Describe about the Work Legally and Ethically for Leading Framework.
a. The approved learning framework used in this day care service is the ‘Early Years Learning Framework for Australia.’ This framework is for the childhood educators and is intended to enrich and extend the learning of the children from birth to the age of five years that includes the transition to school (Acecqa.gov.au, 2016).
|
Example of work practices |
EYLF |
National Law and National Regulations |
|
Encouraging children to make them responsible for their own actions |
Outcome 1: ‘Children have a strong sense of identity.’ |
Regulation 73: Educational program |
We worked in partnership with the families of the children as we considered their families as the most influential and first teachers. We provided education and training to the family members about how they could help their children at home and how they can get involved with the learning process. We carried out the decision making process keeping in sync with the family members for achieving greater depth in our intervention planning.
We practiced the strategy of learning through play that provided the children with the learning opportunity as they imagine, improvise, create and discover. Several types of play activities were implemented by us like solitary, cooperative and manipulative that provided us with the opportunity to keep them engaged in learning activities.
iii. We provided the children with the learning environments that supported learning and were responsive to the abilities and interests of the children. In Australia, the outdoor learning spaces are mostly used as learning environments as it tends to promote open-ended interactions (McLachlan, Fleer & Edwards, 2013). We selected the natural environment for working with the children that included water, mud, trees and plants. Log benches and muddy pathway were provided to the children to promote their connectivity with nature. The group activities were carried out on grassy lawns and ornamental grass was used as a canopy for playing with natural parts. All these activities aimed to provide cognitive abilities and increase the physical activities of the children.
i. The children were made responsible for their own action through play activities. Group activities increased their sense of belonging and sharing responsibilities.
A strong sense of well being was developed among the children owing to their physical development and learning. The play activities were conducted acknowledging their spiritual well-being and trusting relationships.
iii. We supported the maintenance of the first language of the children by activities like singing. This helped to make them effective communicators in various ways.
We demonstrated that we valued the ideas, thinking and interests of the children as we inspired and stimulated creative thinking for valuing their creative efforts. Our appreciation of the little efforts of the children fostered their creative thinking abilities and they continued to come up with more creative approaches. It was a crucial phase for me as an educator since I got the opportunity to explore the thinking possibilities of the children as young learners. I requested the other educators to focus on observational activities for identifying the interests of the children. The interests of the children were known by observing what they enjoy doing and help them in concentrating. We also framed few questions and interviewed carers and parents to know more about the interests of their children. This was important as I intended to know more about the psychology of the children regarding critical thinking abilities and implication of ideas. We adopted a holistic approach in our practice and paid attention to the cognitive aspects of the children and their emotional well-being (Beetham & Sharpe, 2013). After knowing the specific interests of the children, we planned their individual activities by distribution of responsibilities amongst ourselves and assured that the children could enjoy through participation. It was a crucial learning experience for me and the other educators as I helped them to apply creative ideas according to the interests of the children like ‘sand block sandwiches’ which was also a learning phase for me about thinking strategies of the children. It also helped me to improve my knowledge and practice about the educational intervention facilitating the learning of the children through various activities.
(Standard 1.1) Element 1.1.2: The inherent knowledge, interests, abilities, culture and ideas were the foundation for framing the learning program in the day care service (Ecrh.edu.au, 2016). For this, the ideas, interests and thinking of the individual children were assessed and a teaching plan was developed accordingly.
(Standard 1.1) Element 1.1.3: The learning program was organized in a way for maximizing the opportunities to facilitate the learning of each child. A sense of shared learning procedure was implemented that provided the opportunities of fun and discovery that made sense of the world around them.
iii. (Standard 1.1) Element 1.1.4: The documentation about the learning program and the progress of each child was made available to their families. This was crucial as the families had the opportunities for getting involved in the learning service and contribute to the decision making procedure.
Secure respectful and reciprocal relationships: It is evident that the educators who are devoted to the feelings and thoughts of the children support the strong developmental sense for their well being. Considering this principle, positive interactions took place with the children in their process of learning for helping them to gain confidence and develop secured relationship with a feeling of value and respect.
