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Exceeding Indicators
Embedded practices
Across the service, the observed and discussed approach to building collaborative partnerships with the community displays a strong commitment to the principles and practices of the approved learning framework/s, and aligns with the educational program and with resources that support community engagement and inclusion.
Critical reflection
Educators, co-ordinators and the educational leader:
• purposefully consider and create opportunities to strengthen the service’s approach to enhancing children’s inclusion, learning and wellbeing, and seek out new links and partnerships where opportunities to further enhance children’s and families’ outcomes are identified
• are able to explain how ongoing community engagement influences the design and delivery of the educational program and supports children’s learning, wellbeing and enables full participation in the program for every child
• challenge stereotypes, raise awareness of, and cultivate deep respect for Aboriginal and Torres Strait Islander histories and cultures
Engagement with families and communities
Educators, co-ordinators and the educational leader seek out and build new community partnerships in response to the perspectives, priorities and strengths of the children and families at the service, including the changing support and transition needs of children and including at the direct request of families if appropriate
Community partnerships contribute to a culture of inclusiveness and sense of belonging at the service.

The service demonstrates a commitment to building and sustaining reciprocal relationships with community groups, including mutually beneficial partnerships that make connections with local Elders and give back to the community.

Summary of the exceeding themes
All educators have robust debate about the best way to form collaborative partnership with the community to further children’s learning that is connected to the practices and principle of the EYLF and MTOP. Changes in practice are implemented when understood by all and all educators can explain how community connections support children’s learning and wellbeing.

We can’t go on excursions. It’s too dangerous and parents don’t want their child exposed to risk.
Today we conducted another walking excursion into our local community. The children appeared to show less interest and didn’t ask many questions. We decided to ask the children if they were not in the mood for the excursion. The children mentioned they wanted to go on an excursion to a new place instead. We spoke to the Nominated Supervisor and asked her how else we could change up the local community walk. She said why don’t you turn the excursion into a major project where you have to identify all the people working in the local community and their job role.
Below is a case study that demonstrates all the exceeding themes. The blue text is directly from the NQS Guide, page 275-276, showing exactly how Exceeding theme 1 Embedded, 2 Critical Reflection and 3 Meaningful engagement with families and communities links into practice.Establishing partnerships with the community, we went on an excursion to Prospect Property Consultant today. We all listened to Jamie as he spoke to us about what their job involves. We value properties to see how much they cost.” Miss Tara then asked Jamie some questions; “Who do you value property for?” “We value property for Real Estates, so they know how much to sell the property for. We value everything from houses, farms and shops,” answered Jamie. Jasmine asked, “why do you value a property?” “We value a property, so people can buy or sell a house or farm, and to let the bank know what the property is worth. We do this by seeing what the house next door sold for to give us a base amount and based on the size of the house and the land it’s on.”

“How many people work in these offices?” Jack asked. Jamie said, “We have 11 qualified staff who work in this office, but we also have offices in Orange, Nyngan and Albury that we travel to a lot.”
“How do you become qualified to become a consultant?” enquired Eva. “To become a consultant, you have to undertake a 3 year university course and then participate in training for 2 years” answered Jamie. These questions transferred knowledge about children’s learning from one setting to another, by exchanging questions to professionals in other settings (LO4.3).

Chloe St asked, “where do you do your work?” Chris answered, “we do our work all around NSW, SA and QLD.” Lila went next asking, “How do you measure stuff?” Making a connection between experiences, concepts and processes from our previous excursion to Doherty Smith and Associates. “We measure stuff by using a laser measurer most of the time and sometimes a tape measure” replied Chris.

 

 

Leo asked the question, “How do you do meetings?” “We have our meetings in our conference room using the internet and video calls to connect with people from all of our offices,” said Chris.

Once we had returned to the service, Miss Tara purposefully considered and created opportunities to strengthen the service’s approach to enhancing children’s inclusion, learning and wellbeing. Using the community partnership she spoke to the children about how we could use our knowledge from the surveyors and property management visits. Chloe St suggesting “we could build our own house to sell!” (L/O 4.3). Miss Tara and Miss Anne worked collaboratively with the children to collect wooden materials from the yard to build the house. After we had collected all of the materials required Miss Tara built the base of our house with the help from Harry who handed Miss Tara the nails needed to hold the wooden planks together.

“I like building houses, I really do” stated Harry while he assisted with the construction.
Stella C and Charlie demonstrated determination and persistence while trying to find wood that measured the same size for each side of the house. They then held the wood in place while Miss Tara and Miss Tara nailed it together (L/O 4.1). “My daddy built a cubby house for me and my brother. It’s a bit different to this one. But I like both of them because they are both so pretty!” Stella C told her friends.
“I can put my horse in there!” Charlie added.

Miss Tara responded to the children’s requests and encouraged them to share additional ideas on how we could complete our project to make it look more like a home (L/O 4.1). “We could use these sheets to make the walls colourful!” suggested Alice. “We can put the kitchen in the house because mums love to have kitchens in their houses!” suggested Leo.

