Working in Early Childhood - Learner Guide - High Res V1.0 (ID 186109)

Learner Guide
CHC30121
Certificate III
in Early Childhood
Education and Care
Working
in Early
Childhood
CHCECE055
Meet legal and ethical obligations
in children’s education and care
CHCECE056
Work effectively in children’s
education and care
R
Edition 1 first published 2020 by Eduworks Resources
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2 Working in Early Childhood

About this Learner Guide
About this
Learner Guide
This Learner Guide covers the following units of competency:
CHCECE055 Meet legal and ethical obligations in children’s education and care
CHCECE056 Work effectively in children’s education and care
Working in Early Childhood 1

Simulation
by Eduworks Resources
Early Learning
Centre
Introducing Little.ly! How to access Little.ly

Little.ly is a simulated Early Learning Centre simulated policies
developed by Eduworks Resources to support and procedures
you to become workplace ready.
There are a range of policies, procedures, forms and
Little.ly has its own website with a complete set of templates available within the educator hub which will
policies, procedures, forms and templates, which help to provide context to your learning and assessment
through a login provided by your RTO, you can throughout your studies. These can be accessed in the
access at any time throughout your study to little.ly educator hub via a login provided by your RTO.
support your learning and assessment.
To access the little.ly website, please go to
You may find that little.ly is referred to in this www.littlely.eduworks.com.au. There is a range
Learner Guide for examples and case studies of information about the centre available in the main
from time to time. menu navigation, which you can access without a login.
In the educator hub (accessed with a login provided by
Who is Little.ly? your RTO), you will find all of the policies, procedures,
forms, templates and sample documentation.
Little.ly is a warm homely space immersed in an
atmosphere of joy, laughter and wellbeing. A place
that values the comfort of our families and promotes
our children’s voices. The early years provide us
the privilege of working alongside children as they
develop life skills and explore the world in a mindful
way. We take pride in our natural organic based
learning environments and extend our commitment
with a pledge to preserve the environment.
We recognise the need to educate and include
children in our sustainable practices to protect our
environment today and the for the children’s future.
www.littlely.eduworks.com.au

www.littlely.eduworks.com.au
Our Leaders
Sam Wells Christian Wells Hayley Schramm Cherrie Harbour

Owner Owner Director Assistant Director
Sharon Wallace Lily Coats Declan Callaghan Cheryle Matterson Tristan Bissett
Lead Educator Lead Educator Lead Educator Lead Educator Kindergarten Teacher
To view all staff and find out more about each staff member head to our website.
Our Rooms
Scarlett Oak Room Willow Oak Room Bur Oak Room Chestnut Oak Room Valley Oak Room
6 weeks – 12 months 1– 2 years 2– 3 years 3– 4 years 4– 5 years

Using this Learner Guide
Using this Learner Guide

Look for the following throughout this Learner Guide
Icons and Information Boxes

Activity 1A
You will find the following icons and call out boxes
throughout this Learner Guide.
Learning Activities
A range of different learning activities are provided THINK
throughout this Learner Guide. You may be required Encouraging you to think about a topic
to conduct your own research, interpret information, or idea further.
practice something in your own time or reflect on
your own experiences and opinions on a topic. CASE STUDY
You may be asked to provide other students with A scenario that puts the content into its
feedback. It is suggested that you take time to write practical application and a real life situation.
down your responses to the learning activities. The situation doesn't necessarily have to be
based on a real example, but the case study
Chapter 1 will help you bring life to the content.
Review
Questions EXAMPLE
An example that helps you put the content
At the end of each chapter you will find a series
into context.
of review questions which will help to assess your
knowledge of the content from that chapter before NOTE
you move onto the next. A tip or useful information that may be
particularly important to remember.
QR Codes
https://scnv.io/65488
WEBSITE
A link to a website that provides additional
QR codes and Watch boxes are used throughout useful information.
to aid in your streamlined use of this Learner Guide.
To use the QR codes, download a QR reader on your
WATCH
A link to a video to watch online with
smart device from the app store on your device.
the duration eg https://scnv.io/abcde
Simply scan the QR code by using the camera 3:50
on your device. The media will be shown on your
device. If it is a Watch box it will be a video on KEY POINTS
YouTube. Other media may include a website, Key points to remember.
or PDF or so on.
"Learn More" appears throughout, to READ
provide additional information on a topic. Additional reading such as a link to a PDF or
relevant website, research article, legislation.
LEARN MORE RESOURCE

A useful resource that you may wish to
Example of the title for the link or save for your future reference such as a
article to read for more information: template or guide.
https://www.xyz.com.au

Contents
Contents
1. Unpacking the National

Quality Framework 6
1.1 National Quality Framework 8
1.2 National Quality Standard 12
1.3 Legal and Regulatory Requirements 13
1.4 Educator to Child Ratios and Qualifications 16
1.5 Assessment and Rating Process 17
1.6 Learning Frameworks Within the
National Quality Framework 20
Chapter 1 Review Questions 23
2. Being an Educator 24
2.1 Roles the Early Childhood Education sector 25
2.2 Educator Rights and Responsibilities 29
2.3 Following Policies and Procedures 32
2.4 Workplace Tasks 35
3. Ethics in the Early Childhood

Education Sector 40
3.1 What is Ethics? 41
3.2 UN Convention on the Rights of the Child 47
4. Working in a Team Environment 50

4.1 Team Culture 51
4.2 Communication is Key! 54
4.3 Being a Professional 59
Bibliography 62

1. Unpacking the National Quality Framework
Chapter 1
Unpacking the National
Quality Framework
In this chapter we look at the legal requirements of working in the Early

Childhood Education and Care service. Covering regulations ,approved
learning frameworks and services policies and procedures. Highlighting
the key roles and responsibilities of Early Childhood Educators.
By the end of this chapter,

you will understand:
3 The National Quality Framework, the Assessment
and Rating process and who is responsible
3 How to engage with the Law and Regulations

associated with Early childhood education and care
3 The roles and responsibilities within the NQF
3 The National Quality Standard (NQS)
3 The Learning Frameworks (Frameworks) and their

application within the NQF
3 Quality Improvement Plans (QIP) and the educator’s

role in engaging with the QIP
3 Recognised health authorities and how they

connect to the NQF

The National Quality Framework governs how we operate education and care
settings, and ethical and legal considerations when working in the sector
About This Cluster

This unit will support you to understand more about working in Early Childhood Education and Care and the
frameworks and documents that guide educator’s practice. You will learn about the National Quality Framework
that governs how we operate education and care settings, and ethical and legal considerations when working in the
sector. This Learner Guide will also explore how you can work as an educator within the team.
Early childhood education and care is a heavily regulated sector. There are many operating requirements under the
governance of the sector including roles and responsibilities.
This chapter will explore the early childhood regulatory framework, the National Quality Framework (NQF), and the
interrelationships between the components of the Framework.
As we move through this chapter, you will require the following understanding of the language used in the National
Quality Framework:
Element of the National Acronym or

Quality Framework Shortened Name
National Quality Framework NQF
National Quality Standard NQS
Quality Improvement Plan QIP
Learning Framework Framework
Assessment & Rating Process A&R
Early Childhood Education

ECEC
& Care Sector
Family Day Care FDC
Outside School Hours Care OSHC
Vacation Care VAC Care
Long Day Care / Centre Based Care

LDC / CB
& Education
Australian Children’s Education &

ACECQA
Care Quality Authority

1.1 National Quality Framework

The National Quality Framework is the overarching banner that guides the ECEC sector.
The Australian Children’s Education and Care Quality Authority (ACECQA) is the governing body that works
closely with State and Territory governments to ensure services adhere to the National Quality Framework.
The following diagram displays several components within the National Quality Framework:
NQF
Law
Authorised officers may ask Regulations

to observe practice, review
documentation or discuss NQS
complaints or incidents
Learning
with managers or staff. Frameworks
Guidelines

Service Types Governed by the National Quality Framework

The National Quality Framework relates to the following education and care service types:
3 Long day care 3 Preschools and kindergartens
3 Outside school hours care 3 Family day care
Service Type Characteristics of This Service Type
Long day care (LDC) • Typically open for up to 12 hours per day
or centre-based care • Often offer care and education to children from 6 weeks through to 6 years
• Often has several classrooms divided into age ranges
• May also combine the provision of OSHC
• Can be privately owned and operated, community-based or part of a large organisation
Outside school • Can be located on the premises of a school

hours care • Can be located on the premises of a LDC facility
• Often include vacation care for children during school holidays
• Offers education and care to children of school age
• Session can be before school care, after school care and vacation care
Preschools or • Depending on the service, often offer sessional care for example from
Kindergartens 9:00-12:00 or full days, from 9:00-3:00
• Children may also attend LDC on the same day depending on time frames of sessions
• Can be privately or community-owned and operated
• Often these service types offer care and education to children from the age of 2 or 3
Family Day Care • Usually, part of a Family Day Care scheme that is responsible for a group
of Family Day Care educators who operate from their own homes
• Family Day Care have amendments in the regulations and standards to
support their application of the NQF
• Family Day Care educators typically work alone with smaller groups of children
Activity 1A
Snapshots of Quality
To further understand different service types governed by ACECQA, visit their website and
review the latest snapshot report. Review the ‘state of the sector’ section and list THREE things
you learned from this report. You can access the site through here: https://scnv.io/RGVf

