Quality 1 - Educational program and practice
Quality 1 - Educational program and practice
Embedded Files
1.1 - Program - The educational program enhances each child’s learning and development.
1.1 - Program - The educational program enhances each child’s learning and development.
1.1.1 - Approved learning framework
1.1.1 - Approved learning framework
I ensured that all the educators in my room took turns to have off-the-floor time to complete the critical reflection for each month including all quality areas, and the centre’s philosophy which was created based on the Early Year Learning Frameworks. This enables further improvement in how to initiate and extend play experiences for the children which is adapted from Vygotsky’s Zone of Proximal Development (Mcleod, 2023a). Evidence: Monthly critical reflection
Reminded my room educators to contribute and use an ongoing documentation such as weekly minutes and fortnight planners to gather ideas to connect with children and the community which adapt from Vygotsky’s study to assist children for their further development (Mcleod, 2023a) Evidence: Fortnight Curriculum Plan & Weekly Minutes.
Monthly critical reflection
Weekly Minutes
Fornight Curriculum Plan
1.1.2 - Child-centred
1.1.2 - Child-centred
Having conversations with educators throughout the day in the room about any learning moments that occur during the day which has potential to extend for children’s development and utilise the weekly minutes to actively documented and embedded into the rooms daily programs and learning experience which adapt from Piaget’s study that children control on their learning (Mcleod, 2023e). Evidence: Children are interested in playing with balls; therefore, balls playing is included into the weekly minutes as a spontaneous experience. (On Thursday, 14.09.2023, Ball throwing activity)
Fornight Curriculum Plan
Weekly Minutes
Evidence: Individual routine for each child
1.1.3 - Program learning opportunities
1.1.3 - Program learning opportunities
I ensured that all children have the opportunity to participate in learning experience by adjusting the daily routine, and best suitable time of the day to cater to each child’s arrival and sleep routines, and this was linked with Maslow’s hierarchy of need which to ensure that children’s physiological needs were met before moving to learning stage (Mcleod, 2023c).
1.2 - Practice - Educators facilitate and extend each child’s learning and development.
1.2 - Practice - Educators facilitate and extend each child’s learning and development.
1.2.1 - Intentional teaching
1.2.1 - Intentional teaching
I was proactive in sharing and discussing children’s observation, document, and self-reflection which to identify each child’s learning capabilities with other room educators in order to plan experiences to maximise each child’s learning potential which adapted by Vygotsky’s ZPD (Mcleod, 2023a).
Evidence: Learning analysis from an observation
1.2.2 - Responsive teaching and scaffolding
1.2.2 - Responsive teaching and scaffolding
I explained to the room educators the benefits of letting children to choose their interested play, then utilise age appropriate resources to extend through further planning activities and (adapted from Vygotsky ZPD [Mcleod, 2023a])or allowing children to freely engage in open-ended, child-led experiences (adapted from Piaget’s study children lead their learning [Mcleod, 2023e])
1.2.3 - Child-directed learning
1.2.3 - Child-directed learning
I encouraged the room educators to demonstrates and encourage for children to take adequate challenges (such as climbing on high obstacle course) and guiding them through the process this allows children to feel a sense of identity and boosts their independence, and this strategy was adapted from Piaget’s theory which children are the centre of their learning (Mcleod, 2023e). Evidence: Children are interested in playing with balls; therefore, balls playing is included into the weekly minutes as a spontaneous experience. (On Thursday, 14.09.2023, Ball throwing activity)
Fornight Curriculum Plan
Weekly Minutes
1.3 - Assessment and planning - Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.
1.3 - Assessment and planning - Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.
1.3.1 - Assessment and planning cycle
1.3.1 - Assessment and planning cycle
Children’s learning analysis in each observation reflects on the effectiveness of teaching strategies and to identify which areas that children need to improve and be assisted on, and this process was linked with Vygotsky’s theory of ZPD (Mcleod, 2023a).
Learning analysis from an observation and What's Next
Evidence: Educator’s reflection of each learning observation
1.3.2 - Critical reflection
1.3.2 - Critical reflection
Educators are required to provide reflections after each learning experience and observation that have been implemented. This allows educators to seek any changes that need to be made or improvement they can implement and in their next follow-up experience.
1.3.3 - Information for families
1.3.3 - Information for families
Verbally communicate with parents throughout the day upon arrival and pick-up times about children’s achievement and progress on a daily basis anything to further extend on is documented and informed to room educators which is adapted from Vygotsky’s Zone of Proximal Development (Mcleod, 2023a).
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