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3.2.1 Inclusive environment

Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

The Assessment and Rating process involves Assessors:
⦁ really looking at and referring to your QIP and asking many questions from it
⦁ using the NQS Guide’s description of exceeding to rate your service.
Let’s look at the exceeding themes that relate to this element in detail.

Exceeding theme 1 Practice is embedded in service operations
“Observed practice and discussions demonstrate a whole-of-service approach to the use of space and resources that is inclusive, purposeful, creative, and flexible, and enhances learning and development outcomes for all children.”

First, let’s explore the word inclusive. The Oxford Dictionary says,

‘Not excluding any section or any party involved in something.’

Research conducted by The Brotherhood of St Laurence and the Melbourne Institute in 2017 identified groups in Australia that experienced the highest rates of social exclusion:
⦁ Women are more likely to be excluded than men
⦁ Nearly 38% of people over 65 experience exclusion – more than any other age group
⦁ Social exclusion is more common among immigrants from non–English speaking countries than native-born Australians
⦁ Nearly 44% of Indigenous Australians experience social exclusion
⦁ More than half of Australians who have a disability or long-term health condition experience social exclusion
⦁ Early school leavers are much more likely to experience exclusion than those with a diploma or degree
⦁ More than 30% of single person and lone parent households experience social exclusion
⦁ Public housing tenants experience social exclusion at more than twice the rate of people living elsewhere.

We also need to think about how our language promotes exclusion or inclusion. When we deliberately avoid language that could be seen as excluding a particular social group we are being inclusive, for example avoiding the use of masculine pronouns to cover both men and women.
Sometimes we might use words that exclude people and groups. Here is an example of how an educator accidentally used a name that made a parent feel excluded. The good part of the story is that the relationships between the educators and parents are strong, which led to the parent messaging the centre.

“Hi! Just a little thing- to be respectful to Indigenous culture it is more accepted to use ‘Uluru’ as ‘Ayers Rock’ is ‘white man’s’ name for it. You do such fantastic stuff! Just thought I’d mention it as in your post for the room today you mention it a few times and also talk about respecting Indigenous culture so thought I’d mention it! Have a great arvo! Thanks for all you do!”

Hi Anne- thank you so much for reminding us. We value input from our parents and always aim to be respectful of our Indigenous culture. We are truly sorry for our mistake. I will make sure that it is corrected. We would love to have more feedback from you at any time. Thankyou Julie.

What words do we use or hear that could be exclusive?

__________________________________________________

Exceeding theme 3 Practice is shaped by meaningful engagement with families and/or the community

“The service’s use and organisation of space and resources:
⦁ reflects the unique geographical, cultural and community context of the service welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service.”
“The service collaborates with family and/or community partners to:
⦁ foster an inclusive, welcoming and flexible play-based learning environment.”
How do you make sure each child’s and family’s voice and culture is reflected in your environment?

_____________________________________________________________

Exceeding theme 2 Practice is informed by critical reflection
All educators regularly reflect on opportunities to:
⦁ support every child’s participation and to further enhance children’s learning and development through the creative and flexible use of space, equipment and resources.

What do you see and hear if you look from a child’s perspective (critical reflection) and how is it different if that child is autistic, has cerebral palsy, cystic fibrosis or down syndrome? How could your words and perceptions feel to them?

Next we’re going to explore some common myths about these children and see how we could address the Element 3.2.1 to ensure we create inclusive space.

Myth Fact Spaces
Children with autism can’t feel emotions. Children with autism can feel lots of emotions, and often these are stronger than usual. However, they may only find it hard to express emotions, or only communicate how they’re feeling when they feel comfortable. Find out what makes each child with autism feel comfortable and adjust the environment eg consider colour, brightness, temperature, noise levels, textures, smell. Set up small spaces in the indoor and outdoor environment, and use these to help a child integrate into the group.
Children with autism can’t talk properly. Children with autism can have impaired language development. The degree of impairment can vary from minor to severe. Include lots of visual learning supports in all learning spaces eg put words with pictures, take photos of places and people, colour code routines and instructions, use body movements and different voice tones, tell a social story using child or their favourite character.
Myth Fact Spaces
Cerebral Palsy gets worse over time. Cerebral palsy does not get worse as people age, but the symptoms may become more noticeable eg their muscles may get stiffer. Treatments and strategies to manage the condition can help eg a child’s movements can be improved by practising motor skills. Include lots of gross and fine motor physical activities in play spaces, but remember child may tire easily. Source modified sporting equipment.
Myth Fact Spaces
Children with cerebral palsy can’t move around. Children with cerebral palsy are mobile. Some may use splints, sticks, wheelchairs etc to move around. They may have trouble making sense of information they see eg move around obstacles, judge size and shape of objects. Reflect on placement and type of equipment, furniture etc. Discuss layouts with children and families. Ensure access to activities etc is clear for children using walking frames etc. It may help to place activities on coloured place mats. Instal ramps, rails to rooms etc if required. Ensure child who need help to move are not left at same activity or location for more than 20 – 30 minutes.
Children with cerebral palsy can’t communicate. One in four children can’t communicate using speech because their mouth and tongue muscles are affected. But there are many ways to communicate eg sign language, communication boards and electronic devices. Make communication aids available in all play spaces, both indoor and outdoor.

Evaluate your practice compared to these examples.
What are you doing well? (Please write this into your QIP’s strengths)

__________________________________________________________

Where can you improve? (Please write this into your QIP’s improvement section)

_________________________________________________________

Myth Fact Spaces
Cystic fibrosis is contagious. A common symptom of cystic fibrosis is coughing, but you can’t catch the condition. It’s not contagious. Include learning about cystic fibrosis in the curriculum. Include children with condition in group learning and play activities in all environments.
Myth Fact Spaces
Children with down syndrome always feel happy. Children with down syndrome feel the same emotions everyone else does. They’re at higher risk of depression and anxiety than others. Take time to critically reflect through these children’s eyes. What is happening in their play spaces? What needs to change?
Children with down syndrome cannot take part in social and recreational activities. Children with down syndrome take part in sports, music, art programs and lots of other activities in the community. Ensure these children feel included and able to participate in all activities. Set up an edible garden. Children with autism may also like to touch, feel, taste different plants.