Watch Case study

Refer to ACECQA
On Tuesday morning at 8:00 a.m.,
website for further
the doorbell of the service rang and
information:
Sharon the Educational Leader and
https://scnv.io/4Uod
Lead Educator of the nursery went to answer the
door. There was a lady standing there with a lanyard
around her neck. She shows her ID and introduces
National Quality Framework Governance herself as the Authorised Officer performing a
Each State and Territory have a Regulatory body follow-up visit from an incident last week.
responsible for administering the National Quality Sharon knows that the service owners and Director
Framework and monitoring service quality. Their role are yet to start and will not arrive until 9:00 a.m.
includes: Sharon explains that the leadership team are not in
• Conducting the Assessment and Rating process the service and asks if she can reschedule, however
• Managing investigations into breaches or incidents the Authorised Officer says that she is going to
and complaints continue the visit.
• Funding services that support quality Sharon asks her to sign in and shows her that she is
• Providing advice to services where necessary. the current responsible person. She asks what the
Authorised Officer would like to see and then shows
When a service receives a spot check or assessment
her around the centre. Sharon takes the Authorised
visit, the Authorised Officer will be from their State
Officer to the Toddler room and introduces her to
or Territory Regulatory Authority and must show
the team, explaining that she will be observing for a
identification upon entry into the service.
while.
Visits from Assessors can include Assessment visits or
Sharon calls the Director to inform her the
Spot Checks. Authorised officers may ask to observe
Authorised Officer is in the service.
practice, review documentation or discuss complaints
or incidents with managers or staff. The Authorised Officer observes practice in the
Toddler room for 20 minutes and then speaks with
Because it is the responsibility of the Regulatory
the managers when they arrive.
Authority to investigate incidents and complaints,
there may be ongoing engagement with the service
to determine an outcome to an investigation.
Note
An Authorised Officer has
a legal right to enter into a
service at any time.

Activity 1B
Regulatory Authorities
Research the Regulatory Authority (RA) for each State
and Territory and fill out the table below:
State or Regulatory
Territory Authority
NSW
QLD
SA
NT
ACT
TAS
Think
WA Did you know that the
recommended nappy change
VIC procedure has 13 steps?
Associated Guidelines – What Guides our Practice?

There are many associated guidelines and documents that support services to adhere to the National Quality
Framework. When making decisions about practices, including developing policies, a service must ensure that they
follow recognised health authority recommendations and adhere to other guidelines and standards within the sector.
Example
Activity 1C The current edition of the
“Staying Healthy in Childcare”
Researching What Guides by the Australian Government
Practice in ECEC assesses infection prevention
Research THREE guidelines, recognised health and control principals in care activities,
authorities or documents associated with the focusing on a risk-management
National Quality Framework that guides approach. This can be accessed here:
practice in the ECEC sector. https://scnv.io/FaVH

1.2 National Quality Standard

The National Quality Standard includes seven (7) Quality Areas to support services to embed quality practices
into their service to enhance outcomes for children.
Each Quality Area has an associated colour to support visual engagement with the Standard.
Within each Quality Area are Standards and Elements that dive deeper into educators, operators, and the
service requirements.
National Quality Standard

Quality Area 1 Educational Program and Practice
Quality Area 2 Children’s Health and Safety
Quality Area 3 Physical Environment
Quality Area 4 Staffing Arrangements
Quality Area 5 Relationships with Children
Quality Area 6 Collaborative Partnerships With Families & Communities
Quality Area 7 Governance and Leadership
Think LEARN MORE

There are 15 standards in the NQS.
There are 30 elements within the NQS. Access the following link
to download a copy of the guide
to the NQF written by ACECQA:
https://scnv.io/Pk96
Read the following article titled

Activity 1D “National Quality Standard” by
ACECQA for more information
Assessing the National Quality on the NQS:
Standard https://scnv.io/2Qoh
Access the link below and identify

all 15 standards within the NQS:
https://scnv.io/UrzS

1.3 Legal and Regulatory Requirements

As depicted in the first image of the NQF, some laws and regulations mandate practices to ensure quality of services.
Where laws or regulations are in breach, a service must rectify the issue as soon as possible, or they might be subject
to litigation including modifications to their service approval or monetary fines. As with any law or regulation, there are
systems in place to monitor adherence to the requirements.
The applied law system was designed to ensure that children had the best opportunity for education and care, and to
ensure that service quality was consistent.
When the National Quality Framework was introduced, some states and territories opted to create their own law or
regulations and ACECQA recognises those as the appropriate Law and Regulation in that jurisdiction.
The following are the current laws The following regulations are
and regulations in Australia: applicable in Australia:
State or Territory Applicable Legislation State or Territory Applicable Regulations

NSW NSW
QLD QLD
SA SA
Education and Care Services Education and Care Services
NT National Law Act 2010 NT National Regulations 2011
ACT ACT
TAS TAS
VIC VIC
Education and Care Services Western Australian Education & Care
WA National Law (WA) Act 2012 WA Services National Regulations 2012
Engaging With the Documents

As with any Legislation or Regulation, the terminology is
Note
written in legal jargon and format and can be challenging When engaging with the legal
documents, bring them up on your
to navigate. One way to engage with the documents
computer then press (control) Ctrl +
is to have a purpose when engaging with them, for
F (find). A find box will present itself
example, looking for a particular topic or guideline.
and you can type a word or a phrase into the find
A great way to engage with the law and regulations is to box and then it will bring up any instances of that
refer to the ‘Guide to the NQF’. This document collates word being used in the document.
all components of the National Quality Framework
including the National Standards, law and regulations.
Once you find what you are looking for in the Guide to Key Points
the NQF, you can explore the law and regulations
WA is the only State with a different
more effectively. legislation. All other states have
When reading the documents, you will find that the their application Act that can be
Law is quite broad, the regulations are more specific, accessed on the ACECQA website or on the
and the standards are even more detailed about how Regulatory Authority websites.
to apply this practice in an ECEC setting.

Activity 1E
Navigating the Documents and Identifying how They Connect
Access the link below and open the Education and Care Services National Law Act 2010 either in
PDF or word format. Press Ctrl + F and type in Nominated Supervisor.
Summarise what the Law states about the Nominated Supervisor role.
https://scnv.io/AEsv
Complete the same task using the Education and Care Services National
Regulations (2011): https://scnv.io/4lgH
Complete the same task using the Guide the NQF:

https://scnv.io/mk2b
Approved Nominated Person in Educational

Provider Supervisor day-to-day Leader
charge
Roles and Responsibilities Within the Framework

Within the Framework, there are key roles that organisations operating ECEC services must have to meet the
requirements of the associated legislation. The roles required under the NQF include:
The Approved Provider – is responsible for the The Nominated Supervisor is responsible for ensuring
operations of the service and ensuring that all laws, that, at all times, there is a person responsible for
regulations and standards are being met. The Approved day-to-day charge of the service (where they are not
Provider is responsible for the financial interactions with available). For example, they would appoint responsible
the Australian Government along with the families. staff in the service who are qualified to make decisions,
act in an emergency, and ensure compliance with Laws,
The Approved Provider is responsible for appointing or
Regulations and Standards.
undertaking the following key roles:
Nominated Supervisor – often this person or people
are known as the Director or Centre Manager of the LEARN MORE
service. They are responsible for operating the service
on the premises. This person is responsible for all Read more about the responsibilities of the
laws, regulations and standards and for managing the Nominated Supervisor in the
service. For example, they are responsible for rosters following information sheet
and ensuring child ratios are maintained, hiring team provided by ACECQA:
members, engaging with families, creating a QIP and https://scnv.io/tPaQ
ensuring the safety and education of children.

Think
Did you know that a Nominated Activity 1F
Supervisor can be responsible for
paying a monetary fine if they are
found to breach the requirements
Educational Leadership
of the laws associated with operating a service? Research what is required of the Educational
Leader in the Guide to the NQF.
• Identify the Standard in the NQS that relates to
Person in day-to-day charge of the service – at all Educational Leadership.
times services must document who is responsible for • Explain in your own words what the Educational
the service as the responsible person. For example, Leader’s role is in ECEC.
the person responsible is typically the Director or
Nominated Supervisor, however if they are not on the
premises or are absent, they would document who
the responsible and suitable person is in charge of
the service. Some services have a sign-in sheet for
documenting the responsible person, other services
use a sign which is changed throughout the day as the
responsible person changes.
Educational Leader – this person is appointed usually
by the Nominated Supervisor and works together
with the service leader to ensure the educational
outcomes for the children are met. The Educational
Leader might also be the Director, a teacher or a team
leader in a room, or in some cases, they may hold the
role and not be directly responsible for children in the
classroom. The role of Educational Leader is extremely
important within the National Quality Framework and
sits in the Quality Area 7 – Governance and leadership
section. The Educational Leader is responsible for
guiding practice, programs and the documentation
of children’s learning. This includes mentoring and
coaching staff, providing support with children facing
challenges and engaging new staff in the planning
approach of the service.
Watch
Watch this YouTube video by ACECQA
titled “Perspectives of educational
leadership” about Educational
Leadership:
https://scnv.io/KuSY
30:12

1.4 Educator to Child Ratios and Qualifications

When the National Quality Framework was introduced, the Educator to child ratios were also determined and
communicated to services. Educator to child ratios means the number of children each adult in the learning space
can be responsible for. There are a number of factors that services need to consider as part of the ‘ratios’ in a room.
These considerations include:
• Staff qualifications including access to an Early

