National Quality Framework and Learning Frameworks for Early Childhood Education

This article discusses the National Quality Framework and different Learning Frameworks for Early Childhood Education, including Belonging, Being & Becoming and My Time, Our Place. It also provides strategies for educators to promote child development and safety, as well as the roles of educators and service providers in implementing these frameworks. The article emphasizes the importance of creating a safe and supportive environment for children to learn and grow.

QUESTIONS

Table of Content.
MAIN BODY...................................................................................................................................3
PART 1........................................................................................................................................3
PART 2........................................................................................................................................3
PART 3........................................................................................................................................3
PART 4........................................................................................................................................4
PART 5........................................................................................................................................4
PART 6........................................................................................................................................4
PART 7........................................................................................................................................5
PART 8........................................................................................................................................5
PART 9........................................................................................................................................5
PART 10......................................................................................................................................6
PART 11......................................................................................................................................6
PART 12......................................................................................................................................6
PART 13......................................................................................................................................6
PART 14......................................................................................................................................7
PART 15......................................................................................................................................7
PART 16 .....................................................................................................................................7
REFERENCES................................................................................................................................9

MAIN BODY
PART 1
National Quality Framework is the standard design to promote the health, safety or the
well-being of the children as the aim is to provide the special care during the early childhood
education and the actions. It consist of many laws or the regulations to assist the quality rating
process are either accomplished or not for the welfare the youngsters growth or the education
period. Two frameworks which hare legally authorised are
Belonging, Being & Becoming- This framework carry out the focus on the children
education from their birth till they develop into the 5 years old.
The Framework for School Age Care – This framework symbolise to provide the
children pathway during their starting education tenure which primarily includes
communication.
Under the approved learning model website one can asses these framework knowledge
based on the program guide required. Information collected from this website
https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks.
PART 2
 My Time, Our Place is the framework designed to provide the protection to the school
going children. Their aim is to develop the suitable foundation for the future growth of
the children. It provides the appropriate resources, environment, staffing arrangements or
the mamangment pathway to provide kids proper guidance.
 Belonging, Being & Becoming is design to acknowledge kids relationship with their
family and friends. It is aim to understand the progress report of child development.
Policies are made to develop the curiosity and interest in children (Pagan, Salas-Ramirez
& Perez Hazel, (2022)).
PART 3
My Time, Our Place is the framework which his aimed for the school children of around
the age group of 6 to 12 years but the Early year learning is designed for the youngsters
including the toddlers till age 5. EYL main focus is to nurture the growth of the kids while
creating the affirmative impact on their life. MTOP focus in providing the every individual
children the proper chance to explore and learn.

PART 4
Being the 12 year old kid, it is their developing years where he might face many
difficulty during learning or accepting the changes in the body. My Time, Our Place is the
framework. So the strategies for them are :
 Guide them to practise the gratitude. It will them to liberate the affirmative emotions
while improving the relationship and their health.
 Should incorporate the creative process will allow them to understand their own thoughts
and even help the teachers to interpret the child capability.
 Show them interest while supporting them as it will encourage them to have effective
conversation about their feeling or troubles they are facing (Liccardo, (2020)).
PART 5
Belonging, Being & Becoming it the framework and the strategies are :
 Make kids interest towards going school and learning stuff. It can be done by
encouraging kids for the assist to go school that they will be able to play more and make
new friends.
 Show different crippled related to dinosaurs like the puzzle or the fun activity with that
theme as they can discover their interest by it.
 Help kids to explore thing around them by either motivating them towards play while
playing the dinosaur related songs or planning wagon rides (Bates & Moles, (2022)).
PART 6
Early childhood educator role is
 They involve parents in learning as to regulate the consistency of learning by educator
and home.
 To analyse the kids overall activity and document it to carry out their overall progress on
daily purpose to their respective parents.
 Safe environment is need to be create as it will reflect their behaviour.
 Treat all the kids equally and guide them to talk to everyone in respect full manner.
Family Day Care Educator role is
 Guide the children in improving their behaviour (Somerton, (2019, November)).
 Maintain safe or the fresh environment for the children.
 They need to ensure that kids are getting proper meals or the nutrients time to time.

