Standard 1 - Know students and how they learn
Standard 1 - Know students and how they learn
Embedded Files
1.1 - Physical, social and intellectual development and characteristics of students
1.1 - Physical, social and intellectual development and characteristics of students
1.1 - Physical, social and intellectual development and characteristics of students
1.1 - Physical, social and intellectual development and characteristics of students
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. 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: Announcement of room transition
Children are supported by educators and families for a smooth transition between rooms. The parents will be notified a few weeks before the official move. I communicated with the room leader of the room that my children would transit about the children’s sleep/bottle routine, their learning interests and progress and also offered children a few hours to visit the new room until they feel a sense of comfort and familiar with the new room educators. 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).
1.2 - Understand how students learn
1.2 - Understand how students learn
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).
Evidence: Learning analysis from an observation and What's Next
Evidence: Learning analysis from an observation
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).
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
The service communicates with parents through our monthly newsletters which contain useful links and tips about parenting and family wellbeing, or simply sharing any tips or tricks that may work to settle children’s needs which from myself or other educators’ observations throughout the day, as well as any other events or special occasions in the following months. This approach was adapted from Bowen’s study about family which family is the first role model of the child and who projected child’s personalities and developments (The Bowen Center for the Study of the Family, 2023).
Evidence: Monthly Newsletters, Sleep and Rest Policy Updates (in English and different languages)
The service caters parents with English as a second language by actively translate and provide all required information to the families in their home language. Additionally, I ensured to use simple verbal communicate with parents those English is not their first language, and asked other room educators who could speak parents’ language to report to parents about children’s development or their performance of the day and exchange ideas or discuss about concerns that parents may have in their parenting roles. In another hand, I could help educators in reporting to parents those have the same spoken language as mine. This approach was adapted from Bowen’s study about family which family is the first role model of the child and who projected child’s personalities and developments (The Bowen Center for the Study of the Family, 2023).
Evidence: Translation of Centre’s Philosophy
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
Organising incursion of Aboriginal cultures performance for students to learn and acknowledge of the cultures. This approach was adapted from the EYLF V2.0 principle under Aboriginal and Torres Strait Islander perspectives which all children needed to learn about Aboriginal and Torres Strait Islander and made all Aboriginal and Torres Strait Islander children thrive in their cultures (AGDE, 2022).
Display child-friendly of Aboriginal symbols and its meaning and introduce children during group time. This approach was adapted from the EYLF V2.0 principle under Aboriginal and Torres Strait Islander perspectives which all children needed to learn about Aboriginal and Torres Strait Islander and made all Aboriginal and Torres Strait Islander children thrive in their cultures (AGDE, 2022).
1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
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).
Evidence: Daily News Update 1
Evidence: Daily News Update 2
Evidence: Daily News Update 3
Evidence: Individual routine for each child
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).
1.6 - Strategies to support full participation of students with disability
1.6 - Strategies to support full participation of students with disability
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
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).
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