Choose one (1) quality area and the corresponding elements from the NQS.
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Quality Area 1 of the National Quality Standard focuses on ensuring that the educational program and practice of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child’s learning and development.
It recognises that a quality program that builds on children’s individual knowledge, strengths, ideas, culture, abilities and interests is likely to have long-term benefits for children and for the broader society.
In all settings, the approved provider, nominated supervisor and educational leader are responsible for ensuring that programs for all children are based on an approved learning framework and delivered in accordance with that framework.
Staff member
whether the service is meeting the quality area you have chosen
Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effective as communicators.
This can be achieved by:
• educators talking explicitly about phonological concepts, such as rhyme, letters and sounds when sharing texts with children
• engaging children in discussions about symbol systems, such as letters, numbers, time, money and musical notation
• supporting children to contribute constructively to mathematical and scientific discussions and arguments
• engaging children in the exploration of creative arts such as musical rhythms or beats, or lines or shapes in visual arts
how the service meets stakeholder needs in this quality area
• using everyday events as a basis for children’s exploration and learning about nature and science
• engaging children in singing songs and playing with words and sounds
• supporting children to convey and construct messages with purpose and confidence, building on home/family and community languages
• building vocabulary, having language-rich communication exchanges between educators and children
how the service can be improved
• promoting expressive aspects of children’s language
• educators supporting children to be independent communicators who initiate English and home-language conversations, and who listen, respond and engage in conversation
• educators providing a literacy-enriched environment that includes displaying
• print in home languages and in English
what skills and knowledge are required for improvement
• documentation that has been gathered in a variety of ways about children’s progress towards the learning outcomes and planning that establishes further learning goals
• documented programs that include planned experiences and/or strategies to support individual children’s goals
• documented programs demonstrating that an assessment of the learning outcomes has led to goals being identified for the group of children that are designed to intentionally support aspects of learning
Parent
whether the service is meeting the quality area you have chosen
• observing, listening and talking with children for sustained periods of time and paying close attention to what they are saying, thinking and doing
• demonstrating flexibility in program delivery to incorporate children’s ideas, culture and interests to ensure that experiences are relevant and engaging
• integrating children’s emerging ideas to support their participation in the program demonstrating that they know each child’s individual learning style, temperament and interests
how the service meets stakeholder needs in this quality area
• children initiating and contributing to play experiences that emerge from their own ideas and interests
• children repeating, revisiting and adding to projects or experiences that they have initiated
• children developing strong foundations in the culture and language of their family and in that of the broader community, without compromising their cultural identities
how the service can be improved
• children indicating their deep involvement in experiences that are rich and meaningful to them through verbal and non-verbal responses, and sustained concentration
• children exploring ideas and theories in play by using their imagination and creativity
• children engaging in play during long periods of uninterrupted time
what skills and knowledge are required for improvement (all of which helps you self-assess the service).
• examples of how educators plan programs that are responsive to children’s knowledge, strengths, ideas, culture, abilities and interests
• evidence that information about each child, their family, culture and community is collected and used to plan programs
• evidence that information about each child, their family, culture and community is collected and used to plan programs that promote children’s learning, development and wellbeing
Child
whether the service is meeting the quality area you have chosen
• children participating collaboratively in events and experiences and having opportunities to contribute to decisions
• children having opportunities to revisit and discuss their learning during routines
• children being given choices during routines and transition times
• children directing and initiating learning experiences
• children engaged in a range of play experiences throughout the day
how the service meets stakeholder needs in this quality area
• children having opportunities to extend their interests, experiences and activities, such as being able to continue working on a construction or artwork
• educators using all aspects of the program to undertake intentional teaching and support child-directed learning
• educators making decisions based on best learning outcomes for children rather than convenient options suited to educators
how the service can be improved
• educators planning and implementing transitions and routines that support individual children’s preferences and requirements
• educators minimizing the times during which children are expected to do the same thing at the same time, or to wait for long periods without engaging in play or interactions
what skills and knowledge are required for improvement
• policy documentation outlining routines and the written program, including examples of how educators plan programs that are maximising opportunities for learning
• educators providing time, space and learning experiences that facilitate thoughtful and challenging conversations with children
• educators engaging with children by listening, showing interest and asking open-ended questions to encourage thinking and conversation
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