Quality Area 6 focuses on supportive, respectful relationships with families which are fundamental to achieving quality outcomes for children. Community partnerships that are based on active communication, consultation and collaboration also contribute to children’s inclusion, learning and wellbeing.
Quality Area 5 of the National Quality Standard focuses on educators developing responsive, warm, trusting and respectful relationships with children that promote their wellbeing, self-esteem, sense of security and belonging. Relationships of this kind encourage children to explore the environment and engage in play and learning.
Quality Area 4 of the National Quality Standard focuses on the provision of qualified and experienced educators who develop warm, respectful relationships with children, create predictable environments and encourage children’s active engagement in the learning program. A collaborative and ethical culture where professional standards guide all aspects of practice is critical to a quality service.
Quality Area 1 of the National Quality Standard focuses on ensuring that the educational program and practice of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child’s learning and development.
This is a guide for educators on what to observe under each sub learning outcome from the MTOP Framework, when a child is engaged in play and learning. Educators can plan experiences for the curriculum and gain an understanding on how children can achieve each individual outcome.
To support children achieve learning outcomes from the MTOP Framework, the following list gives educators examples of how to support and facilitate the children attain their goals. It also provides examples on how to promote each individual outcome throughout an OOSH setting.