My Time, Our Place – We Hear You

How have COVID-19 restrictions shaped your service’s community engagement?

One of the lessons the COVID-19 pandemic has taught is how important community and connection are to a sense of wellbeing. With parts of the country in extended periods of lockdown, many service teams are reflecting on how community engagement can be maintained during this time. This includes how service teams can continue to support children’s sense of belonging by helping them to experience connection and engagement with the local community.

Why connection is important

Before reflecting on strategies for engagement, you could start by revisiting WHY connecting with community is important. Does your service philosophy give you some clues about the values you hold? Do the principles, practices, and outcomes of the Approved Learning Frameworks remind you of the reasons you and your team strive to build meaningful connections? How does connecting with the broader community support the outcomes you are seeking?

Identifying your community

The Australian Early Development Census (AEDC) results give communities a snapshot of children’s development and can support you to understand where developmental vulnerability exists within your community. The AEDC website provides an opportunity for service teams to reflect on a community profile and offers strategies so the data can be used to understand who your community is.

You and your team can then build on the information by considering what is in your local area (emergency services, library, schools/education and care services, local businesses). In speaking to children, families, educators and other team members, you can also explore their current connections (people, businesses, clubs, organisations, interests) and consider how you might build on them.

These can be great starting points for you and all those involved with your service as you support children to feel part of their local community. But how do you maintain these connections when you are unable to explore your community in person or have community members visit you?

What the National Quality Framework says

Standard 6.2 of the National Quality Standard highlights the significance of collaborative partnerships that enhance children’s inclusion, learning and wellbeing. Specifically, Element 6.2.3 focuses on the importance of service teams making community connections for the service as a whole, and to further support children’s sense of belonging by helping them to build and experience connections and be engaged with their local community.

So how can you and your team continually enhance your approaches so that COVID-19 restrictions do not limit your efforts to build connections and relationships with the world beyond the front gate?

During these uncertain times it is useful to think about creative ways to continue to maintain the relationships that you and your team have worked to build. During COVID-19 restrictions, methods of engagement are often based around virtual spaces, however finding new ways to connect can support not only children, but the educators, the families and the wider community as well.

Reinventing experiences

Reinventing quality practices and experiences that were once accomplished with ease, is not a simple task. However, through collaboration with your teams you will find there are many ways to continue to meet the requirements of Standard 6.2.3.

Some practice examples could be:

If you have a connection with an aged care facility or senior centre, there may be opportunities to:
- play online games
- send video messages
- plant seedlings in personalised pots and do a contactless drop off
- engage in a virtual music session with the facility
- share in a virtual morning tea.

Creating videos and audio messages are a great alternative for children when seeking other ways to connect.

If you usually go on a weekly visit to the library, there may be opportunities to stay connected to the library:
- through their online initiatives
- by sending a weekly message to your Librarian about a book you and the children enjoyed
- by reconnecting to past experiences by encouraging children to think and talk about all the places you would pass by or things you would usually see on your way
- by recreating a library space with children and provide the experiences that occur when at the library.

If you usually participate in excursions to the zoo, museums, or science centres, there may be opportunities to:
- engage with their online resources. Many of these and other venues are now live streaming and creating amazing content, allowing them to continue to surprise, delight, teach and connect with the wider community.
- explore these as part of your program and encourage learning with planned and spontaneous activities.

If you engage with the local schools to support school transitions,there may be opportunities to arrange:
- a virtual tour of the school to help familiarise children with their new school environment
- virtual tours at your early childhood service to orientate new families when in-person visits are not possible.

If you have a community library,there may be opportunities to:
- reflect on turning it into a community pantry with supermarket supplies,
- think about how you, your team and children can make resources accessible to families and the community when they may not be able to enter the service
- display artworks, or community resources outdoors or on the fence for the community to engage with
- create care packages or creative arts packages that your local community can collect and use at home.

Technology and media have increased access to other communities and organisations beyond your local neighbourhood. However, it is important to note that fatigue can set in with devices, so also look for solutions that allow you and your team to build and maintain your connections with community in “low-tech” ways. Drawing pictures, writing cards and notes, taking thoughtful actions, planning for future connections, and even reminiscing about people and experiences, can connect you to your community. These strategies allow you, your team and the children, the opportunity to work on communication without time restraints, and allows those you are connecting with to do the same.

The bigger picture

Reflect on ways children can develop empathy, respect and kindness. With the children, you could consider who might need to hear positive messages of care and concern during this challenging time. Encourage your learning community to look out for each other and those around them by doing simple things that make each other’s day easier or happier. Promote kindness in communication with families and the community, instilling a culture of hope and resilience. Every point of connection makes a difference.