“The service’s approach to organising inclusive, play-based learning environments and to supporting environmental responsibility:

⦁ reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection.”
Inclusion is about making sure each child feels included and able to participate. Read the following examples.

⦁ Educators may read a book to everyone at group time, but there may be children who do not feel comfortable sitting still for an extended period. They may, for example, have Autism or Sensory Processing Disorder. If there is no alternative to sitting and listening, for example acting out the story in the book, these children are not being included.

⦁ There may be a couple of quiet and private places children can escape to for some time alone or in small groups. If there are not enough of these spaces, or they’re not in both the indoor and outdoor environments, then there may be some children who are unable to participate because they haven’t had the time or space to ‘chill out’ and maybe focus on regulating their behaviour.

⦁ A service may have soft fall surfacing in most areas outside. This may not be a problem for many children, but for children with down syndrome, autism or sensory processing disorder, for example, who like to feel a lot of different textures, the absence of surfaces like bark, pebbles, rocks etc will mean they’re less likely to participate.

⦁ Children won’t feel included or able to participate if they don’t feel comfortable using the toilet and bathroom facilities. There may be privacy or hygiene issues, or the layout may mean that children with additional needs require extra help.

⦁ A child who’s seated at a different height to other children is less likely to feel included. They may be in a specialised chair for example, or a high chair. If it’s not possible to seat children at the same height, educators should consider other options, for example, painting standing or using special standing equipment, or lying on the floor to draw.

⦁ A child with additional needs may be reluctant to participate in physical activities and sports with other children unless their needs are accommodated in some way. For example, educators could make activities harder for able-bodied children eg replace running with skipping or enlarge the distance or area involved, or the team numbers can be altered.

⦁ It’s natural that educators give children with additional needs extra help, but if educators are always present the child may not have the chance to develop friendships with other children, or be accepted as a member of a group. This child will not feel included, and will be less willing to participate in group activities.

⦁ If educators know each child well, they’ll be aware of which children, for example, always sit at the front? They’ll also be reflecting on the other children? Why are they sitting at the back? Is it because they don’t feel included? If they changed position would they be more likely to participate?

Evaluate your practice compared to these examples.
What are you doing well? (Please write this into your QIP’s strengths)

_____________________________________________________________

Where can you improve? (Please write this into your QIP’s improvement section)

_____________________________________________________________

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3.1.2 Upkeep

Premises, furniture and equipment are safe, clean and well maintained.

The checklist below covers the basics of meeting the NQS Element. You need to be doing all of this or you may receive a working towards rating for this element. The most important part of the checklist is to ensure ALL EDUCATORS can do and show great practice plus they understand the element and can describe to other people and make them understand why you do things to meet the outcome of the element

Case Study – Children maintaining safety and cleanliness

When you first look at this element it seems boring  – no more than a series of checklists to ensure the environment is safe and clean – but when you think outside the square and reflect on how you can involve the children in helping meet the element it can become exciting.

For example, a centre obtained a large part of a tree which was recently cut down by the local council and placed in their yard. As the months went on and natural decay occurred the bark started to peel from the log revealing very spiky nodules. These nodules cut children while they played on the log. Something needed to be done about it. Above is a child cutting off the spiky nodules under the guidance of the educator.

All cleaning should be completed with the children. One complaint I hear a lot is educators stating they don’t have enough time to do things. I say they’re not getting the children to help with what’s needed. The examples below are all from babies’ rooms, so please be inspired to get your children of all ages to help clean their learning environment and equipment.

During afternoon tea, Toby began to clean his high chair with his washer before hopping out. Once everyone was finished eating, Cody (educator) asked Toby if he would like to help clean. Toby quickly walked over to grab a cloth. Toby showed his capabilities and independence cleaning, while Cody maintained high expectations by encouraging him to help. Toby made sure there were no stains or crumbs left and persisted until the tables were clean. Thanks for the help Toby.

The checklist below covers the basics of meeting the NQS Element. You need to be doing all of this or you may receive a working towards rating for this element. The most important part of the checklist is to ensure ALL EDUCATORS can do and show great practice plus they understand the element and can describe to other people and make them understand why you do things to meet the outcome of the element.

Friday means cleaning day so we used the opportunity to get the kids involved with the jobs.

Skirting boards and chairs were all scrubbed. The children enjoyed the activity and it helps them to feel like they belong when they’re given real responsibility. It also teaches them to care for their environment.

Washing Up

After morning tea the children washed their own plates, showing us just how much they enjoy taking responsibility and using the kinds of equipment they see grown-ups using all the time. They even waited patiently to have their turn. Olivia enjoyed the activity so much she got extra plates off the trolley to wash. Perhaps we could use her in the kitchen.

Children working in the kitchen with Chef Cade.

Looking at the core of the exceeding theme for this element shows how educators skilfully meet exceeding practice.

All educators ensure outdoor and indoor spaces, buildings, fixtures and fittings are safe, clean and well-maintained at all times. All educators reflect upon the best ways to include children, families and local community to assist in maintaining a safe and clean environment.

Exceeding theme 3: Families and community connection

We can have a safe, clean and well maintained environment, but how do we give it that extra sparkle to ensure children are really attracted to it and want to play and learn in it? One way is to look outside early childhood settings at other places. The best places to start are museums and art galleries. For example, the Museum of Modern Art in Brisbane has had children’s exhibitions like Art Lab: Nature where children can ‘discover how artists and designers are inspired by the natural world in a new multisensory installation.’ Children are encouraged to ‘create a nature-inspired design, draw and arrange natural materials, and explore our nature discovery boxes.’

Don’t panic about budgets or think you need to create exactly what the museum has. I don’t. I want you to look at different ways others have enhanced their environment. It might be a little thing that inspires a change that you won’t find in any other early childhood centre. That’s what it’s all about. Being different, new and interesting gets exceeding. Being the same as everybody else gets you meeting.

Try looking up interesting artists like Yayoi Kusama Sandy Skoglund, Jee Young Lee, Ernesto Neto, Olafur Eliasson, Peter Kogler  Sebastian Masuda, Chiharu Shiota, Angela Glajcar, Trever Nicolas, Soo Sunny Park, Toshiko Horiuchi MacAdam,Choi Jeong Hwa, Richard Wentworth, Gabriel Dawe to see how they could enhance your learning environment.