Partnerships: The learning outcomes achieve their maximum levels only when partnerships are developed among the families of the children and the childhood educators. This aspect was covered by engaging the families of the children in the process of decision making and by mutual sharing of the perspectives and insights of the child.
III. High expectations and equity: The childhood educators should maintain equity and believe in the capacities of the children for success irrespective of the diverse abilities and circumstances. This was done by responding to the barriers to the children after recognizing them for the success of the learning program.
Respect for diversity: The program respected the beliefs, values and experiences of the individual communities and families that were reflected in the practices and the curriculum. The different abilities and capabilities of the children were valued and the differences in families were respected.
Ongoing learning and reflective practice: It was a co-learning process for the educators during the learning process and helped immensely in building their professional knowledge. Through the reflective practice, the educators gathered information of the learning communities and enriched their knowledge of decision making to support the learning of the children.
Continuation of professional education is essential for the early childhood educators for ensuring that they are updating and maintaining their existing knowledge and skills (Bruce, 2012). To continue with this trait, I consulted with my supervisor to seek the services of a professional development organization and had an opportunity to work with ‘National Quality Standard – Professional Learning Program’ also known as (NQS – PLP). It is an initiative that has been implemented and developed by the Commonwealth of Australia and the Early Childhood Australia in the year 2011 – 2012 (Earlychildhoodaustralia.org.au, 2016). The organization aims to provide support to the educators of early childhood for embedding EYLF in their daily practices for achieving the National Quality Standard (NQS).
The organization I chose offered a range of professional learning opportunities in the form of online information. It assured to assist me through an online interactive forum for the day care settings in which I was working. The organization also provided me with e-Newsletter on a fortnightly frequency for connecting my practice with the NQS. Online e-Learning videos were also provided for focusing on the aspects of the EYLF and NQS. These services from the organization will help me immensely in developing my professional learning as a child educator.
It is evident that the children should have the right for taking risks for practicing their developmental skills and learn about their experiences and limits about their life. According to the Duty of Care, educators often face problems while keeping the children safe (Aifs.gov.au, 2016). After consultation with my supervisor, I decided to implement the risk management service for monitoring, implementing and developing strategies that allow the children to take reasonable risks while practicing new skills and playing. Creating safe environments for the children to carry out their daily activities requires the educators to take the responsibility for ensuring their safety (Roopnarine & Johnson, 2013). The initiating step begins with the recognition of behaviors and situations that are responsible for creating environments that are unsafe. Risk awareness, knowledge of the environment, preventive actions and risk management service provides a comprehensive road map that helps to design the strategy in a stepwise manner (Spodek & Saracho, 2014). The steps of the service are dependent on the individual steps for the success of the entire process with the goal of reducing risks or eliminate them. Risks and injuries arising out of the playful activities can be sometimes dangerous and therefore, risk mitigation is crucial for the educators (Bredekamp, 2014). Risk management service allows the educators to set the child free and learn the lessons of life without the dilemma of safety related issues and lets them develop their skills independently.
References
ACECQA. (2016). Acecqa.gov.au. Retrieved 1 December 2016, from https://acecqa.gov.au
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge.
Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
Bruce, T. (2012). Early childhood education. Hachette UK.
Mandatory reporting laws. (2016). Australian Institute of Family Studies. Retrieved 1 December 2016, from https://aifs.gov.au/publications/families-policy-and-law/14-mandatory-reporting-laws
McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning, assessment, and implementation. Cambridge University Press.
NQS PLP. (2016). NQS PLP. Retrieved 1 December 2016, from https://www.earlychildhoodaustralia.org.au/nqsplp/
Quality Area 1- Educational program and practice. (2016). Ecrh.edu.au. Retrieved 1 December 2016, from https://www.ecrh.edu.au/national-quality-standard/quality-area-1-educational-program-and-practice#/
Roopnarine, J., & Johnson, J. E. (2013). Approaches to early childhood education.
Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge.
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