Standard 2 - Know the content and how to teach it
Standard 2 - Know the content and how to teach it
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2.1 - Content and teaching strategies of the teaching area
2.1 - Content and teaching strategies of the teaching area
Evidence: Educator’s reflection of each learning observation
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.
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 dry leaves; therefore, playdough with dry leaves is included into the weekly minutes and fortnight curriculum plan on Thursday 26.10.2023
Fornight Curriculum Plan
2.2 - Content selection and organisation
2.2 - Content selection and organisation
Evidence: Moments sharing on Xplor.
Parents are always welcome to send through photos of their weekends or special occasions they want to share with their peers. I ensured that parents were able to upload their moments by sending out. 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).
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)
2.3 - Curriculum, assessment and reporting
2.3 - Curriculum, assessment and reporting
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
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).
Daily News:
2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
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).
2.5 - Literacy and numeracy strategies
2.5 - Literacy and numeracy strategies
On Wednesday of each week, I would ensure myself and other educators to provide quality time together to build positive relationships with children and minimised the paperwork load as less as possible, and through interactions with children, they would explore and learn about literacy. As part of the policy of the centre, educators are not required to post any daily news posts on every Wednesday. This approach was adapted from Erikson’s Theory of Psychosocial Development – Stage 1 Trust vs Mistrust (Mcleod, 2023b) and also Bowlby Attachment’s Theory to physical present at all times for the children to come back for a comfort before heading out to explore their next adventure (Mcleod, 2023d). Evidence: Note from “Parent Notice Board”
Evidence: Note from “Parent Notice Board”
Both small and large group activities are encouraged and implemented throughout daily routine which assists in developing children’s social and emotional wellbeing, and it also allows children to experience the benefits of collaboration and conformity. I also ensured that other educators engaged and interacted with children during group time by sharing turns with educators to conduct a group time either in morning or afternoon. Engaging in group learning is useful for us including myself and other educators to scaffold children learning and assist them for further development and that was adapted from Vygotsky’s ZPD (Mcleod, 2023a)
Evidence: Group time greeting (name recognition) and Book reading “The Cheeky Monkey” on Thursday 26.10.2023.
2.6 - Information and Communication Technology (ICT)
2.6 - Information and Communication Technology (ICT)
Evidence: Sleep, eat, nappy updates
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).
Parents are always welcome to send through photos of their weekends or special occasions they want to share with their peers. I ensured that parents were able to upload their moments by sending out. 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: Moments sharing on Xplor.
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