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3.1.1 Fit for purpose

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose

This NQS element is very exciting when we push the boundaries. I’m going to showcase Everton Park Child Care & Development Centre in Queensland, which was rated as Excellent.

Make children work for you. The aim of the element says ‘to support each child’s access to indoor and outdoor environments, services  should have sufficient space,equipment and facilities that are fit for purpose and promote children’s learning and development. Well-designed indoor and outdoor spaces:

  • are flexible
  • are welcoming and accessible
  • reflect the diversity within the local and broader communities
  • support the health and safety of children, service staff and families

including supporting the access of every child

Now looking at the photos we can see boundaries pushed. For example health and safety is met as the girl is using a dust mask. The pallets allow for flexible uses, and as we can see with the young child climbing, they are accessible.

Again flexible use of material.

Above we can see how the service is promoting an understanding of and respect for the natural environment.

Climbing

Yarning.

Exceeding theme 3: Practice is shaped by meaningful engagement with families and community

Create a mood board to display for families and seek their involvement in sourcing material. A mood board consists of images of ideas you like and want to explore further. The ideas can be radical or not directly related, but an aspect or feature that caught your eye.

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2.2.3 Child Protection

Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best.

E = Embedded, yes, I do that ALL the time.
K = We know we need to do that, but we don’t do
it all the time.
T = Please teach me how to do it or improve my understanding of why we need to do it.

Edu 1
Paperwork
Do you have a current Working With Children Clearance?
Planning
Do you tell your Room Leader /Nominated Supervisor when you think you need training in child protection?
Do you know there’s no need to prove that reportable conduct is occurring before reporting it?
Do you know you don’t need evidence of who’s abusing/neglecting a child before making a report?
Do you refer to the Child Protection Policy if unsure about a protection issue?
Interactions
Do you talk to team members and the Director about any child protection concerns you have?
Are you confident you know:
  • the indicators of abuse/neglect
  • the procedure for making a report of (suspected) abuse/neglect
  • mandatory reporting requirements
  • your Child Protection Policy
If the Director says they’ll make a report, do you follow up with them to ensure the report has been made?
Do you refer families to relevant support services (with their consent) when there are ‘lower level’ issues that are not reportable?
Best practice
Are visitors and students always supervised?
Do you try to have at least two adults present whenever a child is at the service?
Do you ensure a child is never taken into areas which can be locked or aren’t visible to others?
If the Director says they’ll make a report, do you follow up with them to ensure the report has been made?
Do you refer families to relevant support services (with their consent) when there are ‘lower level’ issues that are not reportable?

Definitions and Indicators of Abuse or Neglect
Indicators of Abuse

There are many indicators of child abuse and neglect. The following is a guide only. One indicator on its own may not imply abuse or neglect. Each indicator needs to be considered in the context of other indicators and the child’s circumstances.

General indicators of abuse and neglect

  • marked delay between injury and seeking medical assistance
  • history of injury
  • the child gives some indication that the injury did not occur as stated
  • the child tells you someone has hurt them
  • the child tells you about someone they know who has been hurt
  • someone (relative, friend, acquaintance, sibling) tells you that the child may have been abused

Indicators of Neglect in children

  • poor standard of hygiene leading to social isolation
  • scavenging or stealing food
  • extreme longing for adult affection
  • lacking a sense of genuine interaction with others
  • acute separation anxiety
  • self comforting behaviours, e.g. rocking, sucking
  • delay in development milestones
  • untreated physical problems

Indicators of Neglect in parents and caregivers

  • failure to provide adequate food, shelter, clothing, medical attention, hygiene or leaving the child inappropriately without supervision
  • inability to respond emotionally to the child
  • child abandonment
  • depriving or withholding physical contact
  • failure to provide psychological nurturing
  • treating one child differently to the others

Indicators of Physical Abuse in children

  • facial, head and neck bruising
  • lacerations and welts
  • explanations are not consistent with injury
  • bruising or marks that may show the shape of an object
  • bite marks or scratches
  • multiple injuries or bruises
  • ingestion of poisonous substances, alcohol or drugs
  • sprains, twists, dislocations
  • bone fractures
  • burns and scalds

Indicators of Physical Abuse in parents and caregivers

  • direct admissions from parents about fear of hurting their children
  • family history of violence
  • history of their own maltreatment as a child
  • repeated visits for medical assistance

Indicators of Emotional Abuse in children

  • feeling of worthlessness about them
  • inability to value others
  • lack of trust in people and expectations
  • extreme attention seeking behaviours
  • other behavioural disorders (disruptiveness, aggressiveness, bullying)

Indicators of Emotional Abuse in parents and caregivers

  • constant criticism, belittling, teasing of a child or ignoring or withholding praise and affection
  • excessive or unreasonable demands
  • persistent hostility, severe verbal abuse, rejection and scape-goating
  • belief that a particular child is bad or “evil”
  • using inappropriate physical or social isolation as punishment
  • exposure to domestic violence

Indicators of Sexual Abuse in children

  • they describe sexual acts
  • direct or indirect disclosures
  • age inappropriate behaviour and/or persistent sexual behaviour
  • self-destructive behaviour
  • regression in development achievements
  • child being in contact with a suspected or known perpetrator of sexual assault
  • bleeding from the vagina or anus
  • injuries such as tears to the genitalia

Indicators of Sexual Abuse in parents, caregivers of anyone else associated with the child

  • exposing the child to sexual behaviours of others
  • suspected of or charged with child sexual abuse
  • inappropriate jealousy regarding age appropriate development or independence from the family
  • coercing the child to engage in sexual behaviour with other children
  • verbal threats of sexual abuse
  • exposing the child to pornography

Indicators of Domestic Violence in children

  • show aggressive behaviour
  • develop phobias & insomnia
  • experience anxiety
  • show systems of depression
  • have diminished self esteem
  • demonstrate poor academic performance and problem solving skills
  • have reduced social competence skills including low levels of empathy
  • show emotional distress
  • have physical complaints

Case study – itchy bottom

Building relationships with children and families makes it easier to discuss difficult issues and to understand the context giving rise to the issue. Consider the following true story.