The possibilities of who can become part of your community during this time have shifted and you and your team have an opportunity to push boundaries and find innovative ways to build and maintain relationships with the community. While the ideas discussed are relevant to a nation in lockdown, they are useful in reminding you to look at the bigger picture of connectedness. Whether it is through in-person visits, virtual communication or even letter writing. When you develop respectful and responsive links with the immediate or wider community, it will further enrich your quality practices, improving outcomes for children and families.

For every child, every right

In this month’s blog, we look at the role of the National Children’s Commissioner and explore some of the projects and resources developed by the Australian Human Rights Commission (AHRC) that are relevant to approved providers, coordinators, educators, teachers and staff members working in the children’s education and care sector.

The Australian Human Rights Commission has welcomed the appointment of Ms Anne Hollonds as the new National Children’s Commissioner.

Ms Hollonds, who will commence her five-year appointment in November 2020, replaces inaugural National Children’s Commissioner Megan Mitchell, who has served in the role for the past seven years.

The National Children’s Commissioner

The Commonwealth Government established the National Children’s Commissioner position in 2012 to help promote the rights, wellbeing and development of children and young people in Australia, and ensure their voices, including those of the most vulnerable, are heard at the national level.

The Commissioner promotes public discussion and awareness of issues affecting children, conducts research and education programs, and consults directly with children and representative organisations. The role also examines relevant existing and proposed Commonwealth legislation to determine if it recognises and protects children’s human rights in Australia.

The work of the Commissioner complements the work conducted by state and territory children’s commissioners and guardians. The position sits within the Australian Human Rights Commission (AHRC), Australia’s national independent statutory body dealing with human rights.

The United Nations Convention on the Rights of the Child

The United Nations Convention on the Rights of the Child (UNCRC) was ratified in Australia in December 1990. The UNCRC is the main international human rights treaty on children’s rights, and as a party Australia has a duty to ensure that all children in Australia enjoy the rights set out in the treaty.

The UNCRC outlines the rights of children in international law. It contains 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to.

The articles within the UNCRC are embedded within the objectives and guiding principles of the National Quality Framework (NQF). The Early Years Learning Framework (EYLF) and the Framework for School Age Care (FSAC) also explicitly incorporate the UNCRC and children’s rights. Likewise, the Early Childhood Australia (ECA) Code of Ethics is based on the principles of the UNCRC.

Projects and resources for education and care services

The AHRC and the Commissioner have undertaken a number of major projects to draw attention to the human rights challenges facing children. Two projects, of particular relevance to the children’s education and care sector, are the:

Child Safe Organisations project
Building Belonging toolkit of resources

Child Safe Organisations

As part of the Child Safe Organisations project, the Australian Government asked the Commissioner to lead the development of National Principles for Child Safe Organisations (the National Principles), released in February 2019.

Endorsed at the time by members of the Council of Australian Governments, the National Principles are based on the ten Child Safe Standards recommended by the Royal Commission into Institutional Responses to Child Sexual Abuse (Royal Commission) that all organisations that engage in child-related work are required to implement. They are however broader in scope, going beyond sexual abuse to cover other forms of potential harm. The Principles aim to provide a nationally consistent approach to creating organisational cultures that foster child safety and wellbeing across all sectors in Australia.

The National Office for Child Safety, established in response to the recommendations of the Royal Commission, works with the Commissioner, states and territories and the non-government sector to coordinate national adoption of the National Principles.

All organisations that work, or come into contact, with children are encouraged to implement the National Principles to become a child safe organisation. This includes, but is not limited to, sport and recreation clubs, education and care services, schools, child and youth support services, and out-of-home care services.

Practical tools and training resources are available to help organisations implement the National Principles.

At present, compliance with the National Principles is not mandatory. However, organisations – including education and care services, are encouraged to adopt them to demonstrate leadership and commitment to child safety and wellbeing.

Food for thought…

Ensuring the safety, health and wellbeing of children is an objective of the NQF, and always a priority. Children’s education and care services play an important role in creating and maintaining safe and nurturing spaces that reinforce each child’s right to experience quality education and care in an environment that provides for their ongoing health and safety.

How might you adopt the National Principles to support best practice and advocate for children’s fundamental right to be protected and kept safe?

*Note: While the National Principles are broadly aligned with existing child safe approaches reflected in the NQF, education and care services must continue to comply with the NQF and meet existing legislative requirements in their state or territory in addition to their choice to comply with the National Principles. Links to state and territory child safe requirements and resources are available on the ACECQA website.

Building Belonging

Recognising that children’s education and care environments provide the ideal setting for children to begin learning about their rights and responsibilities, and to develop respect for those around them, the AHRC worked closely with the sector to develop ‘Building Belonging’.