Childhood Teacher
• Number of children in the service
• Number of staff to ensure 50 percent are qualified
• Age range of children
• The State or Territory in which the services operates
• If there are children in the same group of
different ages
Some States and Territories have different Educator to
child ratio requirements. Ratios are documented and educator : to child
represented like this:
Where you see the number 1:4 it represents 1 educator
to 4 children.
Key Points
Case study
50 percent of educators working in
a centre-based service must hold a Little.ly is a service in
Diploma level qualification. Victoria.
On Monday, there are 10 babies
under two years in the Willow Oak room, 10
children in the Bur Oak room (2-3 year old room)
LEARN MORE and 27 in the Valley Oak Kinder room (4-5 year
old children).
Read the following article by ACECQA titled
The Director needs to work out how many staff
“Qualifications for centre-based services with
to roster on for the day. She will need to arrange
children preschool age or under” for more
three staff for the Willow Oak room, three staff
information on qualifications in ECEC:
in the Bur Oak room and three staff in the Valley
https://scnv.io/IalN Oak room.
She has nine staff across the rooms for the day,
Read Chapter 4 (Operational and will need two people to cover lunch breaks
Requirements) of the guide to the NQF and programming time. That means that of the
by ACECQA for more information on 11 staff at least 50 percent need to be Diploma
mixed age ratios: level qualified, or actively working towards this
https://scnv.io/T5IC qualification. So, she will arrange for six staff
who are qualified to be working on the day. She
requires at least one Early Childhood Teacher
who is rostered in the Valley Oak room.

Activity 1G
Research
Research the Educator to child ratios in your state/territory and document the answers in the table below.
State or Territory
Number of educators to children
Age Group (use the model of 1:4 – which
represents 1 educator to 4 children)
Birth to 24 months
24-36 months
36 months up to school age
1.5 Assessment and Rating Process

The Assessment process is the process where the State
or Territory Regulatory Authority assesses a service against Watch
the National Quality Standards and provides a rating to the Watch this YouTube video by
service. After this process, the service must then display ECA learning Hub titled “The
this rating in their service. The process includes a number quality improvement process”
of steps: to learn more about the Quality
Improvement Planning and
Quality Improvement and Self-Assessment Assessment process:
All services must have their own Quality Improvement https://scnv.io/U94b 18:42
Plan and go through an ongoing process of self-assessing
their service against the National Quality Standards. This
can include a range of activities such as critical reflection,
LEARN MORE
discussions, staff meetings and gathering feedback from
families and children. Services record their thinking in their
Access the following template and read the information
Quality Improvement Plan, develop goals to achieve and
sheet by ACECQA providing more information on the
record their progress and any exceeding themes.
various components of the Assessment
Assessment Visit by Authorised Officer and Rating report:
A service will be notified that they are going through the https://scnv.io/YEK0
assessment process and will be asked to send their QIP
to the Authorised Officer by a specified date. Following the
and
receipt of this, an Authorised Officer contacts the service to
https://scnv.io/S8mT
discuss the service visit and will inform them of the date[s]
of the visit and who will be attending.
Access the following link to download
The service can prepare for the visit by engaging in critical
the Optional Quality Improvement Plan
reflection and improving practices, however the day is
template by ACECQA:
designed to be an example of how the service operates
on a day-to-day basis. https://scnv.io/XaMV

observe discuss sight
Case study
On the visit date, the Authorised Officers visiting the service seek to determine a service rating based
on what they observe, discuss and sight. Below is a list of things an Authorised Officer might be
reviewing in a service during a visit. They may ask staff or management questions, observe in the
rooms, and review documentation or evidence of the service meeting or exceeding the National Quality Standards.
Exceeding the Meeting the Working Towards Significant

National Quality National Quality National Quality Improvement
Standard Standard Standard Required
What might they observe?
Interactions between children and educators    
Interactions between educators and families    
Interactions between children    
Children engagement levels    
The learning environment    
The curriculum being implemented    
Opportunities for learning    
Routine and care practices    
Health and safety practices    
What might they discuss?
How educators respond in an emergency    
Educator duty of care responsibilities    
Child protection responsibilities    
Relationships and partnerships with families    
How educators and the service    
work with the community
Practices they have not seen before    
Critical reflection and how this informs practice    
What might they sight?
Health and safety checklist    
Educational program documents    
Operational paperwork    
Enrolment forms    
Staff qualifications    
Risk assessments    
Critical reflections    

National Quality Standard Ratings
In addition to QA, all services MUST meet the regulations that protect the welfare of children.
The overall NQS Rating for a service is calculated from its results in the seven quality areas (QAs).
Seven Quality Areas

QA1: Educational Program and Practice EXCELLENT
QA2: Children’s Health and Safety The highest possible NQS
QA3: Physical Environment rating given.
QA4: Staﬃng Arrangements This rating can only be
Exceeding
QA5: Relationships with Children awarded by ACECQA.
The NQS rating given if four
QA6: Collaborative Partnerships with Providers that have rated
or more quality areas are
Families and Communities Meeting Exceeding NQS can choose
rated Exceeding, including
QA7: Governance to apply for this rating.
The NQS rating given if all two of the key quality areas
and Leadership quality areas are rated at - QA1, QA5, QA6, QA7
Working Towards
this level, or higher What does it mean?
The NQS rating given if
one or more QAs are What does it mean? • four or more QA's rated
rated at this level • a mix of quality areas at Exceeding (must
rated: include two of the key
What does it mean? • at Meeting and areas listed above)
• a mix of quality areas OR
Exceeding,
Significant Improvement were rated:
OR • all seven QA's
en QA
A's rated
ated at
Required • at the Meeting and
• all seven quality Exceeding
Exceeding level AND
The NQS rating given • at least one QA at areass rat
rated
ted Meeting
eeting
ng
g
when a service fails to meet Working Towards level
gs.
ee ratin
requirements in a way that OR
poses unacceptable risk • All seven QAs rated at dle thr
se mid
to the safety, health and Working Towards
ive one of the
wellbeing
ng of the
t children.
chi
rece
rvices
Most se
In order to achieve Exceeding the NQS rating,

services must have demonstrated how they meet
the exceeding themes of:
• Theme 1 – Embedded in service operations
• Theme 2 – Informed by critical reflection
• Theme 3 – Shaped by meaningful engagement
with families and/or the community
Activity 1H
NQS Ratings
Watch the video by ACECQA titled “Topic 5: What
do the ratings for services mean?” and explain
in your own words the value of
receiving an exceeding rating.
https://scnv.io/2vqP 4.25

1.6 Learning Frameworks Within the National Quality Framework

Learning Frameworks
In Australia, under the National Quality Framework, there are Learning Frameworks that support educators to provide
the best education to children through an educational program. The Learning Frameworks align closely with the National
Quality Standard, and services must use the Learning Frameworks in order to meet the National Quality Standard.
The current approved Learning Frameworks

include: The Early Years Learning Framework has
• Belonging, Being and Becoming: The Early
five Learning Outcomes for educators to
Years Learning Framework for Australia (EYLF)
support children to develop. These are:
• My Time, Our Place: Framework for School 3 Outcome 1:
Age Care in Australia Children have a strong sense of identity
• Victorian Early Years Learning and Development
Framework (for services in Victoria only) 3 Outcome 2:
Children are connected with and contribute to
Educators can design their own programming their world
templates, approaches and styles as long as they
use the Frameworks to guide their practice and 3 Outcome 3:
documentation. Children have a strong sense of wellbeing
The Early Years Learning Framework includes
3 Outcome 4:
guidance to educational practice, children’s
wellbeing, Educational Principles and Learning Children are confident and involved learners
outcomes for children.
3 Outcome 5:
Children are effective communicators
Reflective Practice or Critical Reflection
As part of their engagement with and implementing
the Learning Framework, educators must engage
in critical reflection through reflective practices. LEARN MORE
Educators are guided to question their practices,
approaches and learning opportunities for children
Access and download the Learning
to continue to develop as professionals. Reflection
Framework provided by ACECQA here:
is key to the effective implementation of a quality
https://scnv.io/Ptjn
curriculum and supports educational teams to
learn together.
Reflective practices can include discussions
during staff meetings, written reflections,
program reflections and dialogue as part of the
self-assessment process. There are so many
opportunities on a daily basis for educators to
reflect together and consider new perspectives,
ideas and solutions to problems.

Case study
On Monday, there are 10 babies under two years in the Willow Oak room, 10 children in the In
the toddler room, the educators have noticed that a group of children have been experiencing
conflict over toys in the mornings around 10:00 a.m. This has been causing some concerns
for the educators who have found that they are more focused on managing the conflict than engaging in
learning with children.
The team decided to write up a question on their board for the following week to guide their critical
reflection process. The question they decided to ask was: What is happening leading up to the time when
the conflict arises and what changes can we make that will reduce conflict and engage children in learning?
During the week, they began observing and noted on their critical reflection sheet that it was happening
around 10:00 a.m. right before they begin packing away to head outside. Until now they have not been
outside and their routine includes outdoor play from 10:30 a.m.
They also noted that all children had arrived prior to 8:30 a.m. and they have all been together since that
time.
On Tuesday, they tried something different, they tried heading outside earlier. This did make a difference and
the conflict did not arise.
The next day, however, they spent the whole morning outside and children were beginning to show cues
that they were tired and did not want to be outside by 10:00 a.m.
The team leader did some research and shared on their Teams App the article that talks about indoor and
outdoor play.
They discussed this at length and one educator said she had done that at a previous service, and it has
worked really well. She shared her knowledge about how it works.
They tried the approach of having indoor and outdoor play with the doors open and children having a sense
of agency to choose where they played. This was a success and they decided to continue this practice.
Watch
Watch a YouTube video by U of G
Library titled “What is a Critical
Reflection Introducing the “What,
So What, Now What” Model”
https://scnv.io/VclL 2:44
Watch the following video by

ACECQA titled “Critical reflection
in practice”
https://scnv.io/pI3z 4:05


Chapter 1
Review
Questions
Use the following questions to check your knowledge.
Q1. Explain what the service ratings are under the National Quality Standard.
Q2. List the NQS Quality Areas.
Q3. Explain what the exceeding themes are.
Q4. Discuss what the Learning Frameworks are and how they connect to the NQF.
Q5. Describe critical reflection.