Educators at a service were concerned a four-year-old girl consistently had an itchy bottom and often had an unpleasant smell.

When educators asked her about washing at home, she said she didn’t have a bath because there was rubbish in it and she didn’t have showers either. Educators also suspected her clothes weren’t being washed.

What would you do? We need to have a child focus, which means we will start by asking ‘what is the effect of the abuse on the child’. The educators worked through their state’s reporting guidelines. The educators spoke with the Nominated Supervisor and decided to speak with the parents about the hygiene issues, stating that they may need to take the child to the doctor if her bottom worsened, and that it may be necessary to supervise the girl while she washed, which of course was necessary every day, to ensure adequate hygiene was being maintained.

The Nominated Supervisor and Room Leader asked if there was anything they could do to assist the parents.

The service then monitored the situation which thankfully improved. The parents’ working arrangements had impacted on the situation at home but improved when Mum changed jobs.

Parents may never know it was you who reported

“We live in a small country town where everyone knows everyone, and we are not afraid to report.

It’s the small things we notice and our gut feelings, then we go to the indicators and start documenting to build a picture. Once it started with a parent that stopped talking to us. It didn’t feel right, then the child started coming in the same underwear day after day. We reported and now this family receives assistance and the children are now cared for.” Nominated Supervisor

Our child protection system is based on the United Nations

Our child protection system is ‘child-centred’ in philosophy, consistent with the United Nations (UN) Convention on the Rights of Children (CRC).

The National Law says

Section 162A

The approved provider of an education and care service must ensure that each nominated supervisor and each person in day-to-day charge of the service has successfully completed the child protection training (if any) required by or under the law of this jurisdiction, a Government protocol applying to the approved provider in this jurisdiction or otherwise required by this jurisdiction.

National Regulations say
Regs 84 Awareness of child protection law

The approved provider of an education and care service must ensure that nominated supervisors and staff members at the service who work with children are advised of—

(a)  the existence and application of the current child protection law; and

(b)  any obligations that they may have under that law.

Reg 175 Prescribed information to be notified to Regulatory Authority

This Regulation changed on 1st October 2017. An approved provider must notify the regulatory authority of:

  • any incident where they reasonably believe that physical and/or sexual abuse of a child has occurred or is occurring while the child is being educated and cared for by the service
  • any allegation that sexual or physical abuse of a child has occurred or is occurring while the child is being educated and cared for by the service.

Exceeding Theme Core

All educators act on and can discuss their responsibilities under current child protection laws, regularly reflect on practices to support children’s safety and make identified changes, and actively raise awareness of child protection issues with families and community members in a culturally sensitive manner.

Where is your practice compared to the above statement?

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4.2.1 Professional collaboration

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

We all have different strengths.

A key part of element 4.2.1 is to ensure we first discover then use everybody’s strengths. This will increase job satisfaction, improve practice and open the way for continual improvement across all areas.  This is especially important for young educators. When we stop and think about each educator’s values and strengths, we can carefully use them in ways that work best for them and for the team. Here are some examples.

Educators’ strengths How to help educators “shine” and improve overall practice How could we be accidentally shutting educators

down?
Cherie

Worked as a map maker (Cartographer) for 12 years at State Forestry

 Get Cherie to create maps with children Not finding out what Cherie did before and not allowing her to use her past skills. Going on treasure hunts without Cherie.
Tina

Has a comprehensive knowledge of care giving to babies.

 Support Tina to mentor other less knowledgeable educators to build their understandings and practices. Allow Tina to work in a room without babies.
Kate

Passion for environmental sustainability

 Have Kate mentor other educators, create family and child awareness and action, and build an environmental / sustainability action plan for the service embedding education for sustainability in all aspects of service and teaching. Not using Kate to help recognise or understand the need for teaching and embedding sustainable practice, dismissing the importance of EYLF.
Cade

Methodical and detailed educator

 Have Cade take on administration roles co-ordinating others to ensure compliance with all record keeping. Ignore Cade’s strength which could be a benefit for administration and recordkeeping.
Jemma

Interest in gardening and outdoor environments

 Allow Jemma to oversee garden and outdoor environment projects teaching children and educators how to garden, plant, create outdoor learning environments. Not allowing Jemma to take on garden projects.

Employing a gardener.
Monica

Keen soccer player who participates in local league.

 Encourage Monica to engage children in soccer games teaching children skills, concepts, promoting fundamental movements and active play. Ban team sports as they are too risky.
Mel

Leadership skills

 Use Mel’s leadership skills to mentor and support less confident educators in leadership capacities, or to support educators in their role. Use Mel in a supporting role.

Case study – Educator’s strengths allowed to shine

Cherie was a cartographer (map maker) for 14 years before entering early childhood. See how she skilfully weaves her strengths and the community into learning.

Since going on our excursion past the smash repairers we have been studying cars. Ellie, Nella, Logan, Lucinda, Kyran, Jadzia, Charlotte and Nathaniel built a car park like the one at Big W. The children enjoyed gluing on the white markings showing where to park. Cherie provided opportunities for children to construct materials as a strategy for learning LO 4.4.

The children learnt we have designated spaces to park our car in. From their perspective as a car passenger they did not realise there are designated parks. Once the car park was constructed, we numbered the car parks and the cars from one to ten correspondingly on the park and on the car. This was to enable number matching. Cherie modelled mathematical language LO 4.2. Lucinda picked a blue car that was number 7 and Cherie asked her to find its parking place. Lucinda had no problems. Logan and Nathaniel enjoyed letting gravity run their cars down the ramp. Logan said, “this one going to shops.” Logan, Jadzia, Nathaniel and Lucinda confidently shared their learning and pleasure with others LO 4.4.

When they drove their cars up the ramp Cherie said, “Your car is going up to park.” Nathaniel replied, “down to the shops.” Cherie said, “that’s right in Dubbo. When you went to Sydney on the weekend to see your auntie, where did you park?”

Using strengths
Educators Eliza, Kerrie and Gabby believe professional collaboration starts by knowing each other’s strengths both as educators and personally. Through a guided reflective practice ‘Identifying Educators Strengths’ (30.10.18) it was established Eliza is great at leading educators and planning events for the centre to create a sense of belonging eg the “The Colour Run.” Kerrie loves and practices art outside the centre, which in turn sees her implement unique and creative ways to teach young children art (eg 5.10.19.) Gabby’s strengths include developing engaging lesson plans for the children (eg 4.10.19).

