Standard 7 - Engage professionally with colleagues, parents/carers and the community
Standard 7 - Engage professionally with colleagues, parents/carers and the community
Embedded Files
7.1 - Meet professional ethics and responsibilities
7.1 - Meet professional ethics and responsibilities
In staff induction, the new member is given to employee handbook and standard and expectation and the member have to read and acknowledge before commencing their role. As an 0-2 age educator, I ensured myself and other educators to meet children’s physiological needs as one of the primary responsibilities as children at this young age are reply heavily on caregivers (Mcleod, 2023c). Also, children at this age are building trusting regarding to Erikson’s theory (Mcleod, 2023b), therefore, I encouraged educators to physical and mental present at all times in the room.
Evidence: Standard and Expectation.
Evidence: Hazard identification form
All educators are informed and are required to monitor and observe any potential risks that may arise within the learning environment to maintain the quality of the learning environment. This approach was adapted from Maslow’s hierarchy of needs that children were always protected and provided safe learning environments (Mcleod, 2023c).
7.2 - Comply with legislative, administrative and organisational requirements
7.2 - Comply with legislative, administrative and organisational requirements
In staff induction, the new member is given to employee handbook and standard and expectation and the member have to read and acknowledge before commencing their role. As an 0-2 age educator, I ensured myself and other educators to meet children’s physiological needs as one of the primary responsibilities as children at this young age are reply heavily on caregivers (Mcleod, 2023c). Also, children at this age are building trusting regarding to Erikson’s theory (Mcleod, 2023b), therefore, I encouraged educators to physical and mental present at all times in the room.
Evidence: Standard and Expectation.
The service philosophy was reviewed in February 2023. The new service philosophy reflects children, educators as well as family’s input. I also reminded the room educators about any changes in the philosophy. This approach was adapted from Piaget’s theory which children have their own voices in their learning (Mcleod, 2023e) The philosophy is also translated in various languages to meet cultural needs. Evidence: Centre’s Philosophy
7.3 - Engage with the parents/carers
7.3 - Engage with the parents/carers
The service caters parents with English as a second language by actively translate and provide all required information to the families in their home language. Additionally, I ensured to use simple verbal communicate with parents those English is not their first language, and asked other room educators who could speak parents’ language to report to parents about children’s development or their performance of the day and exchange ideas or discuss about concerns that parents may have in their parenting roles. In another hand, I could help educators in reporting to parents those have the same spoken language as mine. 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: Translation of Centre’s Philosophy
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.
7.4 - Engage with professional teaching networks and broader communities
7.4 - Engage with professional teaching networks and broader communities
The preschool room educators and managements would organise a visit from the local primary school as an excursion allowing children to prepare for school transition. Also, I assisted the preschool room teachers to pass on the information of school transition to children’s parents who has preschool age sibling, or they have any enquiry in term of school transition.
Evidence: Parent Information Night and Transition Program Poster
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).
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