Professional Learning Framework

Practitioners who show good practice understand the early years educators theories and take inspiration from them. They also identify the benefits of outdoor play and promote it at their settings for children’s learning and development.

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Children Act 1989 – Determines the duty of early year’s practitioners to identify and meet the separate and distinctive needs of children and to keep them safe. It initiated the belief that the child ought to be at the centre of planning and that a child’s well-being and safety are vital when judgements are made concerning them. This act also recognises the accountabilities of parents in keeping their offspring safe. In this act there are two particular segments that relate to the duty of local authority with concern to child protection, these are-

It is important to respect, understand and include a child’s culture as it helps each child feel a sense of being, becoming and belonging. Knowing about each child’s cultural identity will also help you to promote an equitable environment by building trusting and responsive relationships with children and their families and to demonstrate acceptance of diverse family structures and perspectives (OpenSpace, 3.2.1). For education and care services, understanding and valuing cultural diversity is key to countering racism in our services and community. Including a child’s culture into the centres environment gives the individual child a chance to grow with their culture and to include the other children in it. Showing children an individual child’s

“The developed world deprives children of a basic and inalienable right: unstructured outdoor play. Children today have substantially less access to nature, less free range, and less time for independent play than previous generations had.” This quote is from the research based paper titled, “Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard." This article touches many aspects of how children now a days need more exposure to nature like it was on the older days. Currently, there are many playgrounds around the United States and even more the world. This article is trying to bring awareness to the problem of if playgrounds do not have enough nature or is too safe then it is

The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

The theme of this reflective account is engaging children in participation, and enabling children to have a voice. The Every child matters documentation (Department for Education 2010) focuses on the important role of the adult in enabling children to make decisions and encouraging them to participate and make a positive contribution. As a result through this account, how children in my setting are encouraged to participate in the outdoor play space will be explored. A small piece of research was carried out which will be reflected on, as will theory relating to children making a positive contribution in the early years.

ARMSTRONG, M. (2011) How to be an even better manager. 8th ed. London: Kognan Page.

Critical analysis of your own values and beliefs and the assumptions that are made is the first step to becoming culturally competent. It is an ongoing learning process. In practice, it involves talking with families and learning what their culture, beliefs and values are and what aspirations they have for their children, how and what they expect their children to achieve and learn while at the centre. It involves looking at the broader community, what cultural groups are represented, looking at what diversity looks like in the early childhood centre and how the families and their culture is represented, and if it is not, looking for ways that it could be. It is having a commitment to ongoing learning, reflection and continued improvement.

“In December 2009, all Australian governments, through the Council of Australian Governments (COAG), agreed to a partnership to establish a National Quality Framework for Early Childhood Education and Care (‘National Quality Framework’) for most long day care, preschool/ kindergarten, family day care and outside school hours care services in Australia. The National Quality Standard is a schedule to the National Regulations. The National Quality Standard sets a new national benchmark for the quality of education and care services. It also gives services and families a better understanding of a quality service. This enables families to make informed decisions about the services providing education and care to their child.” (NQF/NQS, 2013) Furthermore, the early childhood educator has the responsibility to guide the children towards the norms and values of the society and discipline. The respect of the existence of a variety of cultural or ethnic groups within the

In July 2009, COAG agreed to a National Early Childhood Development Strategy to support around two million children and their families. Early childhood education and care policy brings a number of changes in the field of the profession. It advocates to provide access to all the children preschool education for the better learning outcomes in the subsequent years and integration of the Aboriginal and Torres Strait Islander families and children into the education system. The policy is compatible with the European policy. European early childhood and education policy “lays more stress on the importance of yearly years so far as education, employment, social skills, and later success in life is concerned” (Education Policy,

For the Professional Learning Community (PLC) experience, I chose to observe a PLC. For this assignment, I observed an eighth grade English PLC. This PLC was comprised of three English teachers and one student teacher. There was not a written agenda for their PLC, but they seemed to have an order to how their meeting was held. The began by discussing the unit that they were completing which was using Greek Mythology to review and analyze student’s reading comprehension and summary writing abilities. They stated that their students seemed to be really interested in the unit and did well with the reading comprehension. However, they had noticed that some students were forgetting to state the title and author of the text within the summary and most summaries lacked elaboration, but most students were knowledgeable about the basic structure of a summary. As most students understood the basic structure, they decided that they were going to transition onto the next unit which focused on informative essay writing, but modify the unit in order to teach students the importance of including the title and author within a summary and

“Outdoor education is in line with current thinking, but also echo’s the philosophy of the McMillan sisters. Practitioners today should be aware of the opportunities afforded by outdoor provision, not only in terms of developing children’s learning, but also with positive benefits to their health” (Cooper 2004)

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current