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) 

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). 

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). 

Cot room has sleeping chart where educators must check cot rooms every 10 minutes and initial off when child’s safety is ensured. I reminded myself and all other educators in the room to change the sleep time supervision chart daily and went inside the cot room to physically check on the children who were sleeping and wrote down initial on the chart. Also, baby monitors are utilised to make sure that children were supervised while we were at outdoor play with other children. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c). 

If there are any illness outbreaks, parents and staff are notified immediately to ensure that further spread is prevented. Everyone is provided with fact sheets and policies to understand better how to manage the illness. I ensured myself verbally informed the parent whose children might have any illness systoms. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c). 

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).