The National Quality Standard Requirements For Early Childhood Education

policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts. Introduction 200 words l Overview of the situation and identification of key issues. In 2012, the National Quality Framework (NQF) was introduced by the Australian Government and subsequently applied to majority of children’s education and care services. The framework is used

Policies in early childhood setting support to protect children, families, educators and management. A range of professional disciplines, including teaching, learning, health, education and welfare, influences policy in the early childhood sector (Waniganayake et al, 2012). The purpose of this assessment is to discuss and understand the legislative, regulatory and ethical requirements, with the strength and issues of Serendipity Early Childhood Outdoor Environment policy and their overarching philosophy

initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts. The early years of a child’s life are immensely important for both their present and future health, development and wellbeing. James Heckman (cited in Authur, Beecher, Deaath, Docket & Farmer, 2015) reports benefits for people who participate in enriched early childhood programs, which include

prior-to-school settings National Quality Framework (NQF) is the national framework developed by Australian Governments to provide better educational and developmental outcome for children (Education Council, 2014). The NQF sets a national quality benchmark for Early Childhood Education and Care (ECEC) and Outside School hour Care Services (OSCS) national wide (Education Council, 2014). It also acts as guideline for ECEC and OSCS to monitor their quality standards and practices (Education Council, 2014).

Seeking accreditation is a good way to evaluate an early childhood education program because there are many standards and criteria a program needs to uphold in order to obtain or maintain accreditation. To be NAEYC accredited, a program has to go through four steps in the process which include meeting: eligibility requirements, candidacy requirements and site visit requirements. Some of NAEYC’s important requirements that ensure high-quality programs include: Maintaining a good standing in its

5. Qualified Early Childhood Teachers. Early childhood teachers have strong professional identities as educators, in so doing defy the social misconception that they are mere babysitters (Shpancer, Dunlap, Melick, Coxe, Kuntzman, Sayre, Spivey, 2008). Research has shown that teachers with higher educational backgrounds, demonstrate more positive attitudes and knowledge of appropriate early childhood education practices (Albert-Shim, Lambers & McCarty, 2000). Early childhood educators who hold

Task A: Research National quality standards National quality standard definition; ‘the national quality standard is the benchmark for the quality of early childhood education and care in Australia.’ National Quality Standard (NQS) is the main aspect of the NQF which sets a national standard for early childhood education and care, and also outside school hours care services in Australia. It aims to promote; The safety, health and wellbeing of children A focus on achieving outcomes

The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. Early Childhood Accreditation NAEYC accreditation is the gold standard for early childhood programs

The state of early childhood profession has rapidly been changing because of the current trends, policies and movements in the rapidly changing 21st century world. This report articulates the key issues of diversity of the early childhood settings, a number of models of early childhood education and care, diversity among people, the status of early childhood profession, the belief that the profession suits female than male, the poor status of the profession and less pay than other professions associate

their early childhood development are teacher professionals who have a passion and a genuine desire to help them learn, grow and succeed in their education. These are just a few roles that early childhood educators plays in the field of early childhood education for working with young children in their early childhood years of life, which the requirements, most of the time, are to have both a formal education and passing teacher-certification score. The National Association for Education of Young