The Australian

Early Childhood

Frameworks
Queensland 2019
Contents

Queensland Kindergarten Learning Guidelines

Early Years Learning Framework

Principles and Practices

National Quality Standards

Created by Katie Matheson

 Queensland Kindergarten Learning Guidelines
Learning and
Development
Key Focus
Areas
• 1.1 - Building a sense of
security and trust
• 1.2 – Acting with
Identity independence and
perseverance
• 1.3 – Building confident self-
identity
• 2.1 – Building positive
relationships
• 2.2 – Showing respect for
diversity
Connectedness
• 2.3 – Showing respect for
environments
• 3.1 – Building a sense of
autonomy
• 3.2 – Exploring ways to be
Wellbeing healthy and safe
• 3.3 – Exploring ways to
promote physical wellbeing
Active • 4.1 – Building positive
dispositions towards learning
Learning
• 4.2 – Showing confidence
and involvement in learning
• 4.3 –Using technologies for
learning and communication
• 5.1 – Exploring and
expanding language
• 5.2 – Exploring literacy in
personally meaningful ways
Communicating
• 5.3 – Exploring numeracy in
personally meaningful ways
Significant Learnings
• 1.1.1 - Feeling safe, accepted and supported
• 1.1.2 – Developing a sense of belonging and confidence in
others
• 1.2.1 – Managing routines
• 1.2.2 – Developing agency in decisions
• 1.2.3 – Being willing to keep trying
• 1.3.1 – Developing awareness of own cultures
• 1.3.2 – Recognising individual strengths and achievements
• 2.1.1 – Connecting with and relating to others
• 2.1.2 – Understanding rights and responsibilities
• 2.2.1 – Responding to others with respect
• 2.2.2 – Developing awareness of bias
• 2.2.3 – Learning about others’ cultures
• 2.3.1 – Caring for the kindergarten
• 2.3.2 – Exploring interactions between people and
environments
• 3.1.1 – Developing self-regulation
• 3.1.2 – Developing resilience
• 3.2.1 – Being healthy
• 3.2.2 – Staying safe
• 3.3.1 –Developing control and strength
• 3.3.2 – Developing awareness of the senses
• 4.1.1 – Showing curiosity and enthusiasm for learning
•
4.1.2 – Problem-solving, investigating and reflecting on
learning
• 4.1.3 – Being imaginative and creative
• 4.2.1 – Applying knowledge in different contexts
• 4.2.2 – Sharing ideas and discoveries
• 4.3.1 – Showing interest in technologies
• 4.3.2 – Using technologies
• 5.1.1 – Using language/s, including signing
• 5.1.2 – Listening and responding
• 5.2.1 – Engaging with different texts
• 5.2.2 – Exploring sounds and letters
• 5.2.3 – Exploring reading and writing
• 5.3.1 – Exploring mathematical concepts in everyday life
• 5.3.2 – Exploring counting and patterns
Created by Katie Matheson
 Early Years Learning Framework

Learning outcome 1 - Children have a strong sense of identity

1.1 Children feel safe, secure, and supported
This is evident when children:
1.1.1 build secure attachments with one and then more familiar educators.

1.1.2 use effective routines to help make predicted transitions smoothly.

1.1.3 sense and respond to a feeling of belonging.

1.1.4 communicate their needs for comfort and assistance.

1.1.5 establish and maintain respectful, trusting relationships with other children and educators.

1.1.6 openly express their feelings and ideas in their interactions with others.

1.1.7 respond to ideas and suggestions from others.

1.1.8 initiate interactions and conversations with trusted educators.

1.1.9 confidently explore and engage with social and physical environments through relationships and play.

1.1.10 initiate and join in play.

1.1.11 explore aspects of identity through role play.

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
This is evident when children:
1.2.1 demonstrate increasing awareness of the needs and rights of others.

1.2.2 be open to new challenges and discoveries.

1.2.3 increasingly co-operate and work collaboratively with others.

1.2.4 take considered risk in their decision-making and cope with the unexpected.

1.2.5 recognize their individual achievements and the achievements of others.

1.2.6 demonstrate an increasing capacity for self-regulation.

1.2.7 approach new safe situations with confidence.

1.2.8 begin to initiate negotiating and sharing behaviours.