Building Belonging is a toolkit of resources which includes an eBook, song with actions, educator guide, posters and lesson plans. The resources aim to provide educators with simple and practical ideas on how to handle challenging or confronting questions about racial differences, while also offering children stimulating activities and games to engage them with ideas around cultural diversity.

The toolkit has been designed to cater to both education and care and early primary school settings, developed to support the achievement of learning outcomes under the EYLF and the Australian Curriculum. The resources closely align with the National Quality Standard (NQS) and are linked to the Australian Professional Standards for Teachers. Additionally, these resources support the fulfilment of children’s rights principles set out in the UNCRC.

The toolkit is a valuable resource that can be used to support Quality Improvement Plan (QIP) development and review. It can also assist educators in identifying current strengths and priorities for improvement when tackling the issues of cultural diversity and prejudice.

Food for thought…

Take a moment to consider if, or how, your service has accessed and used this resource in practice. Are there opportunities to incorporate, or extend on the use of this resource to support the development of cultural competence in your service?

Additional resources

The AHRC website promotes and provides a range of educational resources and materials aimed at building a universal culture and understanding of human rights. A recent news article, which may be of particular interest to education and care services, explores the potential effect the disruptions caused by COVID-19 may have on children and the important role educators, teachers, parents and carers play in supporting children’s mental and emotional wellbeing.

Throughout these unprecedented and uncertain times educators and service leaders have shown dedication, resilience and a commitment to continuing to deliver quality education and care to support children and their families. Every children’s education and care service makes ethical choices reflective of their values, and throughout the COVID-19 crisis it has been heartening to see the continued emphasis on the safety, health and wellbeing of children and their rights and best interests remaining paramount.

Thank you for your valued work for Australian children, families and communities during this challenging period.

Further resources

ACECQA – We Hear You – Building Belonging: A toolkit for early childhood educators on cultural diversity and responding to racial prejudice

ACECQA – Reporting requirements about children

Australian Government – The National Office for Child Safety

Australian Human Rights Commission – Child Safe Organisations

UNICEF – The Convention on the Rights of the Child: The child-friendly version

The endless possibilities of using digital devices in OSHC safely

The use of digital devices is prevalent in education today. Smart phones, tablets and laptops are commonplace in classrooms where they are often used to support academic learning and facilitate communication. However, use of these devices is often absent in the planning and implementation of programs in the outside school hours care (OSHC) settings the same children attend.

Excessive screen time is a valid concern and service leaders, educators and families alike may be concerned that the use of digital devices in the service may lead to a culture of unrestricted screen time. However, service leaders and educators are encouraged to reflect on the learning and development opportunities digital devices offer, how they are made available to children, and how they can be used appropriately. It is also important to collaborate with children and families when considering the opportunities.

The benefits for children’s learning

Digital devices offer access to a range of information, programs and software applications. These can provide children with rich, open-ended experiences that nurture creative expression and promote opportunities to extend their learning. The outcomes include school age children developing a host of learning dispositions such as curiosity, perseverance, problem solving and confidence (Framework for School Age Care, Outcome 4, p.33).

Children can enjoy experiences such as:

music production – inviting children to compose, record and mix sounds and tracks, or experiment with different sounds
photo manipulation – providing children with images to edit
animation design – children can use their creativity to tell stories of the day
movie editing – educators can support the creation of a film festival where children can script, audition, film and edit short films
coding and robotics – workshops and specialised games and activities can be planned to build children’s knowledge of writing scripts and programs.

Many experiences involving the use of digital devices in leisure-based learning can promote a high degree of social interaction, supporting children to collaborate, learn from and help each other (National Quality Standard (NQS), Quality Area 5). When digital devices are used as a basis for collaborative project work, educators can use intentionality in their practices to enhance children’s learning. Quality Area 1 of the NQS refers to intentionality specifically for school age children and how educators can use strategies to extend on children’s learning. This is also explored further in the Framework for School Age Care (Intentionality, p.15). Examples of how educators can be deliberate and purposeful in their practices when children work in groups could include:

Facilitating conversations that give children an opportunity to express their ideas in a group setting.
Posing challenging questions and assisting children to clarify thinking with each other.
Providing support for children to negotiate, compromise and accept different ways of doing and being.
Identifying the many ways that children can engage in group decision-making.

Inclusion in processes

As children move through the school age care setting, their capacity for independence and self-direction increases. Educators may observe children’s growing interest in digital devices and may need to respond to requests from children about access to these. Some service leaders and educators may start to look at their own use of technology, and consider ways to include children into some of the processes at the service. Children in OSHC settings may be able to be involved by:

recording their own learning and planning experiences using a digital device
researching planned experiences
assisting with service procedures, such as online grocery shopping or resource purchasing.

