Two nationally approve learning frameworks in Australia are:

- Belonging, Being and Becoming : The Early Years Learning Framework for Australia(EYLF)

Access these frameworks from: https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks

- My time, Our Place: Frame work for School Age Care in Australia(My time, Our Place)

Access these frameworks from: https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks

Modified from : Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice" https://actac.desilms.com.au/l/learning_material/114 Accessed on 22/05/2023.

References: ACECQA, https://www.acecqa.gov.au

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One relevant approved learning framework that could be used in a Family Day Care (FDC), childcare, or School Age Education and Care (SAEC) service, apart from the well-known "Early Years Learning Framework (EYLF)" used in Australia, is

The My time, Our Place Framework for school-age care is linked to EYLF, and extends the same principles, practices and learning outcomes to children who attend SAEC settings. It acknowledges the importance of play and leisure in children’s development and fostering life skills and a sense of enjoyment are emphasised. The difference are in their application to a different context and age of children, My time, Our place focuses on school-age care(5-12 years.) and EYLF focuses on children from birth to five years.

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"ALL children have the best start in life to create a better future for themselves and for the nation."

Taken from : Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice" https://actac.desilms.com.au/l/learning_material/114 Accessed on 23/05/2023.

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Purpose of each nationally approved learning frameworks:

1.To comply with the law.

2.Supporting children's learning, interests, and experiences of each child, while also responding to and reflecting individual differences.

3.An approved learning framework will enable educators to provide children with opportunities to build confidence in their learning and extend on their future learning success.

4.Contribute to realizing the Australian Government's vision that:

"ALL children have the best start in life to create a better future for themselves and for the nation."

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five (5) learning outcomes in both the EYLF and My Time:

Outcome 1 of the framework EYLF is : Children have a strong sense of identity

Outcome 2: Children are connected with and contribute to there world

Outcome 3: Children have a strong sense of wellbeing

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

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five (5) principles in both the EYLF and MTOP:

Principle 1: Secure, respectful, and reciprocal relationships

Principle 2: Partnership

Principle 3: High expectations and equity

Principle 4: Respect for diversity

Principle 5: Ongoing and reflective practices

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	EYLF (Early Years learning framework)	MTOP(My Time Our Place)
A Major difference, between EYLF and MTOP is that each guides and support a different age group.	Focuses on children from birth to five years	Focuses on school-age care (5-12 years)
Practice 1:	Holistic Approaches Practice includes "adopting holistic approaches"	Holistic Approaches Practice includes "adopting holistic approaches"
Practice 2:	Responsiveness to Children. Practice includes "being responsive to children"	Collaboration with children Practice includes "collaborating with children"
Practice 3:	Learning through Play. Practice includes "planning and implementing learning through play"	Learning through Play. Practice includes "planning and implementing play and leisure activities"
Practice 4:	Intentional Teaching. Practice includes "intentional teaching"	Intentionality Practice includes "acting with intentionality"
Practice 5: /	Learning Environments. Practice includes "creating physical and social learning environments that have a positive impact on children’s learning"	Environments Practice includes "creating physical and social school age care environments that have a positive impact on children’s development, wellbeing and community-building"
Practice 6:	Cultural Competence. Practice includes "valuing the cultural and social contexts of children and their families"	Cultural Competence. Practice includes "valuing the cultural and social contexts of children and their families"
Practice 7:	Continuity of Learning and Transitions. Practice includes "providing for continuity in experiences and enabling children to have successful transition"	Continuity and transitions Practice includes "providing for continuity in experiences and enabling children to have successful transition"
Practice 8:	Assessment for Learning. Practice includes "assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes"	Evaluation for wellbeing and learning Practice includes "using reflection and documentation about children’s wellbeing and learning to inform and evaluate programs and to support children in achieving outcomes"

Modified from :

Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice" https://actac.desilms.com.au/l/learning_material/114 Accessed on 07/06/2023.

and : ACECQA, "Belonging, Being & Becoming: The Early learning framework for Australia", https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Accessed on 07/06/2023.

ACECQA, "My Time, Our Place", https://www.acecqa.gov.au/sites/default/files/2018-05/my_time_our_place_framework_for_school_age_care_in_australia_0.pdf Accessed on 07/06/2023.

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The learning frameworks, EYLF and My Time, Our Place differ in their scope and focus. EYLF is designed to guide educators in creating quality programs for children aged birth to five years, requiring specific strategies and skills to support their development comprehensively.

My Time Our Place extends the principles and outcomes of EYLF to cater to the age range of school-age children and young people (5-12 years) attending school age care settings.