 Supervised the kids every time so as to interpret the altered behaviour or action
explosive.
PART 7
Early child educator collaborate with the lead educator to carry off the kids learning skills
in appropriate manner. Other than this they also monitor the child behaviour by providing them
proper guidance for it as their aim is to nurture kids in the secure manner. In combined form they
will monitor the risk associated. Additional, also respect individual kids choices and demands
according to their cultural choices.
Family day care educator will collaborate with the coordinator and families with
accurate regard or respect to distinct out language or cultural differences they might facing. They
will assist kids while providing them supportive and caring environment to learn the new
experience according to their choices. It will also support effectively in child growth and
development.
PART 8
Guideline 2.2.3 in the National Quality standard comprises of the child protection. Where the
quality 2 symbolize of different children rights that are essential for the education withhold with
the quality and the care. It is aimed to supply the children safety and protection for their well-
being. Also to develop the confidence in the children. Effective management is regularised by
the staff or the educator so as to monitor whether the child is facing any ill treatment or is in the
risk of facing the abuse. Policies are made to guide the educator to take the protective actions
before hand (Doroud, Fossey & Fortune (2018)).
PART 9
NQS should incorporate the policy alteration timely so as to revert the positive outcome
form the services. It is service which is aimed to ensure safety, health or well-beings of the
children. The alteration in the policy are made by them to address troubles or issue children are
facing during their learning or growing instance whether it relates to their health or safety.
Altered learning frameworks are set to ensure development of children while enhancing their
skills

PART 10
Critical reflection is primarily the expansion of the critical thinking where the thinking is done in
either descriptive or analytical manner. It is the ability to examine the aspect of the program to
ensure the better learning or the improves action for the benefit of the kids. Its purpose is to
incorporate the changes in action as it will enrich the children learning. It will primarily include
taking regular feedbacks from the parents and the kids about the teaching so as to incorporate the
needful changes. In other way they can mapping the question like what might should be done to
teach differently?.
PART 11
Reflective practise is the action which work as the aid to gather others perspective on their own
actions as it might help them to improve in optimistic manner which will help to support kids in
more provident way. By observing them one also get the new ideas to deal with the practise. It
will support the one in challenging situation (Hadley & et. al., (2021)).
PART 12
These framework provides the staff better opportunity to accelerate the child learning skills in
the effective manner. 3 strategies include
 Brain interruption- Brain breaks are basically the strategy where the kids are provided
with the effective break from the task they are performing so it will modify the
concentration level.
 Student-centred classroom- Here the learning are incorporated with the activities. More
focus will be towards practical learning.
 Create the supportive environment for the kids.
PART 13
Educator should incorporate the encouragement activities in learning framework are :
 Involve the kids in group play to facilitate the effective communication between them.
 Plan the puzzles games for them as it will generate coordination skill and critical skills.
 Aware kids through dramatic play or episode about hygiene condition they need to follow
and its importance (Barblett & et. al., (2021).

PART 14
Holistic approach is the key approach where innovative way are used to find the new
ways to gain or learning. Way one should incorporate are :
 Educator should focus more towards the organic or practical learning which will alleviate
their open-ended doubts.
 They encourage kids to respect other kids opinions as they take responsibility to accept
mistake they have through with.
 Educator must guide children to co-ordinate with other in fair manner to generate values
for others.
PART 15
Under the National Quality standard, quality area 6 symbolise on the measures to bond
the respectful relationship between the families. However, every family is unique as they come
from different cultural beliefs. Guide them to practise the supportive behaviour with everyone
and to value everyone value on the equal manner. Use kind language with the kids so as to
demonstrate the health habits in kids. Design the activity while celebrating different cultural
practices and share the similarities of different religions and their importance (Hurst, (2019)).
PART 16
1. The chosen service is childcare service which is centre based service that includes long
daycare and preschool children’s care. This type of service provides the occasional care
for those families which need for someone to look and care their children. This childcare
service also provides support to the pre school kids The identical learning framework of
centre based services are belonging, becoming and being. In early childhood these three
framework helps supporting the children's and teach them to interact with family and
community of society. Through these relationship child may developed and learn more
skills from their childhood. The frameworks helps children's in involving and exploring
the new things. The service provider implement these frameworks in the child by making
the respectful relationship with the kids.
2. After implementing the frameworks of childcare service which is centred based care, and
the manager ensure about the service is effective among the children's. The nursery
assistant, deputy manger analysis the result of centred based care to the children. They
should ensure about the positive changes in the children after implementing the