Engagement for effective decision-making

Children’s sense of becoming can be further enhanced when educators support children to identify, understand and acknowledge potential risks when using digital devices. Engaging children in this process gives them an opportunity to participate actively in their ongoing learning and make decisions which influence their world. Educators can consider this when initiating open and honest conversations that alert children to potential risks, and provide opportunities to discuss strategies children can use to keep themselves safe online.

Service leaders and educators may wish to consider how they can collaborate with children, families, and their broader school and community connections, to establish guidelines and aspirations that support the use of digital devices both at the service and in the home. This collaboration and consistency will prepare children for their high school years when they frequently engage with these devices, often outside of the supervision of adults.

Reflective questions

Before embracing the use of digital devices, service leaders and educators can thoughtfully consider how they can engage with devices in their unique settings. Some reflective questions to consider may include:

How do our philosophy and beliefs about children underpin our leisure-based program? In what ways do our beliefs support the use of digital devices?
In what ways can we engage children, families and the broader community regarding the use of digital devices in our service? How can we advocate for the benefit to children’s learning at this time?
How can we adjust our practices to make sure the children are given an opportunity to enjoy the learning benefits that come from using digital devices?
How can we manage any potential risks associated with the use of these devices?

Additional reading

eSafety Commissioner website
Department of Health: Australian 24-Hour Movement Guidelines for Children and Young People (5-17 years) – An Integration of Physical Activity, Sedentary Behaviour and Sleep
ACECQA We Hear You blog: Using digital touch technologies to support children’s learning
Playing IT Safe website: includes resources to help parents, carers and educators teach prior to school age children how to stay safe online.

Supporting educator wellbeing

ACECQA’s National Education Leader, Rhonda Livingstone encourages you to consider your own wellbeing during this challenging time, and the role it plays in your work with children, families and colleagues.

Wellbeing incorporates both physical and psychological aspects and is central to belonging, being and becoming. Without a strong sense of wellbeing, it is difficult to have a sense of belonging, to trust others and feel confident in being, and to optimistically engage in experiences that contribute to becoming (Early Years Learning Framework, p. 33; Framework for School Age Care, p. 30).

The work and commitment of educators, teachers, staff, service leaders and approved providers is widely acknowledged and valued, as you collaboratively continue the important work of providing Australian children and families with quality early learning and school age care services. During these challenging times, a safe, predictable place for children and families is valued more than ever. In this blog, I’d like to invite you to consider your own wellbeing, and that of others within your service and community during the Coronavirus (COVID-19) pandemic.

Australian studies have identified that educators’ wellbeing can be adversely impacted when effective, ongoing supports are not in place. Along with high rates of stress, this contributes to emotional exhaustion and educators leaving the profession (Jones, Hadley & Johnstone, 2017). We also know anecdotally that educators, service leaders, children and families are experiencing a higher level of stress from a variety of sources since the outbreak of COVID-19.

We all have a role to play in observing and monitoring the wellbeing of the people we work with. This attentiveness and responsiveness allows us all to better understand each other and build a well and effective team. Educators with a strong sense of wellbeing will be better positioned to meet the emotional needs of children returning to services, while supporting them in self-regulation and developing resilience. These capacities are essential for building secure relationships with children (Quality Area 5).

ACECQA has developed the Supporting educators during these challenging times information sheet to help service leaders reflect on and review their current practices and strategies to support the wellbeing of their staff. The information and resources can help build and support your own resilience and the wellbeing of others. The information sheet also features government and sector initiatives to support service leaders in their important role, as well as information for their teams.

ACECQA’s family focused brand StartingBlocks.gov.au has also developed some COVID-19 resources to share with families to support their changing circumstances and health and wellbeing at this time.

As a result of the complex nature of educator wellbeing, comprehensively and proactively addressing issues requires a shared approach to taking responsibility, including educators, educational leaders, nominated supervisors, service leaders and approved providers.

It is this collaborative and positive approach that will enable us to support each other and our individual and collective wellbeing, which is even more important in these challenging times.

Related resources to build understanding of educator wellbeing during COVID-19

ACECQA – Coronavirus (COVID-19) information
ACECQA – Guide to the National Quality Framework
ACECQA – National Education Leader on We Hear You
ACECQA – Educator wellbeing posters
Be You – Resources to help educators respond to the mental health impact of COVID-19 on children and families and their school communities
Early Childhood Educators’ Wellbeing Project – An Australian research project into educator wellbeing.
Smiling mind – the free Thrive Inside app includes tools to support those at home and returning to work.

