• 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). 

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 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). 

• 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). 

• 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 

• 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. 

• 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). 

• 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).