Context of the Professional Experience

Name
Cassidy Quantrill
Course Code
EDUC6801
School Name
Cottesloe Kindy & Child Care
Please indicate some brief details about the educational context in which you are undertaking your
professional experience.
Employing Sector  
For example: State (including independent Public Independent
Schools), Catholic, Independent Schools

Educational Phase  
For example: Early Childhood, Primary, Early Childhood
Secondary, Other

Context location  
For example: Metropolitan, regional, rural, remote Metropolitan

Size of school/class 34 Children aged 1-6 at the centre. 4 babies, aged

Number of students 1 – 2 years, with one educator, 10 children, aged
2 – 3 years, with two educators, 20 children, aged
2½ – 6 years, a team of 3 Educators with at least
1 Early Childhood Teacher.

Other school demographics Community Partnerships, Junior goals soccer

For example: program, French for little ones Perth Program
Community partnerships, sporting and cultural and specialist music teacher
programs, specialised programs, Special
Education unit, ICSEA (Index of socio-
educational advantage), cultural and linguistic
composition of the student population
School pedagogical framework Children are naturally curious, capable and
resilient. Cottesloe Kindergarten & Child Care
has a strong tradition of supporting children and
their families to flourish and develop skills for
life. Influenced by a variety of educational
theories, our goal is to continually reflect on our
practice and to activate each child’s individual
desire to learn – to teach them how to explore the
world and their unique place in it. Our teaching
philosophy and practice is influenced by many
theories including: Critical reflection (Habermas,
Freire): Education is shaped by many different
and conflicting beliefs. We must ask ourselves,
what do we teach and how do we teach it? Can
we do it another way, a better way? Have we
considered how each child is affected differently?
Socio-cultural (Vygotsky, Bruner,
Bronfenbrenner, Malaguzzi, Rogoff): Children
learn within communities. Working with adults
and more skilled, often older children is an
essential way to acquire ways of thinking,
knowing and behaving that make up a
community’s culture. We must scaffold (build)
on a child’s prior learning. Developmental
(Piaget, Steiner, Montessori, Gardner): Children
need time to mature and develop naturally
without being rushed and before formal
education begins. Supporting a child’s personal
style is important through a child-centred
curriculum and a plan that responds to each
child’s interests is important.

Year level  
Phase one: 0-2 year-olds & Phase two: 3-5 year-
olds

Teaching area Early Learning Specialisation

For example: Primary specialisation area, major
or minor secondary teaching area, or a specific
discipline area
 Student characteristics in this class A couple of children with different cultural
For example: backgrounds
Number of students with Individual Education
Plans, special needs, disabilities, gifted and
talented, diverse cultural and linguistic
backgrounds including students from Aboriginal
backgrounds and Torres Strait Islander
backgrounds

Actioned by Cassidy Quantrill (20161621) on 26/04/2022 13:48:32