Reference

Jones, C., Hadley, F. & Johnstone, M. (2017). ‘Retaining early childhood teachers: What factors contribute to high job satisfaction in early childhood settings in Australia’. New Zealand International Research in Early Childhood Education Journal, 20(2), 1-18. Retrieved from: https://researchers.mq.edu.au/en/publications/retaining-early-childhood-teachers-what-factors-contribute-to-hig

Uncovering the layers of reflective practice: Part 3

During June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the final instalment, we wrap up the series by considering the way self-reflection informs continuous improvement and the practical strategies for creating a service culture that supports it.

Part 3: Reflection to inform continuous improvement

Effective and authentic quality improvement is informed by critical reflection on practice, shaped by meaningful engagement with families and communities, and is embedded across the service. The National Quality Standard (NQS) identifies “ongoing self-review that results in informed judgment about performance is fundamental to an effective cycle of improvement” (Guide to the National Quality Standard, p. 178).

Essential to this self-review is the Quality Improvement Plan (QIP), which should be a living document, leading up to assessment and rating and beyond. The QIP provides an opportunity to share how a service engages in deep-level reflection as part of a quality assurance process that supports the realisation of its vision as well as the objectives of the National Quality Framework.

Creating a culture of continuous improvement involves developing and sharing reflective practice, gaining different perspectives, creating a respectful culture and seeking educators, families and children’s ideas. This culture is reflected in regular engagement with quality improvement to support accountability and to communicate what services are achieving and why.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Standard 7.2 of the NQS requires services to make a commitment to continuous improvement. When we consider what this looks like in practice, it means creating regular touch points with the QIP, opportunities to regularly critically reflect on progress, and outcomes and opportunities for deeper collaboration. This level of reflective practice ensures the planning process informs decision making and provides accountability and direction, while being equitable and reflective of the diverse perspectives of all stakeholders. It also provides a springboard to celebrate achievements and communicate to all stakeholders the reasoning and purpose behind what is happening at the service.

A meaningful quality improvement planning process involves services reflecting on and assessing their performance against the NQS, as well as drawing on data or evidence gathering as a trigger for reflection. Examples might include:

Australian Early Development Census data to inform curriculum decision-making and resourcing priorities
maintenance registers – replacement of or upgrading resources
attendance trends and fluctuations to inform staffing
frequency and nature of incidents and accidents
workflow or staff scheduling challenges
regular surveys or questionnaires for families and staff about the service.

The NQS promotes an outcomes focused approach. As such, many of the elements and standards require education and care professionals to critically reflect on the decisions being made at a service level. This is an opportunity to consider questions of social justice, fairness and equity, cultural competence, acceptance and honouring diversity and inclusion, and to think through whether the ideals expressed in the service philosophy are being realised in day–to-day experiences.

A great question to prompt some deep reflective discussions at a service level is found in the approved learning frameworks (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11):

Who is advantaged when I work in this way? Who is disadvantaged?

Self-assessment and reflection are most worthwhile when they lead to action and it is important to record or reference progress towards the goal or even a change in focus of the original goal. Key pieces of evidence to identify decision making leading to action include:

linking the areas identified for improvement and the strategies to address them
demonstrated action reflecting the identified improvements
amendments to the philosophy of the service and the resultant change to policies and procedures
evident change in practice leading to improved outcomes for children
documented outcomes of the service’s self-assessment. Examples of this might include:

* meeting agenda noting the proposed discussion

* staff meeting minutes where practice is discussed

* minutes of a committee or parent meeting indicating topics discussed and outcomes proposed

* collated survey results from children, parents or staff

* notes or drawings detailing children’s ideas, suggestions and feedback.

Education and care services should consider a holistic approach when planning for quality improvement, creating cohesion and direction by connecting all service plans together, including performance, inclusion and reconciliation, strategic and business plans. Opportunities arise here for adopting a more shared or distributed approach to leadership. For example, consider the role the educational leader plays in developing individual development plans that are in place to support performance reviews.

Questions for further reflection:

How is continuous improvement included in the induction process?
How and when is quality improvement discussed and documented?
How does the self-assessment process work and who contributes to the strengths of service practice?
How is the leadership and responsibility for QIP goals distributed?

Conclusion

We hope that we have challenged your thinking, broadened your practice and helped you to develop greater confidence in making professional judgements and articulating the reasons behind those decisions. It is important to recognise confidence emerges from drawing on professional standards, best practice, contemporary thinking and research.

Wherever you are at with your reflective practice journey, we challenge you to go deeper and consider the way critical reflection fits in with the professional learning community within your service context.