1.2.9 persist when faced with challenges and when first attempts are not successful.

1.3 Children develop knowledge and confident self-identities

This is evident when children:

1.3.1 feel recognised and respected for who they are.

1.3.2 explore different identities and points of view in dramatic play.

1.3.3 share aspects of their culture with the other children and educators.

1.3.4 use their home language to construct meaning.

1.3.5 develop strong foundations in both the culture and language/s of their family and of the broader community
without compromising their cultural identities.

1.3.6 develop their social and cultural heritage through engagement with Elders and community members.

1.3.7 reach out and communicate for comfort, assistance and companionship.

1.3.8 celebrate and share their contributions and achievements with others.

Created by Katie Matheson

1.4 – Children interact in relation to others with care, empathy and respect
This is evident when children:

1.4.1 show interest in other children and being part of a group.

1.4.2 engage in and contribute to shared play experiences.

1.4.3 express a wide range of emotions, thoughts and views constructively.

1.4.4 empathise with and express concern for others.

1.4.5 display awareness of and respect for others’ perspectives.

1.4.6 reflect on their actions and consider consequences for others.

Learning outcome 2 - Children are connected with and contribute to their

world
2.1 – Children develop a sense of belonging to groups and communities and an understanding of the reciprocal
rights and responsibilities necessary for active community participation
This is evident when children:

2.1.1 begin to recognize that they have a right to belong to many communities.

2.1.2 cooperate with others and negotiate roles and relationships in play episodes and group experiences.

2.1.3 take action to assist other children to participate in social groups.

2.1.4 broaden their understanding of the world in which they live.

2.1.5 express an opinion in matters that affect them.

2.1.6 build on their own social experiences to explore other ways of being.

2.1.7 participate in reciprocal relationships.

2.1.8 gradually learn to ‘read’ the behaviours of others and respond appropriately.

2.1.9 understand different ways of contributing through play and projects.

2.1.10 demonstrate a sense of belonging and comfort in their environments.

2.1.11 are playful and respond positively to others, reaching out for company and friendship.

2.1.12 contribute to fair decision-making about matters that affect them.

2.2 – Children respond to diversity with respect

This is evident when children:

2.2.1 begin to show concern for others.

2.2.2 explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for
choices and new understandings.
2.2.3 become aware of connections, similarities and differences between people.

2.2.4 listen to others’ ideas and respect different ways of being and doing.

2.2.5 practice inclusive ways of achieving coexistence.

2.2.6 notice and react in positive ways to similarities and differences among people.

Created by Katie Matheson

2.3 – Children become aware of fairness
This is evident when children:

2.3.1 discover and explore some connections amongst people.

2.3.2 become aware of ways in which people are included or excluded from physical and social environments.

2.3.3 develop the ability to recognize unfairness and bias and the capacity to act with compassion and kindness.

2.3.4 are empowered to make choices and problem solve to meet their needs in particular contexts.

2.3.5 begin to think critically about fair and unfair behaviour.

2.3.6 begin to understand and evaluate ways in which texts construct identities and create stereotypes.

2.4 – Children become socially responsible and show respect for the environment
This is evident when children:

2.4.1 use play to investigate, project and explore new ideas.

2.4.2 participate with others to solve problems and contribute to group outcomes.

2.4.3 demonstrate an increasing knowledge of and respect for natural and constructed environments.

2.4.4 explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence
between land, people, plants and animals.
2.4.5 show growing appreciation and care for natural and constructed environments.

2.4.6 explore relationships with other living and non-living things and observe, notice and respond to change.

2.4.7 develop an awareness of the impact of human activity on environments and the interdependence of living
things.

Learning outcome 3 - Children have a strong sense of wellbeing

3.1 – Children become strong in their social and emotional wellbeing
This is evident when children:

3.1.1 demonstrate trust and confidence.

3.1.2 remain accessible to others at times of distress, confusion and frustration.

3.1.3 share humour, happiness and satisfaction.

3.1.4 seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements
and those of others.
3.1.5 increasingly co-operate and work collaboratively with others.

3.1.6 enjoy moments of solitude.

3.1.7 recognise their individual achievement.

