Tag Archives: LDC
Let’s get something straight. THERE IS NO SUCH THING AS A NQF/ NQS LIST/ MANUAL OR BOOK OF EVIDENCES TO MAKE YOU EXCEEDING. That is a NOT TRUE. The NQS is outcome based. So it is about using professional judgement and expertise to make informed decisions about how you meet the standards based on reflection, assessment and improvement, as long as you meet the regulations and … read more
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
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
“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 What happens if your assessment report contains information you think is outdated and not consistent with the NQS, the EYLF or the Regulations?
How many of the children at your service live in an apartment or townhouse with limited space outside for play and physical activity? Modern urban living often involves higher density housing with limited areas for children to actively explore their environment.
How often do you have parents complaining that they have to authorise the use of nappy creams? Have you ever wondered whether a nappy cream or product is considered to be a medication in the Education and Care Regulations? Is medication actually defined in the Regulations?
How much sleep should a preschool aged child be allowed during the day? This seems to be a controversial issue for many child care services, especially when parents request their child be woken after a certain length of time so they will go to bed earlier in the evening or sleep through the night.
Quality Area 6 relates to collaborative partnerships with families and communities, but what does it mean to collaborate and how do we collaborate effectively.
We seem to be regularly exposed to news of tragic events. How do you respond to questions children may have about these events, or to artworks they may create around events like bushfires, bombings or domestic violence?
Our weekly emails often talk about the importance of relationships. This is because the EYLF and MTOP have a focus on relationships as they’re based on the theory called Social Constructivism.
Why do we have policies? What do you do when parents insist that things are done in a way which doesn’t comply with your policies?
We have seen some services introduce Progressive Morning Teas. Instead of all children eating at a set time, they are able to snack anytime during the allotted time period. This is designed to get away from rigid timeframes that may not suit all children.