2. Being an Educator
Chapter 2
Being an Educator
In this chapter, we will explore the role and responsibilities that

come with being an educator. We will also explore more broadly
what influences the work practices and choices we make as
educators such as philosophy, research and theories because
these also play a role in how we engage with the role.

3 Areas of work and work activities in Early
Childhood Education and Care (ECEC)
3 Rights and responsibilities of the role
3 The sources of information that influence

and guide the role
3 How the philosophy, research and theories

influence practice

The role of an Educator is complex and involves many areas of work and role
responsibilities. In order to support educators to perform their roles, there are
many support systems in place, including organisation policies and procedures,
professional agencies, and legislation and standards that guide practice.
2.1 Roles the Early Childhood Education sector

The role of an educator includes a diverse range of tasks, responsibilities and workplace activities. In order for educators
to be competent in their roles, they need to consider all aspects of the service, their role and the role of their colleagues.
Many services have an organisational hierarchy similar to the example below. Depending on the size of the service
(number of rooms and number of children) and the size of the organisation, there may also be additional roles such as
Area Manager, CEO, Management Committee and many more roles that make up the operational hierarchy of a service.
The hierarchy below is an example:
Owner/Operator/
Centre Director
Cook/Admin/
Assistant Director/
Educational Leader
Team Leader Team Leader Team Leader

Room 1 Room 2 Room 3
Educators in Educators in Educators in

the room the room the room

Each team member has very specific roles and responsibilities and is required to ensure their job tasks and workplace
activities are completed in the time frames required and ensuring they are adhering to any guidelines, standards, and
legislation. Similar to other organisations, you are responsible for performing in a professional manner in line with your
Position Description and requirements of the role as an educator.
The complexity of the role of an educator can change from day-to-day depending on a range of factors such as:
• New laws, regulations or standards
• New guidelines from Recognised Health Authorities
• New children in the room who have specific needs
• Changes in educators
• Promotions such as becoming the team leader
• Family requests
• Age group of children (for example, nappy changing might not be required in the room with older children)
Below is an example image demonstrating the complexity of the role and some of the facets of the role of an educator:
Medical
Safe conditions
environments Sleep needs
and nutrition
risk assessing activity
Sharing
Playing and information and
offering support
learning with
children
Respect for
Setting up Children's diversity
play areas Health
Preparing and & Safety
implementing Relationships
Great
Engaging
learning wtih children communication
with and families and rapport
opportunities building
children
Educator
Role in
Cleaning Great
and ECEC communication
resetting
Working in the
Environments education team
Learning effectively Sharing the
experiences tasks and
Documentation supporting
and each other
Sustainability paperwork
Appreciation
Operational and following
documents and guidelines
requests from
manager
Checklists and
Programming safety/task
and education paperwork
documents

Watch Note
Watch Sandra’s story and Jessica’s Element 7.1.1 of the National
story by The Early Years Count and Quality Standard states:
reflect on why you want to be or are A statement of philosophy guides
an educator and all aspects of the service
what the role might look like operations. For more information on
on a day-to-day basis: Quality Area 7, visit the following link:
https://scnv.io/3hBo 1:22 https://scnv.io/r8hA
Philosophy
Early childhood educators are passionate about their
Case study
work and the incredible responsibility and opportunity Tilly grew up in a country area
they have to influence children’s growth, development, in a small community and has
and learning. always had a strong connection
As part of the National Quality Standard, services are to community and to nature. She loves to recycle
required to have a service Philosophy that guides their and upcycle things as they did on the land she
practice and the choices they make in relation to the lived on. She often likes to spend time in nature
service. and is an open-minded and curious person.
It is important for services to have a philosophy that Her educational philosophy and her pedagogy
guides practice because educators can engage reflect her upbringing and interests in nature,
together in a common goal and approach to support along with her curiosity for exploring problems
children’s learning. Some services also align their with an open mind and a question.
philosophy to a mission statement, a vision and She was introduced to project work by a
values that the service team and learning community colleague who had worked in a service inspired
engage with on an ongoing basis. by the approaches of educators in Reggio Emilia
Often educators have their own philosophy that and she enjoyed implementing projects with the
guides their practice and pedagogy and influences children she worked with.
where they choose to work. She saw a position advertised for a role in a
Reggio-inspired service and took the opportunity
to join the team. She loved that her personal
Watch philosophy aligned so well with the service’s
Watch this video philosophy and she felt that she was authentic
by Simon Sinek and inspired every day.
and think about 16:33
your ‘why’.
https://scnv.io/YNbl
Think
Why not explore Early Childhood
Philosophy further by searching on
Example the internet for a range of service
Review the Little.ly philosophies to inspire yours.
service Philosophy.

LEARN MORE
Activity 2A
What is Pedagogy? The EYLF states that Pedagogy
Philosophy Reflection is: ‘early childhood educators’ professional practice,
especially those aspects that involve building and
Watch the video about Revising philosophy
nurturing relationships, curriculum decision-making,
in a service by ECA Learning Hub and write a
teaching and learning.’ Read page 12 of the EYLF
reflection in a paragraph or
bullet points about your own to explore pedagogy further.
professional philosophy: Read the below article by Child Australia titled
7:56
https://scnv.io/qHrs “What is Pedagogy? How does it influence
our practice?” and consider your own
practice and what informs your pedagogy:
https://scnv.io/m2x0
Pedagogy and Practice
Early childhood educators are passionate about their work
and the incredible responsibility and opportunity they have
to influence children’s growth, development, and learning. Example
Educators are often influenced in their role by other things A current research project being
such as theories and research. They may have been conducted in Australia called Playing
exposed to ideas, have worked with them or have with Gratitude is investigating the
grown up with a belief that guides their pedagogy. connections between the Science of Gratitude and
children in education and care. The research is finding
Research about early childhood is being conducted all
an observable increase in the wellbeing of children,
the time and there are many opportunities for educators
families and children involved in the project. Therefore,
to review these studies and consider through critical
an educator might choose to introduce a practice of
reflection, how these findings might support or
gratitude into their daily routine with children.
influence practice.
Example
Piaget may influence an
educator’s practice and pedagogy
Activity 2B
by inspiring them to focus on
setting up support that assists children to
Research
move through their cognitive development Research and list at least THREE research studies and
stages. Watch this video THREE theories that could influence your practice.
by Sprouts to explore
Piaget’s theory:
6:55
https://scnv.io/mL8a

2.2 Educator Rights and Responsibilities
An educator's role is important and it comes with many responsibilities, and rights. The ECEC sector must abide by
all workplace rules and guidelines and ensure their team are safe. As an educator, there are many support networks
to ensure your rights are being met, you are developing as a professional and guided to meet your responsibilities.
Rights of an Educator
Watch
Educators have the workplace rights that any other
professions receive. The Fair Work Ombudsman supports Visit the following websites to learn
employees and employers to determine rights and more information about Fair Work
responsibilities. There are Safe Work and Fair Work
requirements of employers, and educators must be
supported and protected at work. Fair Work “Protections at work - Fact sheets”
Ombudsman will support you in the following areas: by Fair Work Ombudsman:
https://scnv.io/oXo3
• Pay and awards
• Entitlements (such as leave entitlements & accruals)
• Ending of employment Fair Work Ombudsman website:
• Contracts https://scnv.io/DmFL
Safe Work will provide guidance around:
• Physical safety (such as lifting, Personal Protective
Equipment (PPE) and repetitive work activities) Safe Work Australia:
• Emotional safety (for example, from bullying and https://scnv.io/EbZa

harassment)
It is always important to know your rights related to emotional
safety in the workplace and be protected from bullying.
Read the information about bullying in the workplace. This LEARN MORE
information is important for you to know for three reasons:
1. To ensure you are protected from bullying Read the following article “Workplace
Bullying” by Safe Work Australia to
2. To ensure you understand your responsibilities in
learn what your rights are:
relation to how to treat others in the workplace
https://scnv.io/ly1W
3. To know what your responsibilities are in relation to
reporting or responding to bullying behaviour in the
workplace (against others)

