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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.
Quality Area 3 has two standards that focus on the design of service facilities and the use of the service’s physical environment to support children’s experiences.
Quality Area 2 has two standards that focus on children’s health and safety.
Quality Area 1 has three standards that focus on the educational program, educational practice, and assessment and planning for each child’s learning and development.
Quality Area 7 focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development.
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