Quality 3 - Physical environment
Quality 3 - Physical environment
Embedded Files
3.1 - Design - The design of facilities is appropriate for the operation of a service
3.1 - Design - The design of facilities is appropriate for the operation of a service
3.1.1 - Fit for purpose
3.1.1 - Fit for purpose
When I engaged in closing shift, I assisted the Responsible Person to ensure that all the room has been tidied up and ready for tomorrow’ learning and identify any potential hazards or any adjustments to be made to ensure the centre’s accessibility, and all access ways and gates were able to being accessed by all children and parents when engaged in opening shift. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
Opening Checklist
Closing Checklist
Evidence: Resource cleaning checklist.
3.1.2 - Upkeep
3.1.2 - Upkeep
The cleanliness of resources/toys is monitored and maintained throughout the day by educators. I ensured that my room educators and I did the cleaning and filled in the resource cleaning checklist once or twice, or as frequent as necessary to make sure the cleanliness of the centre is maintained at all times. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
3.2 - Use - The service environment is inclusive, promotes competence and supports exploration and play-based learning.
3.2 - Use - The service environment is inclusive, promotes competence and supports exploration and play-based learning.
3.2.1 - Inclusive environment
3.2.1 - Inclusive environment
When conducting closing checklist, I assisted the educators to set up indoor spaces organised as refer to the curriculum plan and set up to be inviting and readily accessible for all children. This approach was adapted from Vygotsky’s ZPD which educators scaffold children learning and assist them for further development (Mcleod, 2023a).
Opening Checklist
Closing Checklist
3.2.2 - Resources support play-based learning
3.2.2 - Resources support play-based learning
When selecting and setting up the learning environment, I engaged other educators’ contribution of their knowledge about the children and noted down on weekly minutes which to help other assistance educator to have a clearer visual of how to organise the room. Also, I ensured that other educators were using appropriate resources for the age group and their planned learning experience was play-based. This approach was adapted from Piaget’s theory which children have their own voices in their learning (Mcleod, 2023e).
Evidence: Notification of Monthly Events
3.2.3 - Environmentally responsible
3.2.3 - Environmentally responsible
I ensured myself and other educators to utilise recycled materials into learning activities where possible to promote the sustainability principle which underpin in the Early Year Learning Framework (V2.0) (Australian Government Department of Education [AGDE], 2022). For example, inform and involve families in sustainability through National Recycle Week.
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