You also have the right to be supported by a Union

where necessary. Many educators are part of a union Example
who work to support individual rights as well as Check out this link by United
advocate for the sector as a whole including pay rates Workers Union and read the article
and conditions. titled “Early childhood education
Many educators are employed under the children’s and care needs urgent & tough coronavirus rules:
services award. Union releases plan ” to understand
more about what a Union does:
If you ever have questions about your employment
https://scnv.io/PzZ5
conditions, pay rates, superannuation contributions
or situations you are experiencing at work, you
can find out your rights by accessing the Fair Work
Ombudsman, Work Safe or the Union. You can also
reach out to the Regulatory Authority in your State or LEARN MORE
Territory to clarify any concerns you might have, and
they could direct you to the right place if necessary. You can access further information
Of course, it is best to speak with your manager or on the Children’s Services Award,
appropriate leadership team members in the first including pay through the following
instance. link: https://scnv.io/RA4E
Responsibilities of an Educator
Employment in ECEC
Your employer will provide you with information related
When you start working in ECEC you should: to your employment and support you with an induction.
3 Receive and sign a contract of employment There are many documents to support your employment
in a service and your knowledge of what is expected of
3 Complete documentation about yourself
you. Once you have been provided with this information,
3 Receive an induction to the centre induction and support, you are responsible within the
role to meet the expectations of the role.
3 Be shown workplace policies and
procedures Key responsibilities of an educator include:
3 Be advised of emergency procedures • Ensuring you meet the position description
requirements
3 Receive a staff handbook
• Following all laws, regulations and standards
3 Be asked to provide your qualification(s),
• Protecting children from harm and hazard
police check and working with children s
check • Contributing to improvement and the QIP
• Contributing to a positive team culture
Position descriptions also known as job descriptions
outline your responsibilities, the organisation
expectations of you in your role and guide some of the
tasks or work activities you will be responsible for.
When you begin in a role, it is important that you read
all documentation and understand your responsibilities.
Where you are unsure of your responsibilities are
unclear, you should arrange to speak with your manager
and clarify to ensure you can meet the requirements.

There are many documents to

support your employment in a
service and your knowledge of
what is expected of you.
Below is a list of Professional Associations and

Key Points places to access information and support:
Non-compliance means not
adhering to the rules, guidelines
or responsibilities of the role. Your Professional Association or Support
service can also be non-compliant where it does
not adhere to the regulations or law. Compliance
or complaint means following the rules. Early Childhood Australia
https://scnv.io/KtfY
Support Networks for Educators The Sector ECEC News and Reviews
There are many support networks and professional https://scnv.io/9tlH
associations which we can access to ensure we
are up to date with information about the Sector,
supported and growing professionally. Early Learning Association Australia
https://scnv.io/grLT
Sharing information and engaging in discussions with
your colleagues is an important part of the networking
process.
Professional support coordinators
It’s a great idea to sign up on social media (if you have https://scnv.io/oBPv
it) and add professional network groups about ECEC.
Activity 2C
Position Descriptions
Read the position descriptions of the roles in the Little.ly centre and summarise the
differences between the roles and their responsibilities.
Log on to the Educator Portal on Litte.ly website at www.littely.eduworks.com.au
to access the Position Descriptions. Contact your RTO for access.

2.3 Following Policies and Procedures

All education and care services have a list of policies and procedures that outline what and how they operate the
service. Policies can be used to share a service’s stance on a particular topic or practice and to inform families
and staff about the expected practice. Policies are often guided by the requirements outlined by recognised health
authorities or other such laws or regulations.
Example
Sun Safe Policy
The sun safe policy will be linked to
the Cancer Council requirements
and guidelines for services. Services cannot write a
policy that achieves less than the requirements of the
WHAT
guidelines. For example, policies are unable to state
that children can play outside without sun protection.
&
A service policy may however go ‘above and beyond’ HOW
the guidelines such as dictating the following: we
keep hats on all year round to encourage children’s
hat wearing practice, however we do allow beanies
in winter.
Policies provide clear guidelines to staff in
relation to WHAT to do.
Procedures provide clear guidance and

Case study instruction around HOW to do the task.
Declan, the lead educator in the Many policies and procedures are
2-3-year-old Toddler room, has combined into one document for ease
been asked to change a child’s of access.
nappy with a student observing so they can learn
the Policy and the Procedure. He was asked to
explain the difference between the Policy and
the Procedure. He outlines the policy first and
says that the policy is designed to ensure that
all children are provided with a positive nappy
changing experience and minimise illness and
ensure hygiene is maintained.
He then explains to the student that the
procedure is what they will observe of him when
he changes the nappy. He talks the student
through the 13 steps in the procedure as he
completes the nappy change.

Requirements for Policies and Procedures in ECEC
Under the National Regulations, there are specific Services are required to review their policies and
policies that all services must have in place. ensure they are up to date, communicated to families
and staff and that a consultation process has been put
in place to allow for feedback about the policies. It is
Note important that educators contribute to the review of the
Instances of non-compliance with policies and procedures to be part of the continuous
policies, procedures, regulations, improvement of the service.
standards or the law must be
reported to your manager or leader.
Example
As an educator, you might be asked
LEARN MORE to review a policy or procedure by
your manager. You should read
Read the article “Regulations On Policies and the policy and/or procedure and provide feedback
Procedures In Early Childhood” by Lorina from in relation to any current challenges educators,
Aussie Childcare Network to understand what children or families face with the policy as it stands,
responsibilities service providers have or suggest any ideas for improvement or changes to
in relation to the specific policies legislation, regulations or wording in the document.
and procedures they must have in For example, there might be an opportunity to make
place: https://scnv.io/jepb the wording more respectful of diversity.

Educators are responsible for following the policies

and procedures and acting in accordance with them
at all times.
Activity 2D
Required Policies and Procedures
Visit the Regulations document provided by NSW
government through the link below and identify at
least SEVEN policies or procedures which services
are required to have in place. Additionally, identify
the consequence for a service not
having these policies in place or
easily accessible.
https://scnv.io/zNJb
Activity 2E
Little.ly Policies
and Procedures
Log in to the Little.ly Educator Hub
and locate the seven policies or
procedures you identified in the
activity above.
Check each of them to determine
Think if Little.ly is compliant.
Once a policy has been reviewed
and has been approved, as an
educator you are now responsible
for adhering to this policy.
Therefore, where you have feedback for possible
modifications, it is important to share that during
the consultation process.
LEARN MORE
Read the following Policy tip sheet

provided by ACECQA to ensure
policies are consistently being
implemented: https://scnv.io/eFit

2.4 Workplace Tasks

Throughout this chapter, we have explored many of the tasks an early childhood educator must undertake on a day-
to-day basis, but of course there are many more tasks we have not yet talked about.
Tasks required to be completed by educators will depend on the service type, the organisation requirements and the
method in which tasks are completed.
There a few key ways to ensure you are fulfilling what

Example is expected from you and getting the job done.
Some services use an online These include:
platform to communicate with
families about:
• Care routines such as eating, sleeping Being prepared
and nappy changes
• Children learning and documentation
Knowing what needs to
• Incidents and accidents
get done (checklist)
• Upcoming events Being organised
Communicating
When educators prioritise tasks, they can ensure that
everything is completed in the appropriate time frame.
Example
A child has a scratch on their arm from playing in the yard with natural resources. The educator
who witnessed the incident and supported the child with the band aid was just about to go on
their break so they decide that they will write up the accident form later. Then the afternoon is
busy and then the educator receives a call from her children’s school and has to leave to collect them because
they are sick. She forgets to write the accident form.
The parent arrives to collect their child and is upset that the child has had an accident, and no one has written an
accident form. (This should have been made a priority at the time of the incident).
Activity 2F
Tasks required to be completed
Planning and Organising Tasks by educators will depend on
Consider all the tasks that are required of you as the service type, the organisation
an educator and write down a summary of ways requirements and the method
that you could organise your time and prioritise
tasks to ensure they are completed within an in which tasks are completed.
appropriate time frame.

Children’s Health, Safety and Wellbeing

Looking after children’s Health, Safety and Wellbeing is a vital part of the educator’s role and with it comes many
tasks including documentation such as:
• Illness, incident, and accident forms to be completed

for parents when necessary Watch
• Checklists such as nappy change checklists,
Watch the following
cleaning checklists, safety checklists and sleep video on the Allergy
safety checklists & Anaphylaxis
• Medication forms and medical management plans Australia’s website
• Eating and drinking charts about Food Allergy:
5:04
https://scnv.io/ENtZ
• There are requirements for services to have
educators who have current First Aid, Asthma and
Anaphylaxis training.
Key Points
In Australia, food allergy is
estimated to affect 4-8 percent of
children under five years of age.
Recent Australian data indicates that 10 percent
of children aged under one year have a proven
food allergy. See more
information through the
link below:
https://scnv.io/NlwJ

It is important to ensure that you are aware

of any medical conditions, medication and
allergies of the children in your care.
It is also important and part of your duty of
Australasian Society of Clinical Immunology and care to ensure you are aware of children’s
Allergy (ascia) provide action plans for: wellbeing and any concerns you have for
their safety. You must report any concerns
you have, according to your State or
Territory requirements.
Anaphylaxis
https://scnv.io/PWh8
Watch
Allergy
Watch this YouTube video about
https://scnv.io/wNnE Children’s Health, Safety
and Wellbeing by
ACECQA titled
“Topic 7: Quality Area
2 - Children's health and safety”
https://scnv.io/B76n
2:57

Activity 2G
Health and Safety Activities
Read the following policies and procedures and identify at least ONE task
educators at Little.ly must complete for each.
Little.ly Policy/Procedure Task educators at Little.ly must complete
HS6 Asthma and Anaphylaxis
HS5 Emergency Management
HS7 Administration
of medication
ML5 Acceptance and Refusal of

Authorisation
HS18 Safe Sleep

and Rest

Chapter 2
Review
Questions
Q1. List at least FIVE tasks you would be responsible for in the role of an educator.
Q2. Identify what your rights are in relation to employment.
Q3. Summarise your responsibilities as an educator.
Q4. Explain what pedagogy is.
Q5. Outline how a policy differs from a procedure.