Further reading and resources

ACECQA – ACECQA Self-assessment Tool

ACECQA – Information sheet – Developing a culture of learning though reflective practice

ACECQA – Information sheet – Developing and reviewing your Quality Improvement Plan

FUSE – Module 1 – An Introduction to the Victorian Framework and Reflective Practice

SNAICC / NSW Department of Education – Unpacking critical reflection: Dilly bag of tools for team leaders

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

Uncovering the layers of reflective practice: Part 2

During June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the second instalment, we consider teaching, learning and how we reflect within a holistic approach.

Part 2: Reflection on teaching and learning

Critical reflection involves educators analysing their own practices – thinking about how their language, their level of involvement in play, their support of children to communicate and resolve conflict and how the organisation and environment impacts learning, relationships and interactions.

These insights should be used to inform the development of plans for children’s learning and development, both as individuals and groups of children. The focus should be on learning and outcomes rather than activities and resources.

Being a reflective practitioner means embracing multiple perspectives, your own unique approach and process as well as considering what might need to change. This process of reflecting on actions, intentionality, programs and children’s learning is one that educators engage in every day.

The approved learning frameworks provide some questions to reflect on: (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11):

What are my understandings of each child?
What theories, philosophies and understandings shape and assist my work?
Are there other theories or knowledge that could help me to understand better what I have experienced?

A holistic approach

It is important to reflect on the learning across all aspects of the program including routines, transitions, planned and spontaneous play and leisure experiences. Children’s learning is constant and happening everywhere and it is up to educators to reflect on how time, resources and access to learning environments is facilitating sustained shared thinking.

Who should be involved?

Everyone! Critically reflecting on children’s learning involves all educators talking, questioning, challenging and affirming each other. Two key questions to consider here might be:

Are planned experiences reflective of children’s knowledge, interests and identity?
Are experiences, environments and interactions supporting children’s learning and development across the learning outcomes?

Children and families are important participants in the reflection process, from setting goals to analysing and sharing the learning from the program and informing the direction of group and individual learning. Community expectations and context are relevant considerations to inform curriculum decision making.

How do we reflect and what should be recorded?

While there is no legislative requirement for educators’ reflections to be documented, it is a useful way for services to track and show how critical reflection influences their practice and contributes to continuous improvement and the cycle of planning.

The emphasis is on the process of critical reflection, not the product, so there is evidence the program is informed by these reflections. Children can be active participants in critical reflection, and in documenting their learning progress. Documenting this reflection can be completed in a variety of ways – in the program, in a reflective journal or diary, or in the minutes of team meetings.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Supporting reflective practice

The educational leader plays a role in developing and supporting a culture of reflection by :

leading and being part of reflective discussions
mentoring other educators
discussing routines
observing children and educator interactions
talking to families
working with other education and care professionals
considering how the program can be linked to the community
establishing effective systems across the service.

The ACECQA information sheet Developing a culture of learning through reflective practice suggests the following questions when reflecting on your practice and planning children’s learning.

How do we observe, listen and critically review what is happening through the day?
Is the practice consistent with our beliefs, values and service philosophy?
Does our practice foster respect for and inclusion of all children and families?
What is best practice?
How do we monitor and change our practice?
What theories inform our thinking?

Assessment and rating

In terms of assessment and rating, a crucial factor in assessing quality practice relates to educators’ understandings of the process and the purpose of critical reflection as opposed to gathering evidence.

During an assessment, the authorised officer might:

observe educators having discussions with team members, children and families reflecting on how the program is supporting children’s learning in groups and as individuals
discuss how educators make decisions on the program and the process for considering the effectiveness of the program
sight documentation of decisions, how and why they came about, information in policies, parent information and staff induction that explains the process of how reflection guides the program.

Questions for further reflection:

The Educators’ Guide to My Time, Our Place describes the process of self-reflection as:

Deconstructing practice – What happens?
Confronting practice – What works well? What is challenging?
Theorising about why – What literature/research/experience helps you to understand this?
Thinking otherwise – What do you need to change? What is the first step?

These questions may prompt a robust discussion on what is working and how well practice aligns with philosophy and ethics, as well as creating a positive culture and professional learning community.

Further reading and resources

Cartmel, J. – ‘Techniques for Facilitating Reflection’, Reflections (43): 12-13.

Early Childhood Australia – Reflective Practice: Making a commitment to ongoing learning

FUSE – Module 1 – An Introduction to the Victorian Framework and Reflective Practice

Queensland Studies Authority – Reflecting on my teaching practices

Stonehouse, A. – ‘Assessing children’s learning—work in progress! (Part 1)’, NQS PLP eNewsletter (73).