Communication
Critical and collaborative reflection amongst the educators has developed better communication. Quick morning meetings are held daily where the team set goals and plan how best to work together and with the children. For example, Nursery Two’s goals for the week were to find strategies to help Leo with room changes and transitions. Educators researched John Bowlby’s attachment theories, and reflected upon their own frustrations and how that may be affecting Leo. The team consistently questioned themselves to see how they were meeting Leo’s needs or what they might change to meet his needs. Educators also reflected through the parent’s perspective (2.11.18) and explored the tension Leo might be experiencing with his mother expecting a new baby.

Below is a case study that demonstrates all the exceeding themes.
The blue text is directly from the NQS Guide, page 222-223, showing exactly how Exceeding theme 1 Embedded, 2 Critical Reflection and 3 Meaningful engagement with families and communities and how it links into practice.

By creating a goal wall in our staff room to find out more interests and strengths of our educators, we discovered one of our educators has a love for all things science. Emma now works collaboratively to share her existing strength with the children and educators while continuing to develop her skills. She conducts daily science experiments with her children and shines as an educator! Through our wall our educators have begun consistently demonstrating a high level of collaboration, affirming, challenging, supporting and learning from each other.

Chemical Reactions! (Emma’s strength is conducting science experiments)
This afternoon Emma provided Eli, Olivia, Aria, Lucy, Brandon,  Heath, Hunter, and Natasha with resources that offered  challenge, intrigue and surprise, supported their investigation and enabled them to share their enjoyment while participating in a science experiment (L.O:4.2). As Emma engaged the children in the experiment, she explained to each child step by step how the experiment will work. Firstly, Emma encouraged the children to place four cups on the table and she placed some dry ingredients into the cups: salt, sugar, bicarbonate soda and baking powder.

She labelled them and explained to each child that they then had to place some liquid into the ice cube container: lemon juice, vinegar and water. She then explained, “I’m going to give you each a cup. You can choose one liquid and dry ingredient each and place them into your cup. We’ll see if it makes a chemical reaction.” Eli was the first to try the experiment. “Can I have this one?” asked Eli pointing to the sugar and lemon juice. “The salt has gone” said Olivia. Emma explained to Olivia and the others that the salt has dissolved into the water. “My turn please Emma” said Aria. As they were picking out their ingredients to place into the cups, Brandon, Nicholas and Natasha all used bicarbonate soda and vinegar and found out that it made bubbles.

“Look bubbles” said Nicholas. “It’s making funny sounds “said Brandon. “It’s fizzing” said Natasha. Xavier and Hunter used the equipment with increasing confidence and skills (L.O:3.2) when using the spoons to place the liquid into the dry ingredients. “LOOK I did it” replied Hunter. “Can I try?” asked Xavier as he used the spoon to try and pick up the water.

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4.1.2 Continuity of staff

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Preparing for next year – establishing continuity of care with educators

 If you want continuity of care you need teams that work together so they want to come to work and not go looking for other jobs. Below are some practices that assist in developing great teams that in turn create continuity of care.

  • All the policies and procedures need to be followed so there is consistency in practice and nobody is ‘making stuff ups.’ Most importantly, by following the policies and procedures educators know what to do and this knowing relieves stress from the job. When there is no stress good educators stay
  • All educators need to have input into their room, including the curriculum, displays, parent communication and room management. There would be nothing worse than going to work and always getting told what to do. When this happens educators leave
  • Team meetings are a great way for educators to bond, build teamwork and create continuity. This may occur outside the service
  • Mini meetings also encourage teamwork and continuity of care. Educators in rooms/ groups come together and have quick daily mini meetings to ensure everyone is on the same page. Mini meetings are a great way to clear the air quickly if there is a problem brewing among educators. We should always allow educators to work to their strengths
  • Match educators and room leaders that work well together and let them use their strengths. If they don’t work out move them to another room.

Meet Cherie – leads by example to get results

Cherie is a great leader. Some of her wonderful skills have come from bad experiences with her Room Leader in the past and Cherie never wanted to be like that.  Cherie says what makes a good Room Leader is allowing your educators to have freedom. For example Cherie says, “when I have Mondays off I often come back and the room is changed. I praise the educators and get them to explain why they changed it and ask what they want to achieve. I love hearing their ideas and get very excited for them. I’m always encouraging them to try new ideas, not just the room, but art experiences, new material, changing the playground. I feel that everyone needs to show their creativity at work.”

Case study – the way we introduce new educators and move educators into new rooms.

Last year a service had a complaint about the lack of communication when it came to moving educators into new rooms. The problem started when educators didn’t work well together, tensions where high and an educator needed to move rooms. This was not communicated to parents well and a complaint came in.

Solution
The service asked parents how they would like to be informed when staff move on. Nicky, the mum who had complained said, “we’re not stupid and we know that not all people are going to get along.”

Together the service worked out a better script to tell parents about what’s going on. These scripts are both spoken and placed on the closed Facebook pages for each room.

 

What can’t be said What we say to parents  
Educators struggling to work together, and the environment has soured, so we need to move educators around into different groups. We are re-grouping our teams to build on our educators’ strengths and ensure we provide the best for your child.

 Other ways to communicate to parents

When new educators start or are moved between groups, the service has a big campaign on the closed groups on Facebook and the open Facebook page. They introduce the educators to everyone and highlight their interest, strengths and passion when it comes to teaching. They invite the families to come up to the educators and introduce themselves.

Any positives comments about the educators from existing families or local community members are highlighted and boosted.

Below is a case study that demonstrates all the exceeding themes.
The blue text is directly linked to the NQS Guide, page 213-214, showing exactly how Exceeding theme 1 Embedded, 2 Critical Reflection and 3 Meaningful engagement with families and communities and how it links into practice.

