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The aim of Quality Area 1 is to ensure that the educational programs and practices of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child’s learning and development. In the school-age care context, the aim of this Quality Area is to see that the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community. The following article provides FDC Compliance Responsibilities Of QA1, Documentation Of Assessment, How Compliance Is Monitored, Consequences For Non-Compliance and more.

After the 2019 NQF review, some changes to the Education and Care Services National Law and National Regulations, have been agreed upon by Commonwealth, state, and territory education ministers for the betterment of children’s health, well-being, and security.

The Queensland Kindgerten Learning Guidelines (QKLG) has been revised for implementation in 2019. Kindergarten teachers in approved and funded services will now implement the updated QKLG.

For Educators and Providers of OSHC Services, the Department of Education has partnered with the Early Childhood Australia to develop free online professional learning customised to meet the needs of NSW OSHC services.

The Guide To The National Quality Framework has recently been updated to reflect minor updates and changes to the National Law and Regulations.

Whether you are reflecting on yourself or reflecting on others, reflective practices provide you with an opportunity to learn and draw open diverse knowledge, views, experiences, views and attitudes within yourself and others.

While reflecting it forces us to analyse different aspects of experiences we offer to make judgements in what should be repeated, extended or changed. This enables us to develop and extend on children’s learning and build upon their knowledge and skills.

Reflecting is not only about what happened and why. It also guides our decision making. It forces us to analyse different aspects of experiences we offer to make judgements in what should be repeated, extended or changed.

Reflections are observing, listening, thinking deeply about the meaning of what you have observed and heard, and using that information to inform your practice and continually respond and reflect.

Reflections are an ongoing occurrence that enables us, educators, to think honestly about our professional practice and ideas. It challenges us to take a step back to analyse our personal experiences to enhance learning and speculate upon the future and act.

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