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

Uncovering the layers of reflective practice: Part 1

During June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the first instalment, we explore meaningful self-reflection, what this looks like in practice and the importance of the process not the product.

Part 1: Self-reflection – The key to growth

We know being reflective educators allows for greater self-awareness, drives continuous improvement, improved outcomes for children and families, as well as being a feature of high quality education and care. We also acknowledge a culture of learning, reflection and continuous improvement are driven by effective leaders. A culture of learning is fostered in an organisation that empowers educators, promotes openness and trust, and reflects a space where people feel heard and valued.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Reflecting

We often hear educators ask ‘What am I supposed to be reflecting on?’ There are a range of professional standards educators can draw on to analyse their practice:

The National Quality Standard
The Early Childhood Australia’s Code of Ethics
Contemporary thinking, research and theorists
The approved learning frameworks and their guides

Considering the prompt questions from the approved learning frameworks can be useful tools to prompt more analytical thinking (Early Years Learning Framework, p. 13 / Framework for School Age Care, p. 11). A great starting point or points to revisit regularly include:

What questions do I have about my work?
What am I challenged by?
What am I curious about?
What am I confronted by?

One way of ensuring meaningful self-reflection could be to discuss issues educators have been considering during performance review processes, opening up professional conversations at team meetings, and facilitating educators to affirm and challenge each other as a ‘critical friend’. Research by the University of Melbourne identifies key factors for supporting educators to critically reflect, allowing for deep reflection of their practice:

guidance and structure to allow for critical reflection and change
effective mentoring for additional resources and perspectives
adequate time and space
professional development opportunities.

Documenting

Another common question is ‘what do I need to record or document?’ When it comes to reflective practice, the most important aspect is that it is about ‘process not product’. It is about being able to articulate why and how you made decisions and changes. Documenting key decisions may occur in a variety of ways – in the program, in a reflective journal or diary, or in minutes of team meetings.

Documenting in this way has the potential to promote in educators a sense of responsibility and accountability for their self-reflection and professional development. At this level, you may prefer to keep your reflections private.

Effective communication skills are crucial to creating a positive culture of learning. As part of the self-reflection process, you may identify further learning and professional development is needed. This could be added to your individual development plans. However, not all learning needs to be formal, such as attending a workshop. There may be opportunities to build on people’s strengths through mentoring, sharing professional journals or by accessing learning online.

Questions for further reflection:

What opportunities are available for educators to reflect on their practice?
What opportunities are created for educators to discuss and identify achievements, issues, challenges?
How does self-reflection inform individual development plans?

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

How will the approved learning frameworks guide your journey in 2017?

What is your personal and service journey with the approved learning frameworks? How do they inform your practice, programs and interactions? This month on We Hear You, we reflect on the frameworks that will guide you and your service through the coming year.

we-hear-you-blog-approved-frameworks

At this time of year, we are all thinking forward – planning for the coming months, developing programs and experiences for children and ways to collaborate with families and communities.

It is also an opportunity to take a moment to look back and reflect on your personal and service journey with the approved learning frameworks. When Belonging, Being and Becoming: The Early Years Learning Framework and My Time, Our Place: Framework for School Age Care were first launched in 2009 and 2011 respectively, the intent was to guide educator practice, critical reflection, decision making and scaffold understanding, much like the way the framework for a building provides the strength and integrity of the structure.

The Framework forms the foundation for ensuring that children in all early childhood settings experience quality teaching and learning… (and) has been designed for use by early childhood educators working in partnership with families, children’s first and most influential educators. (Early Years Learning Framework, p. 5)

The Framework… forms the foundation for ensuring that children in all school age care settings engage in quality experiences for rich learning, personal development and citizenship opportunities. (Framework for School Age Care, p. 3)

The frameworks are built on a foundation of contemporary research that identifies the benefits of high quality education in the early years, with play and leisure based programs most suited to the way young children learn. One of our responsibilities under professional standards such as Early Childhood Australia’s Code of Ethics is the need for education and care professionals to be advocates for young children within the broader community.

It may be timely to consider the ways your service is collaborating with families and communities to share the research and contemporary thinking outlined in the approved learning frameworks.

Both frameworks include many layers of rich and meaningful ideas, and while most educators and leaders are familiar with the five learning outcomes, the principles and practices that underpin these should continually shape our practice, programs, policies and interactions.

As you reflect individually and as a team, you might consider the daily influence of the frameworks’:

principles that promote respect, meaningful relationships and partnerships, equity, diversity and continuous learning
practices that support educators to implement quality programs and identify broad lifelong outcomes for children.

