST Standards 3.5,which promotes the use of effective classroom communication to facilitate involvement and understanding, I spoke with them about their imaginative play during this time (AITSL, 2011). As outlined in NQS Quality Area 1, free play provides children the opportunity to express themselves creatively, improve their social skills, and enhance their motor abilities—all of which are essential to their overall development (ACECQA, 2020).

After considering today's circumstances some consideration, I'm more comfortable incorporating professional standards to improve my instruction. I was able to intentionally create a secure, welcoming, and organised atmosphere for learning by interacting with the APST Standards. I realised how crucial regular, meaningful interactions are to fostering children's growth, so I supported inclusive practices and set an example for routines.