Early Childhood Education and Care

This article discusses the importance of early childhood education and care in Australia. It covers the role of ACECQA and NQF in providing optimum early education settings, the EYLF and pedagogical practices in early childhood education and care. It also includes information on policies and procedures, quality areas, principles, and practices related to early childhood education and care.

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student:
Name of the University:
Author note:

1EARLY CHILDHOOD EDUCATION AND CARE
Response to Question 1
ACECQA stands for Australian Children’s Education and Care Quality Authority. It is
involved in the implementation of the National Quality Frame work and in the provision of
assistance to governments in the provision of optimum early education settings in the country of
Australia and was established in the year 2012 (Waniganayake, 2014).
Response to Question 2
The main role of ACECQA is to coordinate and cooperate with the activities of various
governments at the district, state and federal platforms in the development of the National quality
Framework, which is responsible for the development and provision of optimum early childhood
scenarios in Australia (Rouse & Spradbury, 2016).
Response to Question 3
The full form of NQF is National Quality Framework. It as a national level organization
responsible for the improvement and development of settings pertaining to the early childhood
scenario in Australia. It also aims to assess the quality of early childhood care settings as well as
formulate the necessary regulatory frame works (Grant et al., 2016).
Response to Question 4
The full form of NQS is National Quality Standard. It is responsible for the formulation
of certain quality standards which is to be adhered to by organizations in Australia concerned

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with provision of early childhood education and care. It established the need to adhere to seven
quality standards in early childhood settings (Inoue, O’Gorman & Davis, 2016).
Response to Question 5
The term pedagogy implies the usage of academic principles pertaining to the
dissemination of education, with an aim to enhance the growth and potential of the concerned
learners. Teachers involved in pedagogy have to consider various learning theories for the
purpose of encouraging understanding amongst students (Quennersttedt & Larsson, 2015).
Response to Question 6
It is of utmost importance to observe children in early childhood settings for the purpose
of monitoring the progress of the children, identification of the various shortcomings and issues
faced by them and most importantly, for improvement in assessment. Observing children also
aids the caregiver in understanding the child in an enhanced way (Brilli, Del Boca & Pronzato,
2016).
Response to Question 7
The copies of the NQF, NQS and The Early Years Learning Framework can be accessed
by accessing the website of the Australian Children’s Education and care Quality Authority.
Other websites pertaining to each state in Australia are the Education Standards Board, Early
Childhood Education and Care of the Queensland Government and New South Wales
Department of Education (Sims & Waniganayake, 2015).

3EARLY CHILDHOOD EDUCATION AND CARE
Response to Question 8
The United Nations Convention on the Rights of the Child is a treat by the United
Nations focusing on human rights pertaining especially to the rights of children, at the health,
social, cultural and economic platforms. The purpose of this treaty is to ensure the provision of
basic human rights to every child of the world, along with allowance of parents to engage in their
responsibilities pertaining to the concerned child (Ruck et al., 2016).
Scenario 1
In order to understand that which framework is appropriate in order to be used for the
service of proving early childhood the considerations that are important includes the learning
outcomes, the principles and the practices.
One difference was that My time Our Place (MTOP) was for children of school age 6-12
whereas belonging being and becoming were for 0-5 years old. The Early Years Learning
Framework and My Time, Our Place: Framework for School Age Care, is involved in outlining
the practices in order to support as well as promote the children’s development as well as
learning. According to the framework of the Early Years Learning ismainlyfocus on then
extension as well as the enrichment of the learning of the children starting from birth up to the
age of five years and going up to the school transition (DPHHS Home, 2018). The framework
also assists to provide the services to the young children along with the opportunities in order to
elevate the potential of the chidren to the maximum and helping to develop the foundation for
future success in terms of learning.
On the other hand the major objective of the Framework for School Age Care is to
maximise and try to enrich the development and the wellbeing of the children of school age in

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education. Additionally the framework also assists in the services that is provided to the children
of school age care with the opportunity to get involved in leisure along with experiences which
are play-based (My Time, Our Place - Framework for School Age Care in Australia, 2018).
Scenario 2
In this situation from the information gathered first it is required that the outdoor areas
services should be made accessible for these children who are suffering from some kind of
physical disability. This might involve establishing of certain community based programs
designed especially for these disabled children. These programs can help the children to indulge
in proper activities and provide them with suggestions in order to attain their interests and goals.
An important part of this program is to make the children feel accepted, along with feeling
successful, having a sense of accomplishment along with growth and competence.
After this it is required to set the goals for these physically disabled children which
should be given priority. These include making of new friends, developing certain motor skills,
recreationally or competitivelyparticipating individually in any activity. Additionally
participating on a team should be considered along with the increase of aerobic or anaerobic
activity and finally interacting with peers who might or might not suffer from disability.
Scenario 3
The educators might involve the children in a range of texts by reading as well as sharing
various books and other texts with the children. They can also do so by providing the children
with an environment that is literacy enriched and which displays print in languages such as the
home language or the Standard English language. The educators might sing and chant rhymes,

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along with jingles and songs. They might also try to engage the children in play especially with
words and sounds. The educators are also expected to talk about the concepts like the sounds or
letters while the sharing of texts whit then children. The educators might also appoint children in
deliberations related to books and other texts that will help endorse contemplation of various and
diverse perspectives. They should also sustain children how to analyse ways by which the texts
can be modified in order to represent the particular views and also to trade products. The
educators might also teach art as language in addition to teaching that how artists can implement
the elements as well as the principles used to construct a visual or a musical or dance or media
texts (ACECQA, 2018).
Scenario 4
The outcome 1 of EYLF can be achieved by then educators by providing the children
with strategies so that they can make informed choices regarding their behaviours. They might
also take steps in order to promote the sense of belonging in the children as well as to make them
more connected and promote their well-being. The educators in this context are required to
maintain high expectations of the capabilities of each of the children. The children also need
assisting and mediation in regards to the relation of the rights of the others (DPHHS Home,
2018). The educators also require to be provided with opportunities so that they can engage in
tasks as well as paly independently. In order to attain the outcome the educators are also
expected to support the efforts of the children. The educators should also assists well as
encourage the children when appropriate along with the motivation and encouragement of the
children to be successful whenever they experienced any difficult challenges.