Taking the time to reflect on the way you are engaging with all aspects of the frameworks could also help you explore how they contribute to quality improvement.

Further reading and resources

ACECQA – Meeting the NQS – Introduction: Quality Area 1 – Educational program and practice

ACECQA – Quality Area 1 – Educational program and practice

ACECQA – Occasional Paper 1 – Educational program and practice

Reflecting on and planning for inclusion

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Practices can sometimes unintentionally limit children’s inclusion in education and care services. If vulnerable children and their families are not considered and supported, it can result in children not enrolling in a service.

Inclusion is broader than considering children with additional needs. It’s also about being inclusive of different family compositions as well as refugee, Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander children and families. Inclusive practice is acknowledging, respecting and valuing diversity and recognising the opportunities to learn from each other through meaningful participation.

The Early Years Learning Framework and the Framework for School Age Care assist educators in providing opportunities for all children through a strength-based approach focusing on all children’s strengths, skills and capabilities and promoting each child’s learning and development.

Promoting inclusive programs and practices requires a commitment to continuous improvement and the confidence to ensure all children’s experiences are recognised. Quality Improvement Plans (QIP) and Inclusion Improvement Plans (IIP) are useful planning tools involving self-assessment and goal setting for continuous improvement. The IIP is a valuable self-assessment tool for reflecting on your service being ‘inclusion ready’. Both can inform each other and reduce duplication.

KU Children’s Services, as the National Inclusion Support Subsidy Provider (NISSP), has developed some helpful resources that focus on critical reflection, problem solving and planning. The videos and tip sheets are designed to support educators to be proactive and take ownership of both the QIP and IIP.

You might like to consider the following questions when critically reflecting on inclusive practice:

Is the service welcoming, accessible and responsive to the diverse range of children and families in the community?
What links are established and maintained to understand community needs and access resources?
Are educators intentional in scaffolding learning in group play?
How are children’s peers involved in inclusion?
Are physical and human resources adapted and used flexibly to support every child (regardless of abilities, needs and interests) to achieve maximum participation in all routines, transitions and learning opportunities?
How are educators supporting children’s social and functioning skills with a particular focus on supporting transitions?
How is the orientation process adapted according to the needs of each child and family?
Does the service know and acknowledge the traditional owners of the land?
Has the service considered developing a Reconciliation Action Plan (RAP)?

Sustainability in children’s education and care

This month ACECQA’s National Education Leader, Rhonda Livingstone, promotes sustainability and looks at why it’s important for children to explore values and develop an appreciation of the environment.

Living sustainably means living within the capacity of the natural environment to support life and ensuring our current lifestyle has minimal impact on generations to come. Sustainable practices relate not only to the natural environment, but also our society and culture, including aspects such as consumerism and community well-being.

As the need for greater sustainability becomes more apparent globally, so does the importance of embedding sustainability in children’s programs. Through hands-on experiences and relevant educator pedagogies, children can explore and learn about their local contexts and environmental issues. They can develop the creativity and critical thinking skills necessary to make informed decisions for change, improving the quality of their lives, and those of future generations.

Practicing sustainability empowers children to construct knowledge, explore values and develop an appreciation of the environment and its relationship to their worlds. This lays the foundations for an environmentally responsible adulthood.

Sue Elliott, Senior Lecturer from the University of New England, NSW, says ‘early childhood education for sustainability is a transformative and empowering process actively engaged in by children, families and educators who share an ecocentric worldview’ (Elliott, 2014, p.15). An ecocentric worldview is one that embraces all the Earth’s life forms and physical elements, not just humans.

When there is an alignment of philosophies, ethics and beliefs in a service, sustainability becomes the norm and has a positive impact on children’s learning and the wider community.

The Early Years Learning Framework, the Framework for School Age Care and the National Quality Standard promote embedding sustainability in all daily routines and practices. Services often find elements relating to sustainability under Quality Area 3 challenging to meet.

Holistic approach

Educators typically focus on sustainable practices and activities for children in the outdoor environment. However, it is important to embed sustainability more broadly in all aspects of service operations. A holistic approach to sustainability is essential, acknowledging the natural, social, political and economic dimensions as defined by UNESCO (2010).

Sue Elliott (2014, p. 52) offers the following questions to get started on a journey of change:

What practical first step or action priority could we engage in that best reflects the interests and/or strengths of this community?
How will we decide on the most relevant and achievable action?
Which stakeholders in our service may have an interest in this action priority?

	Gabby Millgate on Establishing an in-nature…
	abinadesan on Understanding critical reflect…
	abinadesan on Seven metres squared
	Genny on Understanding critical reflect…
	Natasha Howard on Seven metres squared