3. Ethics in the Early Childhood Education Sector
Chapter 3
Ethics in the Early Childhood
Education Sector
In this chapter, we will explore the concept of ethical conduct

and what to do when you have an ethical dilemma. We will also
explore the legal requirements of the role and our obligations to
advocate for children.

3 What ethics are in relation to our sector
3 Early Childhood Code of Ethics
3 UN Convention on the rights of the child
3 Conflict of interest
3 Legal and ethical connectedness
3 Responsibilities such as confidentiality

and advocacy for children

The ECEC Sector is a relationships-based profession and there are many

‘grey’ areas when engaging with so many people. Ethics are an integral
part of the framework in which we must operate to meet our obligations,
our duty of care and also ensure the safety of children and others.
3.1 What is Ethics?

Understanding Ethics is important for educators because we are responsible for children every day. Sometimes,
it is our responsibility to protect the children or stand up for their rights.
These decisions do not always come easily and To help educators make decisions about the ethical
can often feel like a challenge especially when both dilemmas that they might face in the education and
sides of the decision (to do or not to do) make sense. care of young children and their work in the sector, a
Sometimes, it is interesting to use the North Star Code of Ethics has been created to guide practice.
concept, meaning applying what fits your values,
philosophy, and what you know to be right, such as Early Childhood Australia (ECA)
laws and codes of behaviour, to guide your decision. Code of Ethics
The ECA Code of Ethics is supported through the
National Quality Framework and is implemented in
Watch services Australia-wide. Some services might also
Watch this YouTube have a Code of Conduct in their own service and a
video by the Ethics set of values that guide educators.
Centre titled “What
The ECA Code of Ethics has a number of principles
is Ethics?”:
that guide the behaviour of early childhood education
https://scnv.io/ELOb 4:54
and care professionals.
Watch
Watch this video by the ECA Learning Hub and consider how you might use
the Code of Ethics in your practice: https://scnv.io/klbe
0:53

The ECA Code of Ethics is written in such a way that holds educators accountable,
for example ‘I will’ and then states the expected behaviour.
The areas covered by the ECA Code of Ethics are;
Profession
ECA Code Children
of Ethics Colleagues
Families
Community& Society
Responding to ethical dilemmas in the education and care sector can be made easier by the Code of Ethics.

Ethical Dilemmas and Legislation

Ethical dilemmas occur when you have a difficult choice
to make between two options and whichever choice you
make creates challenges based on ethics and morals.
In an ethical dilemma, there is only one right choice.
However, this choice may cause you to be misaligned
with your current values or morals.
Of course, when the law is involved, it clarifies which
Case study decision is correct, however it does not make it easier.
Alma in the Kinder Room has been Examples of ethical dilemmas in ECEC include but are
noticing a few unusual behaviours not limited to:
with Max who is four years old. He • Reporting potential child abuse or neglect when
began wetting himself which had been unusual you have worked so closely with a family and their
for the past year. children and you believe strongly in supporting
When Alma was sitting at the drawing table the families. Of course, the law here requires that we
other day, Max drew himself with a cross over his make the decision to protect the child and make the
mouth and his picture was dark and the image of report.
him was crying. Alma asked about this drawing • Custody cases between families. You may believe
using open-ended questioning. He said, ‘I can’t that a child should have access to both parents
tell you, it’s a secret’. Then he kept drawing. and or you may know of the history of a parent who
has now been granted custody and you may have
Alma spoke to the team leader Tristan, who
concerns for the child’s safety when you hand them
is also the teacher, and asked his opinion on
to the parent. Here, the law also provides you with
this. They decided to document the discussion
the guidelines to make the decision.
and ask his mother if she had noticed anything
unusual. There are many such ethical dilemmas, and it is
important to seek support from your manager where
Mum said she had not noticed anything unusual. you need help to make a decision.
Later that same week, Max took another child
into the bathroom and was observed trying to Conflict of Interest
touch their private parts. Real or perceived conflicts of interest exist when a
At this point, Alma was concerned and spoke person or group of people are given priority or special
again with Tristan and the Director. They reviewed attention and care because of a relationship they have
the Child Protection policy and recognised that with someone who is responsible for making decisions.
some of the things that were happening were In ECEC, conflicts of interest can arise in a range of
indicators of abuse. situations and as an educator you need to be aware
Alma considered her choices. She had always of the potential for people to perceive you as having
got along well with Mum and Dad and had a conflict of interest. Using the Ethics to guide your
looked after Max for a few years now. The family decision making is a great idea because it ensures you
seemed lovely and she was finding it hard to are considering your duties and responsibilities to all the
imagine anything untoward happening. people you work with.
She decided to report the incident as she is a In the event you have a conflict of interest, you should
mandated notifier. talk to your manager to discuss the situation.
This aligns with the ECA Code of Ethics of acting

in the interest of children.

Note
Conflicts of interest can happen
between families and staff, staff
and children, and between staff.
Watch
Watch this YouTube video by
McCombs School of Business
Case study titled “Conflicts of interest” and
Danni is an educator in the learn more about conflicts of
Little.ly centre and her sister had interest and how they can manifest
a baby. Danni recommended she in day-to-day interactions:
come to the centre with her child. Danni’s niece https://scnv.io/cQQX 5:20
(Kim) started and was in the room Danni worked
in. She was often supporting Kim and Kim
wanted her more than the other educators.
Sometimes Danni could not help all the other
children because she was holding Kim. Kim had Key Points
begun crying for most of the day and when Jenny We are responsible for both
was on her lunch break it was tricky for the staff children and their families and this
to settle Kim. The staff talked with Jenny about can cause conflict of interest.
having a new approach to Kim’s attachment and
suggested she have a different Primary Caregiver.
Danni said no and decided that Kim was just Duty of Care and Confidentiality
going through a stage and it had nothing to do Duty of care is another element of our obligations under
with the relationship between them that was the law, ethics and requirements of our role.
causing the problem.
What is duty of care? Duty of care is an obligation to
One of the educators complained to the Director ensure the protection, safety and wellbeing of people
and said that Danni’s niece was getting special to who you owe a duty of care. This includes taking
treatment and that Jenny was not open to the due care of children and ensuring that you respond
fact that Kim needs extra support. appropriately to perceived or real risk. In the ECEC
Danni could not believe this! She was quite upset sector, duty of care includes:
and said, ‘what should I do? Just let her cry?’ • Feeding, caring for and nurturing children
The Director suggested that even though she • Following the law, standards and regulations
might not be meaning for this to be a conflict of • Reporting alleged or suspected abuse and neglect
interest, she needs to consider that others are
• Providing a safe environment
perceiving this as the case.
• Communicating with families to ensure effective
They worked on a plan to reduce Danni’s transitions between the service and home
engagement with Kim so that Kim could settle in
and engage with other educators and children.

We also hold a responsibility to follow the legal

Watch frameworks put in place.
Watch this YouTube video by
youthlegal titled “Working with
Young People Part 1: Your Duty
Example
of Care” to learn more about Ensuring that we follow the law
duty of care: when managing ethical decisions
12:08 is really important, for example,
https://scnv.io/o00t
throughout a custody situation with a child and
their family. Where there are documents that state
the custody arrangements, we are obliged to
adhere to these requirements.
We also have a duty of care to families and must
uphold their rights. These rights can include their right We still have a duty of care to the child, so if there
to be respected, their right to have their information are any concerns about the child’s safety within the
maintained in a confidential manner and their right to a arrangement, we must report concerns through the
safe and inclusive environment. appropriate channels.
There are a number of legal obligations and ethical

considerations to make when it comes to our
engagement with families.
Note
This is an example of a duty of care
policy by the Victorian Department
Case Study of Education:
One morning, Sarah arrived at the
https://scnv.io/b95S
centre to drop off her child and she
was struggling to settle Tye (her
child) in. He cried and she told the team leader
that she and her husband had separated over the
As educators, we also have obligations to advocate for
weekend and things are quite uneasy at home.
children. There are a range of ways we can engage in
She told the educator that they would be proceeding advocacy and support the improvement of conditions
through the legal proceedings for custody. for children. These responsibilities and obligations relate
The team leader recommended that Sarah chat with to all educators in early childhood education and care,
the Director about their situation. outside school hours care and education support roles.
The Director arranged for two different accounts or

enrolments to be set up and on the days Tye’s Dad
would access care, he could pay that account and
vice versa.
In the weeks and months following the family’s
separation, the Director found it hard to get Sarah
to pay for her fees and told Tye’s Dad that the fees
have not been paid.
This is a breach of confidentiality.

LEARN MORE
Visit the following websites for more information on

your legal obligations:
“Early Childhood Australia’s Advocacy”

by Early Childhood Australia:
https://scnv.io/f8xa
“How to advocate as an early childhood

professional” by Early Childhood Australia
Learning Hub:
https://scnv.io/8j4K
“Children's Rights in Early Childhood

Education and Care” by Australian
Human Rights Commission:
https://scnv.io/xvGL
Activity 3A
ECA Code of Ethics
Visit the following link and download the PDF of the Code of Ethics; then, answer the questions below:
https://scnv.io/5bmi
1. What are the definitions within the Code?