3.1.8 make choices, accept challenges, take considered risks, manage change and cope with frustrations and the
unexpected.
3.1.9 show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the
feelings and needs of others.
3.1.10 experience and share personal successes in learning and initiate opportunities for new learning in their home
languages or Standard Australian English.
3.1.11 acknowledge and accept affirmation.

3.1.12 assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of
others.
3.1.13 recognise the contributions they make to shared projects and experiences.

Created by Katie Matheson

3.2 – Children take increasing responsibility for their own health and physical wellbeing
This is evident when children:

3.2.1 recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity).

3.2.2 are happy, healthy, safe and connected to others.

3.2.3 engage in increasingly complex sensory motor skills and movement patterns.

3.2.4 combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity
including dance, creative movement and drama.
3.2.5 use their sensory capabilities and dispositions with increasing integration, skill and purpose to explore and
respond to their world.
3.2.6 demonstrate spatial awareness and orient themselves, moving around and through their environments
confidently and safely.
3.2.7 manipulate equipment and manage tools with increasing competence and skill respond through movement to
traditional and contemporary music, dance and storytelling.
3.2.8 show an increasing awareness of healthy lifestyles and good nutrition.

3.2.9 show increasing independence and competence in personal hygiene, care and safety for themselves and others.

3.2.10 show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing
of themselves and others.

Learning outcome 4 - Children are confident and involved learners

4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity
This is evident when children:

4.1.1 express wonder and interest in their environments.

4.1.2 are curious and enthusiastic participants in their learning.

4.1.3 use play to investigate, imagine and explore ideas.

4.1.4 follow and extend their own interests with enthusiasm, energy and concentration.

4.1.5 initiate and contribute to play experiences emerging from their own ideas.

4.1.6 participate in a variety of rich and meaningful inquiry-based experiences.

4.1.7 persevere and experience the satisfaction of achievement.

4.1.8 persist even when they find a task difficult.

4.2 – Children develop a range of skills and processes such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating
This is evident when children:

4.2.1 apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these
strategies to new situations.
4.2.2 create and use representation to organize, record and communicate mathematical ideas and concepts.

4.2.3 make predictions and generalizations about their daily activities, aspects of the natural world and environments,
using patterns they generate or identify and communicate these using mathematical language and symbols.
4.2.4 explore their environment.

4.2.5 manipulate objects and experiment with cause and effect, trial and error, and motion.

4.2.6 contribute constructively to mathematical discussions and arguments.

4.2.7 use reflective thinking to consider why things happen and what can be learnt from these experiences.

Created by Katie Matheson

4.3 – Children transfer and adapt what they have learned from one context to another
This is evident when children:

4.3.1 engage with and co-construct learning.

4.3.2 develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

4.3.3 make connections between experiences, concepts and processes.

4.3.4 use the processes of play, reflection and investigation to solve problems.

4.3.5 apply generalizations from one situation to another.

4.3.6 try out strategies that were effective to solve problems in one situation in a new context.

4.3.7 transfer knowledge from one setting to another.

4.4 – Children resource their own learning through connecting with people, place, technologies and natural and
processed materials
This is evident when children:

4.4.1 engage in learning relationships.

4.4.2 use their senses to explore natural and built environments.

4.4.3 experience the benefits and pleasures of shared learning exploration.

4.4.4 explore the purpose and function of a range of tools, media, sounds and graphics.

4.4.5 manipulate resources to investigate, take apart, assemble, invent and construct.

4.4.6 experiment with different technologies.

4.4.7 use information and communication technologies (ICT) to investigate and problem solve.

4.4.8 explore ideas and theories using imagination, creativity and play.

4.4.9 use feedback from themselves and others to revise and build on an idea.

Learning outcome 5 - Children are effective communicators

5.1 – Children interact verbally and non-verbally with others for a range of purposes
This is evident when children:

5.1.1 engage in enjoyable interactions using verbal and non-verbal language.

5.1.2 convey and construct messages with purpose and confidence, building on home/family and community
literacies.
5.1.3 respond verbally and non-verbally to what they see, hear, touch, feel and taste.

5.1.4 use language and representations from play, music and art to share and project meaning.

5.1.5 contribute their ideas and experiences in play, small and large group discussions.

5.1.6 attend and give cultural cues that they are listening to and understanding what is said to them.

