Standard 3 - Plan for and implement effective teaching and learning
Standard 3 - Plan for and implement effective teaching and learning
Embedded Files
3.1 - Establish challenging learning goals
3.1 - Establish challenging learning goals
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: 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.
3.2 - Plan, structure and sequence learning programs
3.2 - Plan, structure and sequence learning programs
I ensured that all the educators in my room took turns to have off-the-floor time to complete the critical reflection for each month including all quality areas, and the centre’s philosophy which was created based on the Early Year Learning Frameworks. This enables further improvement in how to initiate and extend play experiences for the children which is adapted from Vygotsky’s Zone of Proximal Development (Mcleod, 2023a). Evidence: Monthly critical reflection
Monthly critical reflection
Reminded my room educators to contribute and use an on going documentation such as weekly minutes and fortnight planners to gather ideas to connect with children and community which adapt from Vygotsky’s study to assist children for their further development (Mcleod, 2023a) Evidence: Fortnight Curriculum Plan and Weekly Minutes
Fornight Curriculum Plan
Weekly Minutes
3.3 - Use teaching strategies
3.3 - Use teaching strategies
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
As the lead of the room, I ensured that myself and other room educators to respect on the children’s dignity and their rights to be accessed and provided education and care at learning environment, as well as having their voices in planning curriculum. This approach was adapted from Piaget’s theory which children have their own voices in their learning (Mcleod, 2023e) as well as based on The Convention on the Rights of the Child which children have the right to access education (Article 28) and being respected (Article 12) (UNICEF, n.d.).
Fornight Curriculum Plan
Weekly Minutes
3.4 - Select and use resources
3.4 - Select and use resources
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).
I explained to the room educators the benefits of letting children to choose their interested play, then utilise age-appropriate resources to extend through further planning activities and (adapted from Vygotsky ZPD [Mcleod, 2023a]) or allowing children to freely engage in open-ended, child-led experiences (adapted from Piaget’s study children lead their learning [Mcleod, 2023e])
3.5 - Use effective classroom communication
3.5 - Use effective classroom communication
I ensured that all educators (permanent staff/casuals) were awared of each child individual sleep routine and bottle time by updating it on room’s communication board daily. For those children who require sleep/have bottle will be provided with an environment where they can sleep/have bottle along with resting music. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
Evidence: Individual routine for each child
Evidence: Goal implementation sheet.
Every month each room was given a goal implementation sheet – where educators can communicate and discuss strengths and improvements identified amongst each other and it allows educators to share ideas and enhance their teamwork. I ensured myself and my room educators all involved in by contributing ideas and voices in the goal sheet because teamwork elaborates the quality and effective of providing education and care for children (Department of Education and Training Victoria, n.d.).
3.6 - Evaluate and improve teaching programs
3.6 - Evaluate and improve teaching programs
I ensured that all the educators in my room took turns to have off-the-floor time to complete the critical reflection for each month including all quality areas, and the centre’s philosophy which was created based on the Early Year Learning Frameworks. This enables further improvement in how to initiate and extend play experiences for the children which is adapted from Vygotsky’s Zone of Proximal Development (Mcleod, 2023a). Evidence: Monthly critical reflection
Monthly critical reflection
Evidence: Goal implementation sheet.
Every month each room was given a goal implementation sheet – where educators can communicate and discuss strengths and improvements identified amongst each other and it allows educators to share ideas and enhance their teamwork. I ensured myself and my room educators all involved in by contributing ideas and voices in the goal sheet because teamwork elaborates the quality and effective of providing education and care for children (Department of Education and Training Victoria, n.d.).
3.7 - Engage parents/carers in the educative process
3.7 - Engage parents/carers in the educative process
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)
I assisted the managements to engage families in contributing their ideas and feedback for the food menu as the season is changing and we need to recreate a suitable menu for the children to ensure they have had enough nutrition in their early age. This approach was adapted from Bowen’s theory which families were the first role-model of the child and they would understand their children preference better to assist the educators in selecting the right food for the children (Guy-Evans, 2023), and also providing healthy food to meet children’s physiological need was the first stage of Maslow’s Hierarchy of Needs (Mcleod, 2023c).
Evidence: Menu Review.
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