The primary distinction lies in the age groups each framework supports. Both frameworks play essential roles in nurturing development and learning within their respective age ranges.

Modified from :
Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice" https://actac.desilms.com.au/l/learning_material/114 Accessed on 24/07/2023.

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Answer :

As at my service have a 12 year old of age, I will use My Time, Our Place to support their wellbeing.

Outcome 3: Children have strong sense of well-being

Children's wellbeing can be affected by experiences in the service, collaborative and trusting relationships are important. Children have strong sense of well-being. Therefor, Children grow stronger in social-emotional wellbeing, assuming greater responsibility for their health and physical wellness.

My time, Our place Framework guide and supports for school age care settings (5-12 years), acknowledges the importance of play and leisure in children’s development and fostering life skills and a sense of enjoyment are emphasized.

Three strategies (Practices) I could apply is this state are:-

1. Collaboration with children: involves working together cooperatively towards common goals. Collaboration is achieved through information sharing, joint planning and the development of common understandings and objectives.

2. Learning through play: Play and leisure activities provide opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being.

3. Evaluation for wellbeing and learning: educators gather knowledge about children’s wellbeing and learning as they reflect and engage in processes such as scanning, monitoring, gathering and analysing information about how children feel and what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s wellbeing, development and learning.

ACECQA, "My Time, Our Place", https://www.acecqa.gov.au/sites/default/files/2018-05/my_time_our_place_framework_for_school_age_care_in_australia_0.pdf Accessed on 07/08/2023.

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I will use “ Early Year Learning Framework” as we have a 3 year-old child of age and EYLF is the learning framework applicable for support child from birth to five year old of age.

Outcome 1: Children have a strong sense of identity

Children feel safe, secure, and supported.

Children develop knowledgeable and confident self-Identities.

Children develop there autonomy, interdependence, resilience, and sense of agency.

Children learn to interact in relation to others with care, empathy, and respect.

Three strategies are:-

1. Learning through play : as child is very interesting playing so Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment such as prepare dinosaurs books and dinosaurs model for reading and play with other learning environments, where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being.

2. Responsiveness to children : educators are responsive to all children’s strengths, abilities and interests. They value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning. They respond to children’s expertise, cultural traditions and ways of knowing, the multiple languages spoken by some children, particularly Aboriginal and Torres Strait Islander children, and the strategies used by children with additional needs to negotiate their every day lives.

3. Holistic Approaches to teaching and learning recognise the connectedness of mind, body and spirit. When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning. While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. They recognise the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning. They see learning as a social activity and value collaborative learning and community participation.

ACECQA, "Belonging, Being & Becoming: The Early learning framework for Australia", https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Accessed on 07/08/2023.

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job role responsibilities

Educational Leaders:

- Inspire, motivate, and affirm nominated supervisors, early childhood teachers, lead educators, and educators.

- promotes a positive organisational culture and professional learning community.

- Align practice and pedagogy with the learning framework.

- Supported and leads the development and implementation of the educational program and assessment and planning cycle.

- Collaborate with colleagues to meet these responsibilities.

- Challenge and extend the practice and pedagogy of other staff members.

Family Day Care Educators:

- Provide education and care for children in residence or approved FDC venues.

- Collaborate with the coordinator and other educators through various channels.

- Identify areas for improvement in relation to learning frameworks.

- Participate in service training and playgroup functions as required.

ACECQA, "The Role of Educational leaders" chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.acecqa.gov.au/sites/default/files/2019-05/QA7_TheRoleOfTheEducationalLeader.pdf , Accessed on 09/08/2023.

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1. Educational Leaders is an influencer who inspires, motivates, and affirms the practice and pedagogy of nominated supervisors, early childhood teachers, lead educators and educators in relation to the associated learning framework. Through collaboration they aim to meet the above responsibilities and they also have a role in collaboratively challenging or extending the practice and pedagogy of other staff members.

2. Family Day Care Educators engaged by or registered with an FDC service to provide education and care for children in a residence or at an approved FDC venue. They collaborate with the coordinator and other educators online, via telephone, FDC functions, service training, weekly during playgroup functions to identify areas of possible improvement in relation to the learning frameworks.

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the eight (8) key elements of collaborative practice:

1. Responsibility

2. Cooperation

3. Communication

4. Mutual Trust and Respect

5. Accountability

6. Assertiveness

7. Coordination

8. Autonomy

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Ten (10) areas that a service is required to have policies and procedures for:

1. Enrolment and orientation

2. Providing a child safe environment

3. Emergency and evacuation

4. Health and safety (etc. The administration of first aid and Nutrition, food and beverages, dietary requirements )

5. Incident, injury, trauma and illness

6. Interactions with children

7. Staffing (including- code of conduct, responsibility, other participation)

8. Delivery of children to, and collection from, education and care service premises

9. Governance and management of the service

10 Dealing with complaints

Modified from : Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice", https://actac.desilms.com.au/l/learning_material/114 Accessed on 07/07/2023.

