There may be times when despite giving your best, your service might have to face complaints. However, instead of getting demotivated, it is possible to use complaints as opportunities for critical reflection. The following article provides information on Complaints Management, Positive Approaches To Complaints, Effective Complaints Management systems, Identifying Areas Of Improvement, Effective Documentation and more.
As an Early Childhood Educator, it enables you to acknowledge and embrace conversations around disability and inclusion with children. The following article provides strategies to discuss inclusion and disability with children.
For services in the process of developing or reviewing their service philosophy, the following article provides information on the Importance Of A Service Philosophy, Links To The NQS, a Sample Of A Service Philosophy, Reviewing The Service Philosophy and more.
According to the Educators’ Guide to the Early Years Learning Framework, documentation is the practice of recording and creating evidence of learning and the learning progress, helping make it visible. Though documentation is mandated to meet regulatory and pedagogical purposes, there are no prescriptive rules about how it may be done. The following article provides strategies for documenting in an early childhood setting.
Policy and Procedures are an integral part of the documentation that is required to meet legislative requirements. They prevent uncertainty about how particular situations are handled and support Educators to understand their roles and responsibilities. The following article provides information on What Should Policies Include, Testing Your Policy (Case Scenario), Successful Policies, Policy Pitfalls, Policies In The National Regulations and more.
Inviting families to give their input on the care and education of their children is not only an NQS requirement – Quality Area 6: Collaborative partnerships with families and communities – but makes sheer practical sense. The more they feel their opinions on service policies are genuinely sought, the greater will be their acceptance of policies and satisfaction with the service. The following article provides strategies on how services and educators can include family input to ensure better outcomes for children.
Motivating well-qualified staff to remain at your service is not only important to cut down training costs but also to provide the best outcomes for children. The following article provides strategies on how to retain staff within your early childhood service.
Transitions are among the most significant factors that determine the well-being of young children. Their sense of ease, ability to learn and the nature of attachments are vastly impacted by how they experience transitions in the ECEC setting. The following article provides information on Theories and Transitions, Different Types Of Transitions, Benefits Of Planning Transitions With Families and Children and more.
The Baby Growth 1st Year Posters are designed to show the physical milestones a baby reaches during their first year. These can be used as a display in the nursery to coincide with images of real babies achieving milestones throughout their first year. Please remember - This should be used as a general guideline only.
“Agency” this word is very familiar to the parents and in early childhood care. Agency in childhood indicates the organisation is able to have decisions that will affect and influences the child and also the child has the right to take a decision and is also capable of initiating learning of their own choice and for the betterment of them. The following article provides information on the Question and Strategies To Show If Agency Is Promoted Within The Service and more.
Mentoring is a hugely beneficial way for early childhood services to build the professional capacities of new educators as well as leadership capacities for their own organization. However, the success of a mentoring programme depends to a large extent on the efficacy of mentors. The following article provides strategies such as the Roles and Responsibilities, Who Can Be A Mentor and Requirements Of An Effective Mentor in an early childhood setting.
Among the important guiding principles of the National Quality Framework is ‘Australia’s Aboriginal and Torres Strait Islander cultures are valued. The following article provides information on recognising and valuing Aboriginal and Torres Strait Islander cultures through early childhood services through the display of the flags.
As the words indicate, Open-ended questions have no right or wrong answers and thus cannot be answered with a simple, ‘yes’ or ‘no’. Open-ended questions figure in several of the pedagogical practices outlined in the EYLF, like ‘being responsive to children, ‘learning through play and most of all, ‘intentional teaching’. The following article provides the major benefits of using open-ended questions in the early childhood education context.
