Belonging, Being, And Becoming: EYLF Approach To Child Care Services

a.       The relationship between the relevant learning framework and the education and the care services national regulation

b.      Collaboration discussion

Assistance is needed by the National Law and Regulations to structure their programs for children on an established education model. There are two different learning theories that have been authorized by the federal government and explain activities that encourage and support students’ development. The EYLF concept ‘Pertaining, Belonging, and To become: EYLF’ is for early childhood aged conception to 5 years. This framework is followed by us as we provide child care services to children aged 0 to 2 years old (Raban, 2015).

The System provides children’s learning and development in childhood development institutions broad guidelines for facilitating students’ abilities. It aids in the creation, administration, and assessment of excellence in early childhood programs and advises teachers in their curricular decisions. This also serves as a foundation for the introduction of more tailored programming customized to each specific group and childhood development setting (Lally, 2015).

It is necessary for educators at early childhood care centres to collaborate with parents. Whenever done in partnership with parents, evaluation can help relatives encourage their children’s learning and development and motivate them to take the action outside of the early childhood environment (Carr, 2014).

Framework outcome

Implementation example

Collaboration planning

A powerful feeling of self-identity exists in kids.

Discussing commonalities and dissimilarities in people who have children in a polite manner, as well as responding to and understanding about child’s perceptions of themselves.

Teachers work with students to capture their accomplishments and share them with their parents (Martin, 2016).

Kids are engaged in their environment.

Including children in discussion and everyday activities, such as allowing a baby to serve the animals or a youngster to put their toys away.

Collaboration among educators is beneficial when it comes to organising methods that encourage children to collaborate with each other in order to engage in the learning environment (Woodhead, 2018). Cooperative approach has been found to improve students’ courage and self while also developing analytical abilities.

A great sense of well-being prevails among kids.

Providing plenty of love to the kid, and also reacting to the toddler’s grins and conversing with them while changing their diapers. Your kid will feel secure if you have positive and supportive ties with him or her.

Teachers work with families to guarantee that all kids are treated with true compassion, empathy, and esteem at household.

Children are self-assured and active learners.

It is carried out through creating environment for learning that are significant enough for children to enjoy, experience, and take acceptable risks in their knowledge.

Collaborative teachers motivate students to apply their own expertise, to share their information and learning methodologies, to approach one another with courtesy, and to push for higher levels of awareness (Gammage, 2017).

Children have excellent communication skills.

It is carried out by attempting to comprehend what a youngster is attempting to convey and answering as well as one can.

Teachers work with students through reciting and singing poems with them, as well as involving them in phrase and noise games (Phillips, 2015).

Principle

How it is reflected in your service

Collaboration future strategies

Secure, respectful, reciprocal relationship

At our child care service facility, Our approach is to foster effective learning by forming true relationships with youngsters. Teachers are driven by our approach to “guarantee kids are recognised, understood, comprehended, and involved in any choice procedure.”

Using books for children, arranging events, counselling on the place, offering meaningful appreciation, demonstrating ethical attitude, and delivering signals, provide continuous psychological assistance to children so that they feel appreciated (Hertzman, 2014).

Partnerships with families

At our child care service facility, We frequently contact with parents to ensure that a child’s education is participatory. Achievements are recognised, issues are found, and solutions are delivered in a timely and efficient manner.

Parents and teachers should recognise each other’s understanding of their children as well as their responsibilities in their lives.

High expectation and equity

At our child care service facility, We understand that children, regardless of age, can thrive, and we have high standards for all children’s academic progress. We also make certain that all kids have equal access to learning opportunities.

Dedication to identifying each child’s individual skills and utilising them to assist learning experience (Laevers, 2015).

Respect for diversity

At our child care service facility, We value the societal and cultural origins of kids. With graphs and drawings, we select instructional concepts that emphasise variety as well as commonalities and contrasts.

Delivering all exercises and objects to all kids, irrespective of religion or areas for development, and respecting each child as a person without prejudice based on culture (Woodhead, 2018).

Ongoing learning and reflective practice

At our child care service facility, To integrate new conceptions and promote learning and development of children, early years practitioners spend the effort to pause, reflect, question, and adapt their approaches.

Remaining honest and transparent about all parts of the process, including upsides and downsides, as well as assessing pedagogy and syllabus as part of a comprehensive improvement process.

Name of:

What I said or did to implement the framework

Reflect

Reframe

Act

Revisit

Supervisor feedback

a.        

Learning outcomes: Children are self-assured and active learners.

I created environment for learning that is significant enough for children to enjoy, experience

My actions motivated students to apply their own expertise, to share their information and approach one another with courtesy

There were some issues regarding training of educators at the child care facility.

I ensured that training is provided to educators at regular intervals

The methods applied by educators after training were more effective in achieving outcomes

Learning outcomes: A great sense of well-being prevails among kids.

I provided plenty of love to the kids, and also reacted to the toddler’s grins and conversed with them while changing their diapers

I collaborated with families to guarantee that all kids are treated with true compassion, empathy, and esteem at household.

In some case, it was found that there was lack of support from families.

Some workshops were arranged in which parents were informed about importance of effective collaboration between educators and parents.

Parents were convinced of the importance of their role in child’s overall development

b.       

Principle: Partnership with families

I frequently contacted with child’s parents to ensure that the child’s education is participatory.

This helped in making right interventions at right time in order to ensure overall development of child

In some cases it was found that there was lack of support from families

Some workshops were arranged in which parents were informed about importance of effective collaboration between educators and parents.

Parents started contacting me very often so as to monitor their child’s progress

c.        

Practice: Child feels emotionally supported

For long lengths of time, I sat and played with children.

My action helped children in developing social skills

Some disabled children were unable to interact properly

I arranged some assistive aids for them e.g. hearing aids

My action helped in better outcomes for children with special needs

Practice: Child feels engaged

I was responsive to all children

My action made children feel loved and understood

Some children felt alienated due to lack of cultural competency on my part

I took some lessons on cultural competency

I was able to better comprehend the needs of children from various different cultures

Practice: Child feels motivated and confident

I respected children as capable learners

My action resulted in great learning outcomes

In some cases I found that children were too shy to participate in any activity

I gave some extra time for such students and also collaborated more with their parents

This resulted in such students becoming more active