Australian Children's Education & Care Quality Authority, "Preparing NQF policies and Procedure", https://www.acecqa.gov.au/resources/preparing-nqf-policies-and-procedures, Access on 07/07/2023

Australian Children's Education & Care Quality Authority, "Policy and procedure guidelines", chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.acecqa.gov.au/sites/default/files/2021-08/AcceptanceRefusalAuthorisationsGuidelines.pdf , Access on 07/07/2023

NSW Legislation, "Education and Care Services National Regulation", https://legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653#sec.168 .Access on 07/07/2023

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The National Quality standard (NQS) establishes high standards for early childhood education and care and outside school hours care services in Australia. Regulatory authorities assess services based on 7 quality areas, assigning ratings for each area and an overall rating reflecting the outcomes for children.

Element 2.2.3 Child protection is the part of quality area 2 under the National Quality Standard is to safeguard and promote children’s health and safety, protect children from harm and reduce risks. This element in standard 2.2 concern with Safety, Each child is protected

2.2.3 Child protection (safety concept)

Descriptor : Employees and administrators in early childhood education and care and outside school hours care services in Australia have responsibilities to identify and respond to every child at risk of abuse or neglect. Aware of their roles for protect children from harm and reduce risks.

Australian Children's Education & Care Quality Authority, "Quality Area 2-Children's health and safety", https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2-childrens-health-and-safety , Accessed on 07/07/2023.

Australian Children's Education & Care Quality Authority, "NATIONAL QUALITY STANDARD"

https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Children's Education & Care Quality Authority, "NATIONAL QUALITY STANDARD" chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf#:~:text=practised%20and%20implemented.-,2.2.,risk%20of%20abuse%20or%20neglect. , Accessed on 07/07/2023.

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Age of children	Educator to child ratio	Where requirement applies
Birth to 24 months	1:4	All states and territories
Over 24 months and less than 36 months	1:5	All states and territories excluding VIC
	1:4	VIC
Over 36 months up to and including preschool age	1:11	ACT,NT, QLD, SA, VIC
	1:10	NSW
	1:10 2:25 for children attending a preschool program	TAS
	1:10	WA
Over Preschool age	1:15	NT, QLD, SA, TAS, VIC, NSW
	1:11	ACT
	1:13 (or 1:10 if kindergarten children are in attendance)	WA

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1. Define : the objective of the policy to include pedagogical practices, families, and educators in a positive learning environment that promote learning with in the learning framework of the service.

2. Scope : Defines the scope of the policy, which includes the families, educators, children, staff, students, and volunteers.

3. Links to other policies: such as service philosophy, staff development, cirriculum and professional development for educators.

4. Implementation which may discuss: such as the responsibilities of educator , Method of co-constructing curriculum with children, families and colleagues.

5. Give sources, such as code of ethics, NQS and relevant learning frameworks

6. Policy review day

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Making changes to policies and procedures. There's no time frame for reviewing policies and procedure set by national regulation. Although it is recommended that a review schedule had best be created as content audit schedule. Therefore, policies and procedures, are expected to change over time. For example, if a serious incident occurs in a service, Any relevant policies or procedures will be reviewed, according to regulations 172 (1), parents/guardians of children at the service must be notified at least 14 days before.

This is if the change is to have, significant impact on the service's provision of education and care to any child enrolled at the service, a significant impact on the family's ability to use the service or an effect on the fees charged or the way they are collected.

Modified from: Australian College of Teacher Aids and Childcare, "CHCECCE034:Use an approved learning framework to guide practice", https://actac.desilms.com.au/l/learning_material/114 , Accessed on 20/08/2023.

ACECOA "Guide to the National Quality Standard". https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF_2.pdf . Accessed on 20/08/2023

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Regulations 172 Notification of change to policies or procedures

1. Subject to sub-regulation, the approved provider of an education and care service must ensure that parents of children enrolled at the service are notified at least 14 days before making any change to a policy or procedure referred to in regulation 168 or 169 that may have a significant impact on.

(a) the service's provision of education and care to any child enrolled at the service; or

(b) the family's ability to utilise the service.

2. The approved provider of an education and care service must ensure that parents of children enrolled at the service are notified at least 14 days before making any change that will affect the fees charged or the way in which fees are collected.

