Standard 6 - Engage in professional learning
Standard 6 - Engage in professional learning
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6.1 - Identify and plan professional learning needs
6.1 - Identify and plan professional learning needs
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).
Evidence: Daily News and Observation
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])
6.2 - Apply professional learning and improve student learning
6.2 - Apply professional learning and improve student learning
Educators’ professionalism is maintained by undertaking in professional development courses to continue their learning and development which is useful for educator themselves to assist for the children’s learning or any issue that children are facing (such as: behaviour, self-regulation, autism, ADHD, etc.). This approach was adapted from Vygotsky’s ZPD which educators scaffold children learning and assist them for further development (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
Monthly critical reflection
6.3 - Engage with colleagues and improve practice
6.3 - Engage with colleagues and improve practice
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.).
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
6.4 - Apply professional learning and improve student learning
6.4 - Apply professional learning and improve student learning
Monthly critical reflection
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’ professionalism is maintained by undertaking in professional development courses to continue their learning and development which is useful for educator themselves to assist for the children’s learning or any issue that children are facing (such as: behaviour, self-regulation, autism, ADHD, etc.). 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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