Tag Archives: OSHC
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 it okay to use templates when documenting children’s learning? Yes!!! I am so sick of hearing rubbish like “you can’t get exceeding using a template” or “the program has to be in a scrapbook, or on a computer or IPad.” What a load of childcare whispers! We constantly use templates every day – think about the forms you fill in, the checklists you complete, the … 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
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
“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
I’ve recently been watching some of Sir Ken Robinson’s videos. One of my favourite quotes is “teaching is a creative system, not a delivery system.” What does this mean in practice? Well, he makes the point that you can be busy going along educating children, engaged in the activity of teaching, but the children may not actually be learning anything.
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 you do if a child at your Service has head lice (they’re the adult insects) or nits (eggs)? Staying Healthy Preventing infectious diseases in early childhood education and care services says there is no need to send the child home immediately head lice are detected, and that children can return to the Service the day after head lice are detected if they are being … read more
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.
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?