3. If the approved provider considers that the notice period would pose a risk to the safety, health or wellbeing of any child enrolled at the service, the approved provider must ensure that parents of children enrolled at the service are notified as soon as practicable after making a change referred to in sub-regulation.

Regulation 172 :Policies: parents of children enrolled at the service are notified before making any change to a policy or procedure that may have a significant impact on the service’s provision of education and care to any child enrolled at the service; the family’s ability to utilise the service; any change that will affect the fees charged or the way in which fees are collected.

The timeframe under regulations 172 is At least 14 days prior unless a lesser period is necessary because of a risk

Ref: www.acecqa.gov.au/resources/applications/notification-types-and-timeframes

http://www5.austlii.edu.au/au/legis/nsw/consol_reg/eacsnr422/s172.htm

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Critical reflection is the process of questioning, reflecting, evaluating, and implementing changes to improve practice. Its purpose is not self-criticism but to enhance teaching methods and reactions to situations, ultimately benefiting the children's development.

Two processes for critical reflection are

1.Self-reflection

2.Discussing practices with a supervisor or colleague.

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Five(5) questions you could ask yourself while reflecting critically :

1.What is my understanding of children in my care?

2.Who is reflected in my environments and interactions?

3.What aspects of my work are not supported by to me?

4.What theories and philosophy inform my understanding?

5.What areas of my work are not very clear?

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When self-reflecting, discussing your practices with your supervisor or colleagues have a beneficial , due to discussing the process with another person especially with supervisor or colleagues. They will be able to give you feedback on your own observations and provide you with an alterative point of view. Often enough, you will find that you are overly critical of your own practices, and much of what you are doing is likely to be contributing to effective practices. Discussing your own reflections will enable your supervisor to put your mind at rest while also guiding you in a positive direction.

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Two (2) ways you can ensure your reflections are meaningful:

1. Define the areas that you are reflecting on and how they impact either on your practices, policies or procedures.

2. Consider how it influences families, children, or colleagues Identify the purpose of the reflection and link it to specific work-related outcomes

Your reflections must be considered carefully and based on a desire to continuously improve and develop in your professional.

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The three (3) key elements of the learning framework that can be applied to support children’s learning are:

1.Principles

2.Practice

3.Outcomes

These three elements guide education and care practices and curriculum decision making, and there are three overarching themes that characterise children's lives. The elements are reflected in the service philosophy and policies by guiding programming, observation, documentation, family involvement, community engagement, sustainability, and reflection. This integration ensures that the framework is not just understood but also actively applied to support children's learning effectively.

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Three (3) different practices in the learning framework that educators are encouraged to engage in daily are:

Learning Through Play: Educators recognize play as a valuable pedagogical tool for learning. Play engages children in everyday experiences, allowing them to explore, experiment, discover, affirm their understanding, and extend their thinking. Moreover, play fosters social skills development and emotional intelligence as children interact with peers.

Intentional Teaching/Intentionality: This practice involves deliberate and purposeful experiences designed to achieve specific learning outcomes. These experiences may be integrated into play-based investigations or routines. Educators actively listen to children, seeking opportunities to extend their engagement and experiences intentionally, aligning with the framework's objectives.

Learning Environments: Educators create environments tailored to the age group and individual needs of children Care settings. These environments accommodate various activities, whether quiet play, small-group interactions, or whole-group engagements. For instance, they provide spaces for relaxation, social interaction, and independent play to meet children's changing needs throughout the day.

These practices are central to promoting effective learning experiences for children.

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Three (3) ways you can create a learning experience based on the principle of holistic practice:

1.Create environments that allow children to learn based on their interests: encouraging children's natural interests will help them to develop as individuals rather than as a group. Their personal interests can also be nurtured alongside necessary academic skills.

2.Engage with the community: a holistic approach refers strongly to encouraging children to be successful members of society and engaging with the local community is key to helping this to happen. Consider arranging events or activities to encourage integration with the wider community

3.Create inviting environments that encourage investigation and exploration: Creating inviting environments for investigation and exploration involves offering open-ended intentional learning experiences where children can explore at their own pace and level their play or investigate in any way they chose. Such experiences allow the child to use all their senses and thinking, engaging their senses and thinking abilities.

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Educators can respect diversity in their routines by creating inclusive and flexible practices that accommodate various cultures, languages, abilities, and traditions. For Australia it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. Moreover, educators should value and incorporate the practices, beliefs, and values of children's families into the curriculum, fostering a sense of competence and belonging. They must also address any issues of unfairness that may arise from diversity and provide opportunities for children to learn about similarities, differences, and interdependence to promote inclusive and respectful environments. For instance, supporting children who observe Ramadan by adjusting mealtime schedules shows respect for diverse religious practices.

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