Educational Program & Practice
- In QA 1 there are three standards that focus on the educational program, educational practice and the assessment and planning for each child’s learning and development (ACECQA, 2018).
- Possum Place’s educational program is based on the Early Years Learning Framework (EYLF), is child-centred and maximises learning opportunities which contributes to children’s development as competent and engaged learners. Through observation, educators gather an understanding of each child as an individual within the group context. Critical reflection on children’s learning and development is undertaken when observing a child in their environment. Developmental summaries are then completed based on observations, educator notes and input from the family. The summaries inform the program and are a reflection on the child’s development for that period.
- Educators create an ongoing cycle of planning that builds and extends on children’s learning and we continue to document this learning and evaluate this process throughout the program and the child’s individual learning journal.
- Children are able to contribute to the weekly program, not only through their interests but also through their involvement in creating the program in collaboration with the educators. Educators encourage all children to have their voices heard. Children are involved in the decisions made around the program, this is evident when the children collaborated with educators as too what should be planted in the garden beds and to how best use the outdoor space (for example a rock climbing wall).
- Opportunities for intentional teaching results from the educator’s knowledge of children’s development and individual interests.
- Our educators are responsive to their teaching values which provide an environment that scaffolds and extends on each child’s strengths, skills, knowledge, interests and ideas. By allowing children to take ownership of their own learning, promotes children’s agency. Through critical reflection, Educators are informed of children’s assessment and their ongoing planning cycle.