The National Quality Standard Requirements For Early Childhood Education

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,

Within this standard, an infant/toddler uses their all five senses to explore and experience routines and materials within the environment, chooses and participates in a variety of play experiences, imitates behaviors in play, and repeats experiences with materials, adults, and peers to build knowledge and understanding of the world around them. Adults can support the standard by providing various appropriate materials in an adequate environment that supports children’s play, interacting often with children, adapting materials as needed to accommodate each child, engaging in turn-taking games, matching activities to the interests and abilities of each infant/toddler, ensuring the health and safety of each child through non-toxic, appropriate

Chapter two discusses various theorists that helped to mold and shape early childhood education to where it is today. There are several different theorists that contributed to the development of early childhood education. Some of these theorists include Alfred Adler, Jean Piaget, Lev Vygotsky, and John Dewey. Each theorist developed a unique theory that has caused early childhood guidance and education to flourish like it has today. Without learning and building on these theories, early childhood guidance and education would never develop or change. The chapter explains how some theories may seem strange to the contemporary families, but these theories are the foundation of how early childhood education got to where it is today. The book goes

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.

Being an early childhood educator provides me with the opportunity to share my love of learning while guiding my students to also become a lifelong autonomous learner. Being part of a great education system allows me to provide my students with what is needed most, a secure strong individual who cares not only for the academic success of my students but for the heart of my students as

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

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

The Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments [DEEWR} (2009) developed the Belonging, Being & Becoming – The Early Years Learning Framework [EYLF] for Australia. This framework was created to guide educators in developing a quality education program in early childhood education and care settings (DEEWR, 2009. p.5).

Educators can facilitate the children with different materials and environments in the classrooms that are in the early learning centres. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children are needing to develop their abilities through their play experiences, and also through their play experiences, they can develop appropriately. Early childhood education plays a large part in a child's early development.

Being aware of the National Quality Standards and ethical and legal requirements involved in working in an early learning centre eg. understanding (and acting accordingly) that it’s paramount to treat staff, children and families with respect, to value their input, to treat people with equality despite their beliefs, disabilities and backgrounds, ensuring personal information is treated confidentially (eg. discussions about the children’s needs/ challenging behaviours with the parents are not done in front of other parents and documentation is kept out of reach and view of the public) etc.

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

Early education for children is very crucial as it helps shape up the foundation of their knowledge and behavior development process. Children begin to develop the sense of curiosity from the age of two. And from age 2-8, children go through a very crucial period of mental development, which shapes up their future mindset (Grayson, 2016). Early children education (ECE) has been listed as the number one priority of the National Association of Education. The teachers or educators at nursery and primary level are responsible to for developing young children’s sense of knowledge and education. In this paper, we will assess the roles and skills that are vital for an early childhood educator. Moreover, the paper will also present a

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).

The National Quality Standard includes standard 1.1 states that ‘An approved framework informs the development of a curriculum that enhances each child’s learning and development’. This is where the Early Years Learning Framework (EYLF) is introduced. This framework is included in the National Quality Standard to help ensure the consistency in the delivery of learning programs within Australia. Within the EYLF is the Early Childhood curriculum framework which guides early childhood educators to develop quality early childhood education programs. This framework describes the principles, practice and learning outcomes which support and enhance young children’s learning from birth to five years old, and then their transition to school.

Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the