Once the house was complete the children conversed with one another about how many people they thought was an appropriate amount to play in the house at one time with an answer of three. The children took it in turns to play in their new house with great satisfaction about the work they had done.

Miss Tara asked who would like to ‘value’ the house to determine how much it would cost to buy. Stella C. and Khloe were eager to do this so Miss Tara developed a form based on what a valuer takes into consideration when valuing a house eg how many bedrooms, toilets, heating/cooling etc. Stella C. and Khloe assessed the house, with Khloe stating there were 5 toilets, and deciding that “there’s a lot of toilets so I think it costs $500,000.” Stella’s house had 4 bedrooms and she said “it is beautiful, “I like it a lot.” Stella decided that it should cost $2. Miss Tara said to Stella “a drink costs $2. Do you think a drink and a house cost the same?”


Encouraging Stella to use real-life experiences to promote mathematical understanding
(L/O 5.1). “Oh yeah,” Stella replied. “A house costs more than a drink, so maybe it costs $45.” The girls used our “surveyor” to measure the size of the land to help make their final decision. The girls filled out their valuing forms, using language to engage in play (L/O5.3). The girls practiced their literacy skills with Miss Tara assisting as appropriate. After Stella and Khloe valued the house, Jen, Mel, Miss Tamara, Miss Kate, Miss Kayla and Miss Racheal all came to see the Cub group’s new house and estimated how much they thought it was worth. We then held an auction for the house with Mel bidding $195, Miss Tamara $650, Miss Rachel $95,000 and Jen offering a bid of $85,000. The Cub group chose Jen as their winner as she is able to “keep her horse in the yard.” Jen presented the Cubs with a ‘cheque’ to secure the purchase of her new home!

 

 

group chose Jen as their winner as she is able to “keep her horse in the yard.” Jen presented the Cubs with a ‘cheque’ to secure the purchase of her new home!

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Consistently maintain effective partnerships

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What does it mean to consistently maintain effective partnerships with other early childhood professionals and the community to enhance each child’s learning, wellbeing and inclusion?

Visit to the Accountants – Our GST needs submitting

“I know, we can visit the accountant’s office behind the centre” said Tash. This will really help with our learning about GST and promote a sense of community. Jobs placed into real life scenarios that children are familiar with promote a better understanding of the community we live in.

Off to the accountants we go. We were very lucky to have Frank give us a guided tour of his accountancy business. Frank showed us the office and where everybody works and we sat in the presentation room with a big screen. This is where the fun began. Max told Frank we have been looking at the GST, and Max said “Where does it go.”

Frank was impressed with Max’s question and told us about GST. Frank taught us that GST is goods and service tax, and just about everything has it except some food, education and houses. He said GST is 10% of the price. As a group we listed many items we buy to see if they have GST (see our list in the room). Frank went on to show how a person pays 10% GST, then a shop collects the GST and gives it to the Government. Frank gave us copies of BAS, which stand for Business Activity Statement. This is something we will be using now in our shopping setup in the room.

What does it mean to enhance the educational program for each child with the community?

Continuing to learn how to manage our emotions, Chelsea decided to extend children’s learning and established a partnership with local community member Pamma, a Buddhist Monk. Chelsea discussed with Pamma the need to teach the children meditation techniques to assist with self-regulation. Pamma explained to the children” all monks meditate, sometimes it’s to make negative feelings go away and sometimes to keep the happy feelings inside.” Pamma then showed everyone a special feelings jar made up of glycerine, oil, water, dishwashing detergent and glitter. “When we are sad or angry or frustrated or scared, we can have lots of things spinning around inside our heads like this jar. And when that happens there are things you can do to help you feel better.”  Next, we read a book called ‘Moody Cow Meditates’ by Kerry Lee Maclean. It was about a cow named Peter who was having a really bad day. Having started his day missing the bus, wiping out his bike, losing his temper and getting into trouble, his school friends started calling him

a moody cow. His day got worse until his grandad came over to his house and showed him the magic jar and then all his bad feelings went away. Ella, reflecting on her emotions LO 3.1 said, “I feel happy, ”Aria and Maddy said “I feel excited, ”Torah said “I feel ok, ”Landon said “cranky,” Xavier said “I feel bored.” Using this information Pamma taught the first meditation technique. “Can we all pretend we are holding a cup of hot chocolate? Now, when you’re feeling unhappy breathe into your pretend cup like your cooling it down to drink. Can everyone do that?” Now does everyone feel better?” asked Pamma. Everyone said yes. The next technique learnt was a bubble technique. “Can everyone pretend they are holding bubbles and are trying to make the biggest bubble they can” asked Pamma. “Now, blow that bubble as hard as you can and that will help you to feel happy.” The last technique was listening to the sound of a bell. Chelsea gave Pamma a big bell. Pamma hit the bell and said “now can you all hear the bell? Close your eyes and listen to the bell as the sound fades away. This is like when we watch the magic jar and see the glitter settle, our feelings settle as the bell stops.” “That is so cool” said Lewi. We thanked Pamma for her visit and will use these techniques as part of the program to enable all the children to self-regulate their emotions.

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