5.1.7 are independent communicators who initiate Standard Australian English and home language conversations and
demonstrate the ability to meet the listeners’ needs.
5.1.8 interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new
understandings.
5.1.9 convey and construct messages with purpose and confidence, building on literacies of home/family and the
broader community.
5.1.10 exchange ideas, feelings and understandings using language and representations in play.

5.1.11 demonstrate an increasing understanding of measurement and number using vocabulary to describe size,
length, volume, capacity and names of numbers.

Created by Katie Matheson

5.1.12 express ideas and feelings and understand and respect the perspectives of others.

5.1.13 use language to communicate thinking about quantities to describe attributes of objects and collections, and to
explain mathematical Ideas.

5.2 – Children engage with a range of texts and gain meaning from these texts
This is evident when children:

5.2.1 listen and respond to sounds and patterns in speech, stories and rhymes in context.

5.2.2 view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments
and/or questions.
5.2.3 sing and chant rhymes, jingles and songs.

5.2.4 take on roles of literacy and numeracy users in their play.

5.2.5 begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-
sound relationships, concepts of print and the ways that texts are structured.
5.2.6 explore texts from a range of different perspectives and begin to analyse the meanings.

5.2.7 actively use, engage with and share the enjoyment of language and texts in a range of ways.

5.2.8 recognize and engage with written and oral culturally constructed texts.

5.3 – Children express ideas and make meaning using a range of media
This is evident when children:

5.3.1 use language and engage in play to imagine and create roles, scripts and ideas.

5.3.2 share the stories and symbols of their own culture and re-enact well-known stories.

5.3.3 use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to
express ideas and make meaning.
5.3.4 experiment with ways of expressing ideas and meaning using a range of media.

5.3.5 begin to use images and approximations of letters and words to convey meaning.

5.4 – Children begin to understand how symbols and pattern systems work
This is evident when children:

5.4.1 use symbols in play to represent and make meaning.

5.4.2 begin to make connections between and see patterns in their feelings, ideas, words and actions and those of
others.
5.4.3 notice and predict the patterns of regular routines and the passing of time.

5.4.4 develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and
concepts can be represented through them.
5.4.5 begin to be aware of the relationships between oral, written and visual representations.

5.4.6 begin to recognize patterns and relationships and the connections between them.

5.4.7 begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in
their social and natural worlds.
5.4.8 listen and respond to sounds and patterns in speech, stories and rhyme.

5.4.9 draw on memory of a sequence to complete a task.

5.4.10 draw on their experiences in constructing meaning using symbols.

Created by Katie Matheson

5.5 – Children use information and communication technologies to access information, investigate ideas and
represent their thinking
This is evident when children:

5.4.1 identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play.

5.4.2 use information and communication technologies to access images and information, explore diverse
perspectives and make sense of their world.
5.4.3 use information and communication technologies as tools for designing, drawing, editing, reflecting and
composing.
5.4.4 engage with technology for fun and to make meaning.