frameworks of the services. The educator and service provider helps in developing
positive relationship with families and other children, positive behaviour of children
denotes that centred service based are helpful and effective for the kids. There are various
position which are ensure about the services frameworks which includes-
 Deputy manager
 Nursing assistant
 Inspection team
 Team leader
 Assistant educator
3. This practise provide the educator the path to plan the action in such a way to explore the
children development by making them familiar with the community, culture or the beliefs
which hare need to practice. They are the nurturing years of the kids, educator need to
recognize the kids effective or supportive relationship with their parents, siblings or the
family members. Talk to kids in the respectful manner as they will react the way one will
treat them. Teach them effective greeting action or the conversation as it will provide the
them opportunity to explore more. Listen kids point of view in effective manner. Accepts
the changes in child behaviour by providing them the correct pathway and encouraging
them to acknowledge their feeling (Mazzucchelli, Pesenti & Bosoni, (2019)).
4. Lead educator will implement the effective program to provide effective environment
according to their choice and to guide them towards different diversity practise. In this
way the educator will ensure that kids will earn how to value and respect different culture
values. It will also support learning ability or development progression in them which
will also help them to prevent risk of challenging behaviour in them.
5. Effective Program for kids is implemented while promoting the positive environmental
condition for the kids where they will feel secure and comfortable to communicate their
feelings or troubles each other. It will facilitate the learning of children in flourishing
manner as class environment will also be manage. This will encourage children attention
which will accelerate their performance and critical thinking (Hyndman & Zundans‐
Fraser, (2021)).

REFERENCES
Books and Journals:
Barblett, L., Cartmel, J., Hadley, F., Harrison, L., Irvine, S., Bobongie-Harris, F., & Lavina, L.
(2021). National Quality Framework Approved Learning Frameworks update: literature
review.
Bates, C., & Moles, K. (2022). Bobbing in the park: wild swimming, conviviality and
belonging. Leisure Studies, 1-13.
Doroud, N., Fossey, E., & Fortune, T. (2018). Place for being, doing, becoming and belonging:
A meta-synthesis exploring the role of place in mental health recovery. Health &
Place, 52, 110-120.
Hadley, F., Irvine, S., Barblett, L., Cartmel, J., & Bobongie-Harris, F. (2021). National Quality
Framework Approved Learning Frameworks update: discussion paper.
Hurst, B. (2019). Play and leisure in Australian School Age Care: Reconceptualizing children’s
waiting as a site of play and labour. Childhood, 26(4), 462-475.
Hyndman, B., & Zundans‐Fraser, L. (2021). Determining public perceptions of a proposed
national heat protection policy for Australian schools. Health promotion journal of
Australia, 32(1), 75-83.
Liccardo, S. (2020). Theorising a Biographic Visual-Narrative and Decolonising Methodology of
(Non) being (Space),(Not) becoming (Power) and (No) belonging (Knowledge).
In Psychosocial Pathways Towards Reinventing the South African University (pp. 73-
143). Palgrave Macmillan, Cham.
Mazzucchelli, S., Pesenti, L., & Bosoni, M. L. (2019). Care-work policies: conceptualizing leave
within a broader framework. In Parental Leave and Beyond (pp. 241-260). Policy Press.
Pagan, M. S., Salas-Ramirez, K. Y., & Perez Hazel, Y. (2022). Finding an academic home, but
still searching for our place: A call for mentoring from the voices of Latina junior
faculty. Policy Futures in Education, 14782103211038187.
Somerton, M. (2019, November). Being, becoming belonging: Developing Inclusion and
Inclusive Education in Higher Education. In IAFOR Education Conference.