Category Archives: Recognised training
Is your Quality Improvement Plan (QIP) based on a needs approach or a reflective/assessment approach? The introduction of the NQS has led quality improvement across the whole profession. Initially many of us had lots of issues to put in the QIP based on what we were not doing or the elements we weren’t meeting. We often completed our QIP around the ‘catastrophes’ at hand or our imminent … read more
Every service must have the policies required by the regulations but do they? And do the policies actually reflect what educators and staff do? Many educators will tell you they know what is in their policies, but often this is not the case. Do they really believe they know or are they just fibbing? We have regulations to make sure certain standards are achieved and maintained. … read more
What do you say to an assessor who says “show me how this links?” Read on to find out and to clear up the confusion! Several weeks ago Centre Support posted a blog about the “follow-on”. This is a concept that most would associate with our old developmentally appropriate program of the past. “Follow on” referred to the next logical or linear experience that educators would … read more
I hear over and over again from educators the confusion about what is planning and how we do this using the EYLF. In years gone past we would observe a rostered focus child to identify a need, then plan resources for that child to promote development toward that expected milestone -an expected measurement of a child’s physical development set by our Western society. So we were … read more
I was talking to an experienced director about pedagogy the other week and we spoke about the importance of the relationship in teaching children, following their lead and the opportunities for intentional teaching within the meaningful context of the children’s engagement. We spoke at length discussing how we documented the significant learning each day within the environment with reference to how we enacted the principles and practices … read more
Well it’s been just over 2 long years since the introduction of the NQF, 18 months since the commencement of assessment and rating of the NQS and over 4 years since the EYLF was introduced. How have we all coped with the change? It’s been exhausting for most of us! Our effort has been HUGE. We wait for our turn for assessment and rating… Mmm… when … read more
“Childhood has become the battleground of the unreasonable.” Wow! I read that statement recently and it certainly got me thinking. What Professor Andrew Whitehouse meant, as he goes on to explain, is that so many activities, theories and practices around early childhood evoke a passionate response. That’s not necessarily a bad thing, except he believes in some cases that passion can override reason. I must admit … read more
Have you ever questioned what you have been told by educators from other services or what was written by an early childhood consultant? What happens if your assessment report contains information you think is outdated and not consistent with the NQS, the EYLF or the Regulations?
What do people mean when they talk about outcome based assessment? It seems fairly obvious that it’s got something to do with achieving outcomes. In an education and care setting, people are normally talking about achieving the learning outcomes set out in the EYLF or MTOP or other approved learning framework, but what is so different about achieving outcomes in outcome based learning?
We often get asked what services must include in their first aid kits. The education and care regulations are not specific. They just say the kits must be suitably equipped but don’t prescribe what they should contain. This is because the first aid needs of each service are likely to differ.
From 1 January 2014 at least 50% of educators who work directly with children and are included in our educator to child ratios must have or be actively working towards an approved Diploma level education and care qualification. All other educators who work directly with children and are included in our educator to child ratios must have or be actively working towards an approved Certificate III … read more