Created by Katie Matheson


Secure, respectful and
reciprocal relationships
Partnerships
High expectations and equity
Respect for diversity
Ongoing learning and
reflective practice
Holistic approaches
Responsiveness to children
Learning through play
Intentional teaching
Learning environments
Principles and Practices
Principles
Educators have an understanding and are aware of children’s thoughts and
feelings. Educators positively interact with each individual child in their learning
and support the development of a child’s sense of wellbeing.
Educators work in partnerships with families within the early childhood setting,
creating a warm and welcoming environment for all children and their families.
Educators collaborating with childcare professionals, parents, people within the
community to ensure learning experiences are meaningful for the children.
Educators believe that all children are able to succeed, regardless of cultural
diversity and abilities. Educators have high expectations for all children in their
achievement in learning and ensure that all children have opportunities to achieve
learning outcomes.
Educators respect, value and reflect the values and beliefs of families and show
consideration and respect of cultures, languages, histories, traditions, family
lifestyle practices of all families. Educators promote a greater understanding of
Aboriginal and Torres Strait Islanders.
Educators continually improve professional knowledge and learning practices and
value the local knowledge of families and the community. Educators engage in
ongoing learning of philosophy, ethics and practice and gather information that
supports children’s developmental learning.
Practices
Educators provide teaching and learning through recognition of the mind, body
and spirit. Educators paying attention to a child’s physical, personal, social &
emotional, cognitive and spiritual wellbeing aspects of learning. They foster and
enhance children’s understanding of the natural environment and the connections
between the people, plants, animals and the land.
Educators are aware and respond to each individual child’s strengths, abilities and
emerging interests. They also value and further develop children’s strengths,
interests, skills, abilities and knowledge to further extend their learning.
Educators provide an endless amount of opportunities for children to explore,
discover, create and imagine. Play extends children’s thinking and promotes a
hands on approach to learning. Educators create a learning environment which
encourages children to build on children’s learning in positive ways.
Educators teach in a way that is deliberate, purposeful and thoughtful, actively
promoting children’s learning through challenging experiences and interactions.
Educators use strategies to extend on children’s problem solving and thinking such
as demonstrating, explaining and questioning.
Educators respond to the interests and needs of the children. Both indoor/outdoor
environments are set up to offer children and families to contribute ideas,
questions, and interests and promote children’s understanding about their
responsibility to care for their environment. Educators provide a range of
opportunities for individual and shared experiences.
Created by Katie Matheson
Cultural competence Educators celebrate the benefits of diversity and have the ability to understand
and acknowledge differences. Educators effectively communicate and interact
with children, families and members of the community across cultures and gain
knowledge, understanding and a positive attitude towards cultural differences.

Continuity of learning and Educators build on each child’s past and present experiences enables them to feel
secure, confident and connected to people, events and situations that they are
transitions familiar with. Transitions between settings offer opportunities and challenges.
Educators assist children in understanding the traditions, routines and practices of
the settings to ease the transition process and to help deal with any changes that
may occur.

Assessment for learning Educators relate to the process of gathering and analysing information as evidence
about what children understand and their abilities. Educators implement an
ongoing cycle of planning, documenting and evaluating each child’s learning which
enables us to support and extend children’s learning. This includes a variety of
methods as all children demonstrate their learning in different ways.

