My Lam Nham - Quality 7

Quality 7 - Governance and leadership

7.1 - Governance - Governance supports the operation of a quality service.

7.1.1 - Service philosophy and purpose

The service philosophy was reviewed in February 2023. The new service philosophy reflects children, educators as well as family’s input. I also reminded the room educators about any changes in the philosophy. This approach was adapted from Piaget’s theory which children have their own voices in their learning (Mcleod, 2023e) The philosophy is also translated in various languages to meet cultural needs. Evidence: Centre’s Philosophy

Evidence: Sleep, eat, nappy updates

Evidence: Hazard identification form

7.1.2 - Management systems

The centre used an application called Xplor where the educators could update children’s daily sleep/eat times and portion as well as update Daily News. I ensured myself and reminded other educators in the room to update children’s sleep/eat regularly to keep on track with children’s needs. By updating Daily News, the educators and parents could understand where the children’s learning progress at and what could be the next step for their learning. This approach was adapted from Vygotsky’s ZPD which the next room educators could scaffold children learning and assist them for further development (Mcleod, 2023a).

All educators are informed and are required to monitor and observe any potential risks that may arise within the learning environment to maintain the quality of the learning environment. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).

7.1.3 - Roles and responsibilities

In staff induction, the new member is given employee handbook and standard and expectation and the member have to read and acknowledge before commencing their role. As an 0-2 age educator, I ensured myself and other educators to meet children’s physiological needs as one of the primary responsibilities as children at this young age are reply heavily on caregivers (Mcleod, 2023c). Also, children at this age are building trusting regarding to Erikson’s theory (Mcleod, 2023b), therefore, I encouraged educators to physical and mental present at all times in the room.

Evidence: Standard and Expectation.

7.2 - Governance - Governance supports the operation of a quality service.

Evidence: Goal Implement Sheet.

7.2.1 - Continuous improvement

In quarterly staff meeting, all educators have a voice to contribute to improve of the selected quality area for that quarter. Afterwards, room leaders, room educators and I would have room meeting to discuss what to focus and work on for the room. This approach was adapted from the EYLF – ongoing learning and reflective practice to examine which work and which did not work for the children’s learning and what could be improved for further education provision (AGDE, 2022).

7.2.2 - Educational leadership

Educational leaders are supported through effective communication, as when the educational leader passed on information for room leader, I would ensure that my room educators were all aware of the information and let the educators to have the opportunity to share each other’s ways of implementing effective programs. Educational leaders support each other’s development through taking professional development courses regularly to enhance the quality of our educational program and practice. This approach was adapted from the EYLF – ongoing learning and reflective practice to examine which work and which did not work for the children’s learning and what could be improved for further education provision (AGDE, 2022).

7.2.3 - Development of professionals

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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