2. What are the Principles of the Code of Ethics?
3. Write down at least ONE commitment for each of the following areas:
Area Commitment
In relation to children,
I will…
In relation to families,
I will…
In relation to community
and society, I will…
In relation to colleagues,
I will…
In relation to the
profession, I will…

3.2 UN Convention on the Rights of the Child

The United Nations Convention on the rights of the child is the most widely supported agreement between
international human rights.
Website Note
Visit the UNICEF website and read In order to support and promote
about The Convention on children’s rights as educators, we
the Rights of the Child:
can look to resources to support
https://scnv.io/bawa us to engage children in thinking about these
concepts. This video by Australian Human Rights
You can access the PDF file Commission titled “Colours of Australia - song
through here: about diversity in Australia “will provide you with
https://scnv.io/ldrF an idea of a song you can sing
with children:
https://scnv.io/6vJp 2:51
LEARN MORE
Visit the following websites and read more about the

rights that children have:
“UNICEF annual report 2019” by UNICEF: Activity 3B

https://scnv.io/8vvN
Kahoot
Visit the link below and complete the quiz “Why do
“Core Commitments for Children” children have their own rights?” How much do you
by UNICEF: know? Outline something you learnt
https://scnv.io/EDHz from the quiz or a reflection you had:
https://scnv.io/zpHG
“About Children's Rights” by Australian

https://scnv.io/HNi7
“Supporting young children's rights”

by Australian Human Rights Commission:
https://scnv.io/Xxnl
Building belonging: A toolkit for early

childhood educators on cultural diversity
and responding to prejudice” by Australian
https://scnv.io/dbw5


Chapter 3
Review
Questions
Q1. Explain how ethics relate to our work in the ECEC Sector.
Q2. Identify who created the Code of Ethics for the ECEC Sector.
Q3. Describe an example of a conflict of interest in ECEC.
Q4. Explain how ethics link to the legislation.
Q5. Describe how educators can apply the principles of the UN Convention to the rights of the child.

4. Working in a Team Environment
Chapter 4
Working in a Team
Environment
Working in the Education and Care Sector requires collaboration with other
educators, families and management. Knowing how to engage effectively within
that team is imperative to a successful and professional ECEC sector career.
This chapter will explore how educators can ensure they are engaging as an
effective team member in the work they do.

3 Team culture and how to contribute
positively to the team
3 The importance of collaboration
3 Effective communication strategies
3 Appropriate lines of communication

and reporting
3 Professional standards
3 The importance of your own wellbeing

It is everyone’s responsibility to ensure that they

do not engage in bullying or gossip behaviour.
4.1 Team Culture

The feeling you get when you walk into a space with other people, and in particular with a team, is an element of team
culture. Team culture is the standards, behaviours, values and beliefs (often unwritten) by which the team operate. The
team culture can be positive or negative, or can be inclusive or can cause exclusion.
Have you ever heard the term ‘clicky’ when discussing a group of people who typically do not welcome other or new
people into their group? This can also happen in an ECEC service environment.
Gossip and Bullying Within the Team

Watch The ECEC sector is a people-focused and relationship-
Watch the following videos to based sector and therefore on occasion it can cause
learn more about team culture: some clashes or issues within teams. Gossip can
cause damage within teams and can be devastating to
individuals who feel they are being bullied.
“Locating yourself – a key to conscious It is everyone’s responsibility to ensure that they do

leadership” by The Conscious Leadership not engage in bullying or gossip behaviour. Remember
Group. When watching this video, place you can refer to the ECA Code of Ethics as well as
yourself as a leader (even if you workplace policies.
do not have a leadership role):
Instances of gossip and bullying need to be identified
https://scnv.io/ABCV 3:35 to ensure necessary changes are made to improve the
culture. As an educator, you can contribute to this in a
significant way by simply choosing to practice gratitude
“Pseudo Vs Authentic Teams” by and being kind to others.
The Conscious Leadership Group:
https://scnv.io/oaqx 2:49

Watch
Watch the following video by The Activity 4A
Conscious Leadership Group titled
“Are you willing to end gossip?”: Dream Team Culture
https://scnv.io/ocqw Write down at least THREE statements or words to
describe your dream team culture and explain how
3:24 you will ensure you contribute to this.
Think
Read the following article by
OpenSourcedworkplace.com
titled “What is team culture in the
workplace?”:
https://scnv.io/6HlE
Key Points
You will spend approximately
33.9% of your waking life at work
with your work colleagues and
leaders! Why not make it a positive experience?
*Calculations consider 8 hours of sleep and 38-hour workweek.

Teamwork
Working together as a team with children in the forefront Case study
of our thinking is important in the ECEC sector. When The Little.ly team have noticed that
we put children first, it ensures we keep our focus on a a common complaint amongst the
positive solution to any differences of opinion because whole team is mealtime routines.
you can simply ask ‘what is best for the children?’ Staff and children do not seem to be enjoying the
Some strategies to ensure the team works effectively, process of engaging in mealtimes and children
like cogs in a well-oiled machine include: seem quite unsettled.
3 Communicate clearly The team decided at the staff meeting that they
would work on answering the question: How can
3 Determine roles and responsibilities our mealtimes be opportunities for learning, be fun
3 Celebrate each other’s success and support children’s agency?
They spent the next week observing their mealtimes
3 Be kind and appreciative
and trying a few new options.
3 Be supportive
One room came up with the idea of putting a buffet-
3 Know your role and be accountable style mealtime set up where children can walk over
and help themselves.
3 Put children first
Another room had the idea to have one or two
3 Share your ideas and listen to other people’s ideas children serving each day and to encourage children
3 Have fun together (in a professional way) to say thank you and share a nice thing about that
person when they hand them their food.
Professional Dialogue There were so many ideas and so many ways of
When working in an early childhood education and care engaging in mealtimes that had not yet been
sector team, it is important and valuable to engage in thought of.
regular planned and unplanned discussion, dialogue They noticed that not all ideas were able to be
and sharing feedback and ideas. Services often have supported in all the rooms. For example, the nursery
planned opportunities for educators to engage with each children could not walk to get their food.
other to discuss things relevant to their role and support
They also decided there would be so many ways they
decision making and quality improvements such as staff
could improve their practise to enhance mealtimes.
meetings and mentoring meetings.
So, they decided in each room to critically reflect
using the traffic light system (see below).
Why is professional dialogue and

reflective practice important?
A great way to engage in professional dialogue and to
reflect with an open mind is to explore issues and ideas
Because it keeps us moving with a traffic light system. People can offer their ideas
forward, improving and stops and listen to each other whilst considering a range of
us from getting ‘in a rut’. options and possibilities.

Think
Download and read the
following article by researchers
Kym M. Simoncini, Michelle
Lasen and Sharn Rocco
titled “Professional Dialogue,
Reflective Practice and Teacher
Research”:
https://scnv.io/pV1K
4.2 Communication is Key!

Having strong communication skills is as important. Recognising how best to communicate in a particular situation
can make a difference in the outcome of the communication.
Watch
Watch the following video by Project
Activity 4B
Management Videos titled “7 secrets
for effective team communication”:
Teamwork and Professional Discussion
List FIVE ways you could contribute to professional
https://scnv.io/IHNA
discussions as a team member.
3:07 1
2
Developing strong communication skills can support 3
you in many areas such as ideas sharing, giving
and receiving feedback and conflict resolution. It is 4
important to have a diverse range of communication 5
techniques in your repertoire.
Example
Communication skills required for Watch
conflict resolution are different than Watch the following video by Business
the communication skills required for Insider titled “How to read body
a planning session with colleagues. language” to learn more about body
language:
Body language is important in the ECEC Sector, in https://scnv.io/zOsw 2:33
particular between colleagues. Children can sense

when staff do not get along or are demonstrating
uncomfortable body language. We should all be aware
of the impact that body language has on our colleagues.

Like the children, we display cues about how we feel

Example and what we are thinking. These cues can be both
Imagine for a moment that you have verbal and non-verbal.
two work colleagues in your team.
The first colleague arrives at Cues we might display at work
9:00 a.m. and walks in with a smile Non-Verbal Cues
on their face, greets everyone and has a spring
in their step. They offer to help and ask how the • Body language
morning has been. This would have a wonderful • Stance
impact on your workday.
• Eye-contact
The second educator arrives at 10:00 a.m. and
is very grumpy, they use a gruff voice and often Verbal Cues
speak under their voice when you ask them to do • Tone of voice
something. They raise their voice at the children
• Type of language used
and complain openly about the jobs they have to
do. They rarely smile or ask anything about you and • Who you say certain things to
they seem more focused on themselves than they • Clarity of meaning
are on the children. How does this impact the day?
As an educator, it could be you who positively Active Listening Skills
impacts other people’s day with your body
Active listening is something that you can practice as
language, communication skills and overall energy.
a professional. It is important in the ECEC sector to
be an active listener. You can practice active listening
by reflecting on each conversation you have with
colleagues and ask yourself the following question:
Was I present when they were speaking?
Next time you are talking to someone, try to catch the
thought you are having and put it aside. When they have
finished speaking, you can then contribute that thought
to what they have said. Then, you become an effective
part of the conversation.
Watch
Watch the following video by Kate
Ewing titled “How to Practice
Active Listening”:
https://scnv.io/m1HX
3:00

