QA1- Educational program and practice

1.1 Program The educational program enhances each child’s learning and development.

Working as a team and all educators collaborate on curriculum program ideas. As an

educator observing children and interacting with them able to plan the program where I
could support children’s development and enhance their learning. Families input and
feedback is important to work together towards positive outcomes and know individual
child. Also calendar events (cultural celebrations, awareness days and important days)
help to plan the program, and looking into developmental milestones to know work on
goals.
To document individual child’s voice doing morning and afternoon group time – asking
interest and what to do next.

1.1.1 Approved learning framework 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.

Educators have a strong knowledge and understanding of the Early Years Learning framework- getting
familiar with new version 2022. Using 5 learning outcomes to support each child learning.

Discussing ways how to improve the community connections and Indigenous perspectives in everyday
practices.

Developmental areas are assessed and documented through filling out individual child’s developmental
milestones- focusing on their abilities and working areas.

1.1.2 Child-centred Each child’s current knowledge, strengths, ideas, culture, abilities
and interests are the foundation of the program.

Floor book design- to capture

children’s learning and voices.
Children showed interest for crickets
which they found outside- then
educators set up the cricket learning
activity starting with the book –“Do
you know about insects” and then
reflecting their learning. Children’s
knowledge is captured and ready to
extend their ongoing interest more
about insects.

As an educator reflecting, working

collaboratively with other plan
curriculum.

Program is designed adding children’s interest and individual goals.

 1.1.3 Program learning opportunities All aspects
of the program, including routines, are organised in
ways that maximise opportunities for each child’s.

School readiness program- individual books to work on

their goals and to know their progress and where need
to work more.
Transition from the toddler room- having transition
forms ready to support child with smooth transitions.
For parents making the progress available via Educa
platform or verbally.

1.2 Practice Educators facilitate and extend each child’s learning and development.

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

Waratah’s preschool room- School readiness.

Educators have designed the notice board for parents and other
co-workes do know what is happening (goals, learning , focus
areas). Currently preschool are doing letter of the week.
(phonics, Auslan letters) This is all intentionally set up to
support children to get ready for big school.
 Have set goals for children- spreadsheet.

1.2.2 Responsive teaching and Scaffolding Educators respond to children’s ideas and play and
extend children’s learning through open-ended questions, interactions and feedback.

Provide opportunities for children to make own choices to engage with- learning through play. As
and educators extending their interest with different learning possibilities.
Scaffolding- supporting child to do the task and challenge their abilities. Preschoolers
enjoying building with magnets- but most of them stacking them up, as and educator
challenge them to build something- giving some ideas such as plane, rocket, cars , now
children had to problem solve and critically think how to do it.
STEAM activities

Children choice of outdoor set up- before going outside.

1.2.3 Child directed learning Each child's agency is promoted, enabling them to make choices and
decisions that influence events and their world.
Preschool room promoting independence- to set up their environment- using children voices
which activities to get out.
Having small and large group activities.
Engaging with children to gain their interest and current understanding of play. Agency is
supported when letting them make choices and be independent.

1.3 Assessment and planning Educators and co-ordinators take a planned and reflective
approach to implementing the program for each child.
Daybooks at Educa platform -daily.

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.
Single and group observations- decided with educational leader.
Every day daybook for families – communicating with educators who is doing that day, as
we work as a team and take turns.
Developmental summaries filled out.

1.3.2 Critical reflection Critical reflection on children’s learning and development, both as individuals
and in groups, drives program planning and implementation.
 End of the program – weekly critical reflection.
Staff meetings- end of the meeting reflection to team bonding group.
Strong relationships with families to gain understanding of each child knowledge,
strengths, culture, interest and learning goals.
Working with outside agency to support diverse needs of children- preschool room key
worker.

1.3.3 Information for families are informed about the program and their child's progress.
Displayed on the wall and posted to Educa.
Verbal discussions about school readiness, which school they are going, some children had
test, what school expect how we can work together towards these goals.