Created by Katie Matheson

 National Quality Standards
Quality
Educational Program and Practice
Area 1
1.1 – Program
1.1.1 – Approved learning
framework
1.1.2 – Child Centred
1.1.3 – Program learning
opportunities
1.2 - Practice
1.2.1 – Intentional teaching
1.2.2 – Responsive teaching and
scaffolding
1.2.3 – Child directed learning
1.3 – Assessment and planning
1.3.1 – Assessment and planning
cycle
1.3.2 – Critical reflection
1.3.3 – Information for families
Quality Children’s Health and Safety
Area 2 2.1 – Health
2.1.1 – Wellbeing and comfort
2.1.2 – Health practices and
procedures
2.1.3 – Healthy lifestyle
2.2 – Safety
2.2.1 – Supervision
2.2.2 – Incident and emergency
management
2.2.3 – Child protection
The educational program enhances each child’s learning and
development
Curriculum decision-making contributes to each child’s learning and
development outcomes in relation to their identity, connection with
community, wellbeing, confidence as learners and effectiveness as
communicators.
Each child’s current knowledge, strengths, ideas, culture, abilities
and interests are the foundation of the program
All aspects of the program, including routines, are organised in ways
that maximise opportunities for each child’s learning.
Educators facilitate and extend each child’s learning and
development
Educators are deliberate, purposeful, and thoughtful in their
decisions and actions.
Educators respond to children's ideas and play and use intentional
teaching to scaffold and extend each child's learning.
Each child's agency is promoted, enabling them to make choices and
decisions that influence events and their world.
Educators and co-ordinations take a planned and reflective
approach to implementing the program for each child
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.
Critical reflection on children’s learning and development, both as
individuals and in groups, drives program planning and
implementation.
Families are informed about the program and their child's progress.
Each child’s health and physical activity is supported and promoted
Each child’s wellbeing and comfort is provided for, including
appropriate opportunities to meet each child’s need for sleep, rest
and relaxation.
Effective illness and injury management and hygiene practices are
promoted and implemented.
Healthy eating and physical activity are promoted and appropriate
for each child.
Each child is protected
At all times, reasonable precautions and adequate supervision
ensure children are protected from harm and hazard.
Plans to effectively manage incidents and emergencies are
developed in consultation with relevant authorities, practised and
implemented.
Management, educators and staff are aware of their roles and
responsibilities to identify and respond to every child at risk of
abuse or neglect.
Created by Katie Matheson
Quality
Physical Environment
Area 3
3.1 – Design
3.1.1 – Fit for purpose
3.1.2 – Upkeep
3.2 – Use
3.2.1 – Inclusive environment
3.2.2 – Resources support play-
based learning
3.2.3 – Environmentally
responsible
Quality
Staffing arrangements
Area 4
4.1 – Staffing arrangements
4.1.1 – Organisation of educators
4.1.2 – Continuity of staff
4.2 – Professionalism
4.2.1 – Professional collaboration
4.2.2 – Professional standards
Quality
Relationships with children
Area 5
5.1 – Relationships between
educators and children
5.1.1 – Positive educator to child
interactions
5.1.2 – Dignity and rights of the
child
5.2 – Relationships between
children
5.2.1 – Collaborative learning
5.2.2 – Self regulation
The design of the facilities is appropriate for the operation of a
service
Outdoor and indoor spaces, buildings, fixtures and fittings are
suitable for their purpose, including supporting the access of every
child.
Premises, furniture and equipment are safe, clean and well
maintained.
The service environment is inclusive, promotes competence and
supports exploration and play-based learning
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.
Resources, materials and equipment allow for multiple uses, are
sufficient in number, and enable every child to engage in play-based
learning.
The service cares for the environment and supports children to
become environmentally responsible.
Staffing arrangements enhance children’s learning and
development
The organisation of educators across the service supports children's
learning and development.
Every effort is made for children to experience continuity of
educators at the service.
Management, educators and staff are collaborative, respectful and
ethical
Management, educators and staff work with mutual respect and
collaboratively, and challenge and learn from each other,
recognising each other’s strengths and skills.
Professional standards guide practice, interactions and
relationships.
Respectful and equitable relationships are maintained with each
child
Responsive and meaningful interactions build trusting relationships
which engage and support each child to feel secure, confident and
included.
The dignity and rights of every child are maintained.
Each child is supported to build and maintain sensitive and
responsive relationships
Children are supported to collaborate, learn from and help each
other.
Each child is supported to regulate their own behaviour, respond
appropriately to the behaviour of others and communicate
effectively to resolve conflicts.
Created by Katie Matheson
Quality
Collaborative partnerships with families and communities
Area 6
6.1 – Supportive relationships
with families
6.1.1 – Engagement with the
service
6.1.2 – Parent views are respected
6.1.3 – Families are supported
6.2 – Collaborative partnerships
6.2.1 – Transitions
6.2.2 – Access and participation
6.2.3 – Community engagement
Quality
Governance and Leadership
Area 7
7.1 - Governance
7.1.1 – Service philosophy and
purpose
7.1.2 – Management systems
7.1.3 – Roles and responsibilities
7.2 – Leadership
7.2.1 – Continuous improvement
7.2.2 – Educational leadership
7.2.3 – Development of
professionals
Respectful relationships with families are developed and
maintained and families are supported in their parenting roles
Families are supported from enrolment to be involved in the service
and contribute to service decisions.
The expertise, culture, values and beliefs of families are respected,
and families share in decision-making about their child’s learning
and wellbeing.
Current information is available to families about the service and
relevant community services and resources to support parenting
and family wellbeing.
Collaborative partnerships enhance children’s inclusion, learning
and wellbeing
Continuity of learning and transitions for each child are supported
by sharing information and clarifying responsibilities.
Effective partnerships support children’s access, inclusion and
participation in the program.
The service builds relationships and engages with its local
community.
Governance supports the operation of a quality service
A statement of philosophy guides all aspects of the service’s
operations.
Systems are in place to manage risk and enable the effective
management and operation of a quality service.
Roles and responsibilities are clearly defined, and understood, and
support effective decision making and operation of the service.
Effective leadership builds and promotes a positive organisational
culture and professional learning community
There is an effective self-assessment and quality improvement
process in place.
The educational leader is supported and leads the development and
implementation of the educational program and assessment and
planning cycle.
Educators, co-ordinators and staff members’ performance is
regularly evaluated, and individual plans are in place to support
learning and development.
Created by Katie Matheson