Eleanor left our service in June 2018 and gave us 12 months’ notice before leaving. The Nominated Supervisor Mel worked with her to identify why she was leaving and what she wanted to achieve by leaving. Eleanor needed to leave to as her partner’s contract was ending in 12 months and he was to be moved to a new city in Queensland. However she also indicated she wanted to be placed in a leadership position. Eleanor reminded us nearly every month as a countdown that she was leaving on the set date. Discovering Eleanor’s ambitions led to her being placed in a shared room leaders’ role in the preschool room to assist with her CV and job prospects. She was also encouraged to start her ECT degree which she did as Queensland regulations requiring an extra ECT were coming in 2020 and this would improve her prospects of getting a job. Of course her ECT training also contributed to a high quality learning environment for children. When the time finally came to leave, the centre organised a week long celebration with a different event each day to celebrate her leaving. Please see the week of learning documentation and celebration for the leaving party. Eleanor used centre staff as referees and we were contacted by her new employer.

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4.1.1 Organisation of educators

The organisation of educators across the service supports children’s learning and development

Case Study – Meeting ratios in a crisis
Your Nominated Supervisor is responsible for providing enough staff to meet ratios, but educators need to assist time to time to ensure all educators are supported across the service in times of need or crisis. For example, Jason the educator was required to support Chloe as she had a meltdown. Chloe’s meltdowns left everyone stressed and it was decided to remove the children from the room while Jason helped Chloe regulate her behaviour. Removing the children into the outside play area left educator Kate with a group that wasn’t easy to adequately supervise.

It was decided that the doors would be open, so that Kate could communicate with Jason. Assistance was provided by the room next door. They opened their doors to the playground and placed one of their educators at the door to communicate with Kate and support her and Jason as well as supervising their children. Sometimes it was easier for both rooms to move outside as a group when these situations with Chloe occurred. Technically the room wasn’t out of ratio with Jason supporting Chloe, but Kate needed a little more support with her group when it came to adequate supervision. Usually these situations needed no more than twenty minutes of support from the other educators.

Identifying educators’ strengths has led to careful planning, and adjustments are continually made to create rosters which meet children’s needs.

Educators’ room location and shift times are carefully planned. For example, some people work best with certain ages, some people have strengths gained from outside early childhood, some people work best in the morning and some don’t.

Cody has recently moved back to the preschool room to ensure a group of active boys have their physical needs met. Cody is a football player in the local team and is often running many physical activities for the children. This includes using his football coaching skills and drills with the children to assist with concentration and physical co-ordination.

Tara’s strengths include extending and enhancing learning with meaningful community connection, her artistic ability and her ability to help children express their creativity across many areas of the arts, especially fine art and music.

Cherie was a cartographer (map maker) for 14 years before entering ECEC. She integrates her past career as a cartographer into learning with the children’s interests.

Below is a case study that demonstrates all the exceeding themes.
The blue text is directly from the NQS Guide, page 213-216, showing exactly how Exceeding theme 1 Embedded, 2 Critical Reflection and 3 Meaningful engagement with families and communities and how it links into practice.

As it comes up to the start of a new year, we’re already thinking about how to allocate our staff for next year. Part of our consideration is to ensure we use the strengths and interests of our educators the best way we possibly can. We have gained insight into these strengths and interests through things like performance appraisals, feedback from Room leaders and the Educational Leader and regular one on one meetings between individual staff members and the Director.  At a recent staff meeting the Director suggested we should also try and get feedback from our families about the way educators were organised. There was debate, discussion and opportunities for input by all educators. 

Most educators said they were unsure how to do this, and the Educational Leader suggested we post a few questions through our closed Facebook groups. eg “How could we organise our educators to help your child feel more secure or more inclined to participate in centre activities?” Are there any particular educators that you feel have special skills or talents? Many parents responded positively and we learnt a few things we didn’t know about educators’  hobbies outside the centre. We’re also considering a parent’s request that we have at least 2 educators present with children remaining at the end of the day, even where this is not required to meet ratios. Further discussion will occur at the next staff meeting to ensure any changes are understood by all.

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1.3.1 Assessment and planning cycle

Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

Before we look at element 1.3.1 we need to understand what the Regulations say about documentation and planning. For example, Part 4.1 Educational program and practice. Regulation 73 An educational program is to contribute to the following outcomes for each child

(a) the child will have a strong sense of identity;

(b) the child will be connected with and contribute to his or her world;

(c) the child will have a strong sense of wellbeing;

(d) the child will be a confident and involved learner;

(e) the child will be an effective communicator.

You will see the above are the five Learning Outcomes from the EYLF and MTOP. What is more interesting is the EYLF and MTOP show you exactly how to meet this regulation and element 1.3.1’s planning cycle. Look at the right-hand columns under the Learning Outcome where it says,

“Educators promote this learning, for example, when they:”

Above copied from the EYLF book

When you write from the right-hand side, you are showing how you are meeting regulation 73, but more importantly you are showing your planning and how you’re  extending learning for Element 1.3.1.

Please take a detailed look at the right-hand side below all the Learning Outcomes in EYLF/MTOP. There is
NO EQUIPMENT. There is YOU, the educator. This is why the EYLF and MTOP is known as a relationship curriculum. You need to build learning relationships from the right-hand side of the EYLF/MTOP to plan learning for children.

You always use the right hand side of the learning outcomes in the EYLF/MTOP to plan and extend learning.

 Analysis is the first step in assessment. You are analysing what you see and where you think the child is in relation to the Learning Outcomes – that is assessment. Look below, the regulation wants you to document the assessment of the child. Again, you analyse to get an assessment result. Your analysis is against the Learning Outcomes.

Analysis is about looking at what you see with the child, thinking about what you see and asking yourself in relation to what you see, “what Learning Outcome am I seeing with this child?” That is analysis. The end result is you writing the learning outcome you think you are seeing. When you write the outcomes met, you have documented assessment for the child.

Let’s now look at the regulation

 74 Documenting of child assessments or evaluations for delivery of educational program

(1) The approved provider of the education and care service must ensure that, for the purposes of the educational program, the following are documented

For children preschool age or under services are required to document:

  1. assessments of children’s developmental needs, interests, experiences and participation in the program (Regulation 74)
  2. assessments of a child’s progress against the outcomes of the EYLF (Regulation 74)

Educators need to continually ask “What does the child know, can do and understand in relation to the EYLF Learning Outcomes?”

When you write from the left-hand side you are meeting Regulation 74 and Element 1.3.1 section for assessed or evaluated. This is the biggest misunderstood concept of the EYLF and MTOP.