When we are not actively listening, people can feel Considering Perspectives Before Providing and
like we are shouting our ideas, advice, feedback or Receiving Feedback
opinions at them.
Each person in the team plays an important role in giving
Have you ever heard someone repeat your words and receiving feedback and it is important to recognise first
as you say them or had someone jump in on your the perspective you hold prior to giving feedback. All too
point and tell you that you were wrong when you often, we jump in with an accusation or feedback such as ‘if
have not finished talking? This can cause issues in you do it this way it’s better’, however there are many ways
teams and contribute to a negative culture. to enhance the result of giving feedback such as asking
questions. For example, a question such as ‘I’m curious about
why you do it that way?’ allows the person to respond without
feeling blamed or they need to defend themselves.
Activity 4C
Before you give someone feedback, pause and consider if
you are blaming them. If you are, consider how you can shift
Listening Practice tact and instead be curious about why they did what they did.
Close your eyes and identify TEN sounds around
you and write them down.
1 Watch
2 Watch the following video titled “Brene
Brown on Blame” by RSA on why we
3
blame others and how it can sabotage
4 relationships:
5 https://scnv.io/4efG 3:25
6
7 Being able to provide constructive feedback is essential
8 in a team and will support the foundation of trust.
9
Watch
10
Watch the following video titled
“Brene Brown BRAVING” by
Mary-Anne Murphy:
https://scnv.io/8ErW 9:49

Be brave and decide to discuss the issues that come up when they
happen. Do not push issues under the carpet. There is a saying:
if you put the fish under the carpet it will rot, but if you
put the fish on the table, you will all share dinner.
There are many opportunities to seek and share Communicating Effectively and Clearly
feedback with colleagues and leaders. Sometimes you
Being clear in communication is crucial in a team
might engage in a review process with your manger
environment. One way to ensure your communication is
where they will ask you for feedback about their
clear is to clarify with the other person if they understood
leadership or you might be asked to provide formal
what you said and meant.
feedback about a colleague in a 360 degree review.
For example, if you are about to leave the room and
let the other educators know, but you see that no one
Example looked up or acknowledged you, you would repeat what
You can share feedback and engage you said and check they heard you. You might say their
in discussions: name and wait for their attention before you say ‘I’m
just going to drop this in the laundry. I’ll be back in a
• During the day whilst working
moment, are you okay here for a minute?’ Then, wait for
together
your colleague to say ‘yes’.
• Via written communication
Asking open and closed questions is important too in
• In reflective discussions
clarifying meaning when speaking with the team.
• During meetings
• In your appraisal
Example
Closed Question:
If you wanted to swap shifts with
Watch someone and the Director asked
Watch the following videos about you to check with them, you would
giving feedback and the importance ask them nicely as such: Are you okay to work 9:00
of doing so: a.m. tomorrow and I’ll work the 10:00 a.m. shift?
The value of this being a closed question, is that it
“How to give actionable feedback” only has one option – the answer would be either
by Impraise : yes or no. If they said they could do 9:30 a.m. that
would not work because ratios are being impacted.
https://scnv.io/NyEa 2:07
Open Question:
You might ask the team: What would you like to
“How to tell someone they smell” play in the yard next week?
by Shari Harley. The value of this being open is that everyone can
2:39 contribute their opinions.
https://scnv.io/XnyO

Follow the lines of communication when there is an When there is a grievance, one thing to remember is to
issue to ensure that it is resolved effectively. All services never share this information with people who are not
have a grievance procedure for managing conflict and involved or part of the grievance procedure. Especially
disagreements. not sharing your grievances with families or on social
media. It is important to remain professional at all times
What is a line of communication? It’s very similar to the
and follow procedures.
organisational hierarchy.
Person with
grievance Case study
Sian has been struggling with Yindi
Person the in the Toddler’s room. Sian says that
grievance is with
Yindi has been not telling her things
on purpose so she makes mistakes. She also
Leader or said that Yindi rolls her eyes whenever Sian says
Manager anything.
Sian went to the Director. The conversation was
as such: I don’t want to work with Yindi anymore.
When it comes to grievances and lines of communication,
Can I please be moved rooms? I love working with
there may be requirements to put some things in writing.
Toddlers but it is not enough to stay working with
Yindi. Actually, maybe you can move her given she is
Example the problem. She rolls her eyes at me and is rude. She
also does not share important information with me.
If you are making a formal complaint
about someone you work with after Review ML3 – Grievances and complaints Policy/
following the grievance procedure of procedure to consider how she may have been able
discussing the issue with them, then to manage this more effectively.
you may be asked to put your complaint in writing
and signing the document.
Activity 4D
Grievance Procedure
Read the Little.ly grievance procedure and identify the steps to resolve an issue. Summarise the steps you would take.

4.3 Being a Professional

Early childhood education and care is a
profession and requires educators to present as
such. Some of the ways you can ensure that you
present as a professional include:
3 Dressing appropriately
3 Speak in a professional manner using appropriate

language
3 Greet everyone who arrives at your service Be Responsible for your own Wellbeing
(remember customer service)
We all need to ensure we take care of ourselves and
3 Smile and remember body language and facial maintain our health and wellbeing. As educators, you
expressions can be in a physical and emotionally challenging role on
occasions. Ensuring you focus on your wellbeing is an
3 Follow the service standards around presentation,
uniform, body art etc important part of being an educator.
Part of our role as educators is to provide children with
3 Pull your hair back to ensure food safety standards
education and support around physical, mental, social
are maintained
and emotional health and that is why it is an important
3 Keep your nails short consideration for our own practice. In order to inspire
children’s engagement with their own wellbeing and
3 Consider the message your make-up sends to
health, we have to demonstrate this ourselves.
children
When considering how to dress appropriately,

educators can consider the duties involved in the role.
Key Points
According to Australia’s Physical
Activity and Sedentary Behaviour
Example Guidelines for Adults (18-64 years)
You will need to be active during the we should:
day, you will be outside during the ‘’Accumulate 150 to 300 minutes (2 ½ to 5 hours)
day and you will need to be able to of moderately intense physical activity or 75 to 150
present in a professional manner. minutes (1 ¼ to 2 ½ hours) of vigorously intense
physical activity, or an equivalent combination of
both moderate and vigorous activities, each week.
Perform muscle strengthening activities on at least
2 days each week.’’
Note
Get yourself a great hat for Taken from: Health.gov.au (2019). Australia's Physical
outside! Activity and Sedentary Behaviour
Guidelines and the Australian
Bundle up when it is cold to ensure 24-Hour Movement Guidelines.
you encourage play outside.
https://scnv.io/1cHE
(accessed February 13 2021).

The great part about being an educator, is that you can

be physically active throughout the day.
Activity 4E
Example PERMAH Wellbeing Survey
Climbing with children on the Access the following link to complete your PERMAH
equipment wellbeing survey and record your results:
Having running races https://scnv.io/Hoq3
Doing yoga
Dancing
To support your emotional wellbeing there are many

ways you can do this. Some examples include:
3 Meditation
3 Yoga
3 Journaling
3 Being in nature
3 Exercising
3 Spending time with friends
3 Emotional Freedom Technique Tapping
3 Practising forgiveness and much more
One great way to support your well-being is to practice

gratitude.
Watch
Watch the following video by
Tremendousness titled “The
science of gratitude”:
https://scnv.io/RJEi
2:07

Chapter 4
Review
Questions
Q1. Identify THREE things that can influence team culture.
Q2. Explain why collaboration is important.
Q3. Identify FOUR strategies educators can use to communicate effectively.
Q4. Explain why health and wellbeing is important.
Q5. List the SIX elements required for wellbeing.

Bibliography
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2 Working in Early Childhood

Working in Early Childhood 1

Introducing Little.ly! How to access Little.ly

2 Working in Early Childhood

Sam Wells Christian Wells Hayley Schramm Cherrie Harbour

Working in Early Childhood 3

Using this Learner Guide

Icons and Information Boxes

LEARN MORE RESOURCE

4 Working in Early Childhood

1. Unpacking the National

3. Ethics in the Early Childhood

4. Working in a Team Environment 50

Working in Early Childhood 5

In this chapter we look at the legal requirements of working in the Early

By the end of this chapter,

3 How to engage with the Law and Regulations

3 The roles and responsibilities within the NQF

3 The National Quality Standard (NQS)

3 The Learning Frameworks (Frameworks) and their

3 Quality Improvement Plans (QIP) and the educator’s

3 Recognised health authorities and how they

6 Working in Early Childhood

About This Cluster

Element of the National Acronym or

National Quality Framework NQF

National Quality Standard NQS

Quality Improvement Plan QIP

Learning Framework Framework

Assessment & Rating Process A&R

Early Childhood Education

Family Day Care FDC

Outside School Hours Care OSHC

Vacation Care VAC Care

Long Day Care / Centre Based Care

Australian Children’s Education &

Working in Early Childhood 7

1.1 National Quality Framework

Authorised officers may ask Regulations

8 Working in Early Childhood

Service Types Governed by the National Quality Framework

Service Type Characteristics of This Service Type

Outside school • Can be located on the premises of a school

Working in Early Childhood 9

Watch Case study

10 Working in Early Childhood

Associated Guidelines – What Guides our Practice?

Working in Early Childhood 11

1.2 National Quality Standard

National Quality Standard

Quality Area 2 Children’s Health and Safety

Quality Area 3 Physical Environment

Quality Area 4 Staffing Arrangements

Quality Area 5 Relationships with Children

Quality Area 6 Collaborative Partnerships With Families & Communities

Quality Area 7 Governance and Leadership

Think LEARN MORE

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