Quality 4 - Staffing arrangements 

4.1.2 - Continuity of staff

I communicated with management or my leaders to make sure that at least one or two familiar educators that children could recognise and also myself were in the room to ensure all children’s needs are met. This approach was adapted from Erikson’s Theory of Psychosocial Development – Stage 1 Trust vs Mistrust (Mcleod, 2023b), as my room age was 0-2 in which stage that children needed to build their sense of trust to move forward for the stage of development. Therefore, a familiar face in the room would create comfort for the children and also permanent educators would acknowledge the children’s cues and each child different routine better to ensure that their physiological needs were met. This approach was adapted from Maslow’s hierarchy of needs that children were always protected, and their needs were met (Mcleod, 2023c). 

4.2.2 - Professional standards

Educators’ professionalism is maintained by undertaking in professional development courses to continue their learning and development which is useful for educator themselves to assist for the children’s learning or any issue that children are facing (such as: behaviour, self-regulation, autism, ADHD, etc.). This approach was adapted from Vygotsky’s ZPD which educators scaffold children learning and assist them for further development (Mcleod, 2023a). 

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