Above copied from the EYLF book

When you write from the left hand side you are showing the analysis phase of the programming cycle.

Simple programming planning uses the left-hand side of the EYLF/MTOP to discover what children know, can and understand (analysis) and the right-hand side shows how you as an educator planned and extended what children know, can do and understand. Using the EYLF and MTOP left hand and right-hand side to write all your documentation shows your planning cycle.

Simple planning cycle above using left and right sections of the learning outcomes.

Examples of great practice and documentation

Documentation with complete planning cycle written into it Planning cycle in action
Today Cody organised an activity with rocks and two PVC pipes for Archie and Carter to test a hypothesis. Cody asked the boys which rocks would slide down the pipes faster, large or small? Planning

Assessment (Cody is testing their knowledge)
Archie and Carter began investigating to see which rock would slide faster, but soon the boys struck a problem. The rocks became stuck. Cody asked the boys what we should. Archie grabbed the pipe and started shaking it while saying “we should shake it to see if they start sliding again.” Archie’s ideas worked. The rocks came loose and started sliding again. Observation

Reflection then Assessment (Cody is testing their knowledge). Analysis of Learning (Cody now knows what Archie knows)
Cody spent time interacting with Archie and Carter conversing about whose rocks would slide faster down the pipe. Archie said his big rock would be faster “bigger is faster,” but Carter was sure his little rock would be faster saying “no Archie mine will be faster.” They let their rocks go but it was too close to call, so we decided they were both winners with the boys saying “yay we won” and high fiving each other. Implementation and Planning

Assessment (Cody is testing their knowledge)

Documentation

A small sample of a large planning cycle that has grown and grown into major projects with very complex thinking.

Documentation with complete planning cycle written into it Planning cycle in action
Extending yesterday’s learning - Titanic Wed 10th Jan 2018
Coffee was still an interest for the children, so we decided to explore a little further the continents that grew coffee. While reading a book about continents Archie commented that South America “at the bottom has icebergs and icebergs sunk the Titanic.”

This was a great interest to the children and Archie shared his knowledge of the Titanic. “The people were on the boat for five days,” shared Archie.

Miss Danielle and Miss Tara furthered the children’s thoughts while conversing with them and role playing using chairs as life boats to see who the children thought should be rescued from the boat first e.g. women or men, babies or adults, rich or poor, captain and crew or passengers.

Miss Danielle provided children with examples of many ways identities and culture are recognised and expressed within the story of the Titanic e.g. the people that were thought to be important were saved first while others were left behind as they did not have enough life boats for everyone.

Chloe St expressed her concern for children and babies that did not make it onto a life boat when explaining.

“I think that they should of let the babies on first before the parents because they can’t swim so they will sink!” (L/O 1.3) The children spoke to Miss Tara about fairness and equality and whether they would have used the same method as the crew on the Titanic while choosing who got to board a life boat first. “I would put all the boys on the boats first and make the girls swim and hold their babies” shared Jasmine.

After this discussion, Chloe Sm asked “but why couldn’t they just fix the boat and smash the ice out of the way?”

Miss Danielle used this question as an opportunity to discuss the density of an iceberg. Miss Danielle explained to the children that 90% of the iceberg was below the surface of the water.

“The iceberg wanted to be under the water, it didn’t want to swim away from the boat” Lila confidently expressed. “But I think that when I put ice cubes in my drink they just stay on the top, they don’t sink to the bottom” Mackenzie stated. (L/O 1.2)

Extending on the ice density topic and Mackenzie’s statement about ice floating/sinking, Miss Tara and the children gathered containers and filled them with water so we can see whether the size of an ice cube is what determines whether it floats or sinks.

“I think the little ones will sink and the big ones will float” Alice hypothesised. (L/O 5.3) 		Planning

Observation

Assessment

Analysis of Learning then Assessment (Using quotes shows what Archie knows)

Reflection
Planning (on the spot)
Implementation (on the spot)

Reflection
Planning (on the spot)
Implementation (on the spot)

Analysis of Learning then Assessment (Using quotes shows what Chloe knows)

Implementation

Analysis of Learning then Assessment (Using quotes shows what Jasmine knows)

Observing (with the children while talking to them)

Reflection
Planning (on the spot)
Implementation (on the spot)

Analysis of Learning then Assessment (Using quotes shows what Lila and Mackenzie know)

Planning (on the spot)
Implementation (on the spot)

Analysis of Learning then Assessment

The EYLF says “Learning is not always predictable and linear” and this is clearly seen in the learning story above. Who would have thought exploring coffee growing areas of the world would end up as a learning experience discussing who should live and who should die.

You as an educator need to be proud of what you can do on the spot and confident to show the assessor.

Exceeding Theme Core

All educators can explain how their approach to assessment and planning links to the service philosophy and learning framework, and how this extends each child’s learning and development, including in relation to the unique community context of the service. All educators engage in robust discussion about the assessment and planning cycle, and consider whether alternate assessment and planning processes will improve learning outcomes.

Where is your practice compared to the above statement?

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1.2.1 Intentional teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best.

E = Embedded, yes, I do that ALL the time.
K = We know we need to do that, but we don’t do
it all the time.
T = Please teach me how to do it or improve my understanding of why we need to do it.

Intentional teaching Edu 1
Educators
Do you recognise that learning occurs in social contexts and that interactions and communication is vitally important for learning?
Do you use strategies like modelling and demonstrating, open-ended questioning, speculating, explaining and engaging in sustained shared conversations to extend children’s thinking and learning?
Do you provide time, space and learning experiences that encourage thoughtful and challenging conversations with children?
Do you engage with children by listening, showing interest and asking open-ended questions to encourage thinking and conversation?
Do you use a range of communication strategies that involve explanations, speculation and problem solving?
Do you collaborate with children to develop further knowledge and skills?
Do you provide instructional/intentional support to children during play, routines and transitions?
Are you fully present and mindful of opportunities to provide children time and space to ‘be’?
Can you show plans and strategies you use to promote learning across all aspects of the program?
Can you show how intentional teaching strategies are used to extend children’s play, including spontaneous experiences?
Can you show how changes in practices have been implemented to support a child requiring additional assistance or to build respect for diversity?
Can you show and explain why you decide when to use a particular intentional teaching strategy, including the intentional positioning of resources or structuring of the learning environment?
Can you show how you make conscious decisions in a leisure based program to promote learning and wellbeing?
Do you have team meetings when planning for intentional teaching?

