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As an Educator, it's important to assess and document children's learning. This refers to gathering and analysing information about what children know, can do and understand. It is part of a cycle that includes planning, documenting and evaluating children’s learning.
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…
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…
Reflective practice is learning from everyday situations and issues and concerns that arise which form part of our daily routine while working in an early childhood setting.
A reflection allows us to analyze our experiences, make changes based on our mistakes, keep doing what is successful, and build upon our knowledge.
Quality Area 7 has two standards that focus on governance and leadership at the service.
Quality Area 6 has two standards that support building collaborative partnerships with families and communities to enhance children’s inclusion, learning and wellbeing as they transition through the early years into school and/or attend outside school hours care services.
Quality Area 5 has two standards that focus on relationships between educators and children, and between children and their peers.
Quality Area 4 has two standards that focus on the organisation and professionalism of educators, staff and management.
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