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Activity 1
1. The 6 policies or procedures that should be kept at an education care service according to
the national regulations is as follows:
 The health and safety maintenance of the children and taking steps to ensure the
appropriate emergency procedures that are required to be practiced within the service.
 Collection as well as delivery of the children should be made authorised from the
appropriate personnel.
 There is necessity to maintain the rights of children which should be maintained and
respected
 Hygiene should be maintained along with taking of precautions while handling of food or
beverages
 There should be implementation of appropriate sun protection methods that needs to be
maintained along with making availability of shade that should be considered while
planning outdoor activities.
 Valuing and respecting of the different cultures that are prevalent at the care setting.
2. The seven quality areas covered by the National Quality Standard are:
 Educational program as well as practice.
 Maintenance of Children's health and safety.
 Physical environment.
 Relationships with children.
 Staffing arrangements.
 Service as well as leadership management.

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 Establishment of collaborative partnerships with families and communities (.
3. The five principles of EYLF includes:
 Secure, respectful and reciprocal relationships- The educators those who are well
tuned to the judgment and the feelings of the children are involved in supporting the
development of a string sense of well-being.
 Partnerships- it is very likely that the learning outcomes are mostly achieved when
educators agree to work by partnership with the families. It is recognised that the
educators from the families are the children’s first and most influential teachers
 High expectations and equity- it is well perceived that the early childhood educators
being more committed to equity involve in believing in the capacity of the children to
succeed, in spite of the presence of the diverse circumstances along with the abilities.
 Respect for diversity- There are several customs of living along with being and of
eloquent. The children who are born in families of a particular culture, where they are
not affected by conventional practices or the acquaintance of heritage and ancestry,
they are indulged in the experiences, values and beliefs of individual families and
communities
 Ongoing learning and reflective practice- Someeducators are involved in
continuously seeking customs to construct proficient knowledge and also develop
erudition communities (Early Years Learning Framework | Department of Education
and Training, 2018).
4. The EYLF include the selection of eight practices that earlychildhood educators should
pay particular attention to:
 Holistic approaches

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 Intentional teaching
 Responsiveness to children
 Cultural competence
 Assessment for learning (ACECQA, 2018).
 Learning through play
 Learning environments
 Continuity of learning and transitions
5. Reflection on our practice that is the pedagogical practices is important as it helps to
reflect on the values as well as the beliefs in addition to the learning theories upon which
the education practices are mainly based and which is quite significant to
improving pedagogy. The early childhood educators' professional practice, mainly in
case of those aspects which involve the nurturing or the building relationships in addition
to the curriculum of decision making, teaching and learning (James& Pollard, 2014).
Along with this, it should be considered that reflective teaching acts as a personal tool for
the teachers which can used in order to observe and assesse the various waysthey behave
in their classroom. The reflection can be both a private process and a one that might be
discussed with the colleagues. The process of reflective teaching supports the
development and maintenance of professional expertise.
6. Staff : child ratio
Preschool 1:6
Long day care 1:4
Family day care 1: 7

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7. For the early childhood education and care and school age care services, the main focus of
this evaluation of the assessment and rating process is on the validity and reliability of the
process. By considering the constraints of logistics as well as the available resources for this
evaluation, it is generally determined that the most appropriate form of validity is factorial
validity. This in turn is used to establish the validity of latent. Next the reliability was
assessed through examination of the internal consistency of the instrument. An analysis of
the variation was evaluated in ratings that is given to a service on all elements and standards
(Jones & Harcourt, 2013).

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References
ACECQA. (2018). Retrieved from https://www.acecqa.gov.au/
Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for
21st century learning. routledge.
Brilli, Y., Del Boca, D., & Pronzato, C. D. (2016). Does child care availability play a role in
maternal employment and children’s development? Evidence from Italy. Review of
Economics of the Household, 14(1), 27-51.
DPHHS Home. (2018). Retrieved from https://dphhs.mt.gov/
Early Years Learning Framework | Department of Education and Training. (2018). Retrieved
from https://www.education.gov.au/early-years-learning-framework-0
Grant, S., Danby, S. J., Thorpe, K., & Theobald, M. (2016). Early childhood teachers’ work in a
time of change. Australasian Journal of Early Childhood, 41(3), 38-45.
Harms, T., Clifford, R. M., &Cryer, D. (2014). Early childhood environment rating scale.
Teachers College Press.
Inoue, M., O'Gorman, L., & Davis, J. (2016). Investigating early childhood teachers’
understandings of and practices in education for sustainability in Queensland: A Japan-
Australia research collaboration. Australian Journal of Environmental Education, 32(2),
174-191.
James, M., & Pollard, A. (Eds.). (2014). Principles for effective pedagogy: International
responses to evidence from the UK teaching & learning research programme. Routledge.

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Jones, L., & Harcourt, D. (2013). Social competencies and the'early years learning framework':
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My Time, Our Place - Framework for School Age Care in Australia. (2018). Retrieved from
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