Case Study 1 – “I touch, you touch”
Karen (Educator) planned an activity today to help the children in Tommy’s Turtle’s identify their body parts. The children waited for their turn as they watched and listened to Karen as she began to point and say, “I touch my chin, my head, my cheek, my feet, my ears, my nose and mouth.”

The children watched closely as Karen pointed to the body parts. Karen engaged the children in play with words by saying the names of the body parts and helping them to point to that part.

Nevaeh, Ivy and Elijah moved closer to Karen as she took turns with the children by taking their hands as she said “Nevaeh’s head, Ivy’s ears, Elijah’s head” while pointing to the correct body part then continuing on to the rest of the body parts.

Ivy giggled as she looked at Karen each time she touched a different body part. Nevaeh, Ivy and Elijah were connected to Karen in a positive and happy way by showing lots of smiles and looking at Karen as she talked to them.

Case study 2 – I can do it
This afternoon Bryleigh was pushing herself up on her hands and tippy toes, trying to move forward. Karen placed the bead maze away from Bryleigh to encourage her to move herself closer to it. Karen sat near the bead maze encouraging Bryleigh by saying “Come on Bryleigh, you can do it.” Bryleigh actively responded by giving Karen a big smile as she continued to push herself forward with her feet. During this experience Bryleigh had a rest when needed by laying flat on the floor, continuing to look at the maze.

Bryleigh expressed a wide range of emotions during this task as she showed excitement and curiosity when Karen moved the flowers and shapes along the bars. “Look at the different colours Bryleigh” Karen said.

Bryleigh was persistent with this challenging experience as she was determined to get to the bead maze. When she finally reached it, she looked at Karen with a big smile.

Case study 3 –  Using the bubblers!
Today during our adventure out in the Toddler yard, the children enjoyed running around and exploring all different activities that were available for them to play with. The children’s favourite activity was running around the path chasing each other. All the running made the children thirsty and Brody and Lily came running over to Eliza and were pointing up to the bubblers, communicating their need for a drink. Eliza, Lily and Brody walked up to the bubblers together. Eliza explained to Brody and Lily that for the bubblers to work you need to use your hand to push down on the handle for the water to come out the spout. Eliza extended the learning by having a conversation with both Brody and Lily about making sure we drink plenty of water throughout the day to maintain a healthy body.

Case study 4 – Experiment time!
Magnets and the way they either attract or repulsed each other were a great interest to children. See curriculum 12.2.18 & 13.2.18. Eliza (educator) reflected about the success of the lesson and planned an experience to extend the concept of materials separating, but this time with liquid. Eliza gathered Reuben, Ethan, Eddie and Brody around in a small group on the floor as she prepared all the ingredients. Brody helped Eliza carefully squeeze 2 blobs of food dye into the water and mix it with the paddle pop stick. Once all the food dye was mixed into the water it was time for the oil to be poured into the water. Ethan confidently stood up beside Eliza and helped pour some oil into the jug of water. Reuben, Ethan, Eddie and Brody were all amazed how the oil and water did not mix together. Eliza had a group discussion using scientific language with the children to explain and discuss that the oil and water do not mix as water molecules are polar and the oil molecules are non-polar. So, they do not have a force that brings them together to mix. Eliza asked the children “Do you see the oil floating on top?” The children replied non-verbally with a grin on their faces. Eliza explained that the oil floats on top as it has a lower density then water, so it will always float on top.

Case Study 1 – Patterns in play

Miss Tara used Saxon and Aaron’s interest in building and Lego to introduce the concept of patterns. The activity sparked Torah’s curiosity and Torah asked Miss Tara “can I do it too Tara?” Miss Tara happily welcomed Torah to the activity and asked the children “does anyone know what a pattern is?” The children were unsure, so Miss Tara explained “a pattern is something that repeats itself. It does the same thing over and over again.” Miss Tara used the Lego to illustrate this concept by placing a red brick on the floor then a red brick next to it. Miss Tara asked, “if we want it to be the same which colour should come next?” Saxon answered “yellow”.

Miss Tara placed the yellow brick down and exclaimed “you are right Saxon. It is yellow. See, it goes yellow, red, yellow”. Miss Tara then asked so which colour should go next?” Torah identified “red”. Torah and Saxon both showed they are beginning to understand and recognise patterns by identifying the next colour in the sequence. (L/O 5.4)

Miss Tara laid out another pattern, this time using three different coloured blocks green, pink, yellow. Miss Tara asked Saxon, Aaron and Torah if they could identify which colour comes next. Again, Saxon recognised the pattern and correctly answered “green.” Miss Tara asked Aaron, “which do you think comes after the green Aaron?” Aaron told Miss Tara “pink”. Miss Tara placed a pink brick down. Aaron observed “no not that pink, it’s a different pink!” Miss Tara laughed and found a brick which was the same shade pink as the first one. Miss Tara, Saxon, Torah and Aaron spent time making more patterns and arranging the bricks in a line. Miss Tara wanted to include numeracy into play and asked Aaron if he could count all the bricks in the line. Aaron confidently counted all 17 bricks. Saxon saw this and said “look I can count; 1, 2, 3, 4, 5, 6” as he pointed to each brick. Torah showed Miss Tara “I can count 1, 2, 3, 4, 5, 6, 7!” as she pointed to the bricks.

Case Study – No intentional teaching

Educators were concerned with babies’ care and routine and hadn’t thought about how their practice could be ‘intentional teaching’ as the children were too young. Other educators didn’t think young children could understand scientific concepts, so no intentional scientific lessons were planned.

Exceeding Theme Core

All educators are consistently deliberate, purposeful, and thoughtful in all of their decisions and actions, and confidently make curriculum decisions to ensure each child’s participation, learning and development. All educators consistently draw on families’ or communities’ understanding of each child’s strengths, ideas, culture and interests to extend their learning and development, and regularly reflect, individually and with each other, on their educational practice.

Where is your practice compared to the above statement?

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