Professional Teaching Practices in Childcare: A Reflection

This article reflects on the author's professional teaching practices in childcare, including their experiences with orientation processes, routines, providing age-appropriate natural resources, and setting up indoor/outdoor play spaces. The author also discusses their critical reflections on their teaching practices and how they can improve in the future.

Running head: PROFESSIONAL TEACHING PRACTICES
PROFESSIONAL TEACHING PRACTICES
Name of the Student
Name of the University
Authors Note

1PROFESSIONAL TEACHING PRACTICES
Part A
Introduction
The first few years of growth of infants or young children is very significant as they grow and
develop gradually. The child develops in all areas like social, physical, cognitive, emotional and
language. Young people generally learn from the people and world around them by seeing, tasting
and smelling things. According to NCASS (2009), maintaining positive relationship and
communication with the baby enhances their growth and development speed. During my ten days
professional experience; I acknowledged that infants require more secure trust relationship with
their primary educator. This helps them to become confident learner and creates a sense of identity
and self development. When the baby feels secure and safe in their present environment they show
positive growth signs.
Four Significant Teaching /Learning Events
Event 1: Orientation Process
As a pre service teacher during my two weeks training period, I had good opportunity to
actively participate in the orientation process with the new children, their families and present staff
members. I was able to find different creative areas of the orientation process organized between
childcare centre and the kindergarten. Since this was the first time I was working around babies for
long hours .This was also the first time I contributed my professional teaching practice and engaging
orientation process with other educators. The seeds room had 27 new babies this year and 12
babies were enrolled per day. Second day of my placement I had opportunity to interview and
conduct induction process with the room leader for the new parents. Orientation process was very
flexible and went smoothly with the babies and their parents. On the first day at the centre the baby
and the parents were allowed to stay together for two hours. On the second day, the parents were
not allowed in the room.
According to the NQS (2017), standard 6.1 and elements 6.1.1 status there is an effective
enrolment and orientation process for families. Furthermore, I learned effective orientation process
is very important for the families, young children and to the educators. As quality care and best
practice is provided for the all the stakeholders. During the orientation process the room leader
introduced regular staff who worked there every day. Room routine, meals and snacks and child
special diet requirements and needs were looked after. While filling the enrolment form the
educators are informed if the child has allergies, any special medical condition (News You Can Use,
2010). They are informed about parent’s goals regarding their child, which needs to be fulfilled
within certain period. The room reader asked parents to fill a form about their child’s interest. It
included current development milestones, cultural background, and favourite foods. The food list
consisted information’s like, foods that the baby has not tasted. For example, a parent informed that
her baby can only eat vegetarian and dairy foods. Some parents mentioned no red meat were to be
allowed in the meal for their baby. I sat with a few parents during their orientation days. I noticed all
parents wanted to make sure that their baby is safe, secure and comfortable so that their child is

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healthy. Seeds room set up smooth orientation strategies based on individual child needs,
respecting parent’s values and believes.
Event 2: Seeds Room Routines and Transition
During my professional experience period I had huge opportunity to actively engage in
babies’ regular routines .It was strategically set up for individual child according to their arrival time,
meal times, preparing formula, nappy changing and sleeping and rest times etc. I observed how
important smooth transition and routines affected the families, children and the educators. This
helped to build positive relationship with each other and acknowledged each party’s values and
respected their needs and interest. Especially when the baby is first time moved to the new care
setting away from the home environment. ACECQA (2017), stated quality areas 2; children’s health
and safety, element 2.1.2 each child comfort is provided for and there are appropriate opportunities
to meet each child’s needs for rest, sleep and relaxation. The example is in the seeds room educator
who works in early shift. Each child who is present is listed by the educator. The educator notes the
child’s sleep schedule, meal and bottle times etc. It helps other educators to identify and provide
best care according to the individual child needs. Each child has different sleeping patterns.
During my second week of placement we had an incident in which a mother came with her
seven month old baby on the second day of her orientation. The mother explained how her baby
needed to be put to sleep on the cot. She further mentioned about her baby’s habit to sleep on her
tummy. According to the (NCAC, 2011) fact sheet elaborates safe sleeping guidelines of babies.
Making babies sleep on their back is safe and provides better airway. Moreover, making them sleep
on their tummy is not a safe sleeping pattern as the baby might choke or vomit. The centre
coordinator asked how the baby sleeps and I explained the information provided by the child’s
mother. I also read out the safe sleeping fact sheet in the baby’s sleeping room displayed already.
After that coordinator had positive discussion with the mother, I explained centre sleeping practice
and also provided the NCAC safe sleeping fact sheet copy.
Learning through routines (2012), described young children are allowed to navigate and
continue challenge of learning and doing experiment with new things from the safe and comfort
boundaries that are created by routines. Routines help young children to learn what to expect at
different times in the day and children develop their confidence skills, social skills participating
regular meal times, music and dance and group activity. It also decreases their anxiety level making
them familiar with the new environment (Campbell and Jobing 2012).
I actively followed the room routine and sometimes I applied strategies that were best for
the child. I supervised the baby all the times and made them comfortable. During the first few days
with the young infants in the new setting and tried to build positive relationship. Learning activities
about each and every child helped me in understanding their needs and interest. As an example,
during the meal times I would try to talk to them and maintained eye contact while feeding them.
Learning Events 3:
Providing Age Appropriate Natural Recourses for Infants and
Toddlers
Natural resources are encouraging young children to explore and doing experiment by using
all their senses. Providing safe natural materials such as leaves, pine corn, soft wood pieces, flowers,
shell, rocks and feathers develops children’s curiosity. It also increases infant’s memory skills such as
recognising colours, shapes and mass of the items. Discovery (2002). Coonans Hill early learning

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centre follow Reggio Emilia teaching approach and they provide wooden toys, soft fabric items,
wooden musical instruments, wooden blocks and wooden push and pull toys and carts for young
children. Quality areas (2016), described Reggio Emilia teaching practise identity and value the
Environment “as a third teacher” for young children.
I carefully observed the infant’s interest, development and needs within the new
environment. As most of the babies were on orientation process during that time. After my
observation I planned and implemented treasure box experience. The activity enhanced children’s
knowledge by exploring natural materials. I provided natural resources such as wooden pieces, soft
fabric, fabric toys, cardboard box, and wooden shakers. After I received comments for my activity
from the coordinator, I decided to make sure that next time while planning an activity for the infants
I will be careful in choosing the equipment and materials, especially for toddlers. Initially, I added
some fabric strings in the treasure box but the coordinator asked me to remove them. She explained
to me that fabric strings is not safe for the infants and toddlers, because they might wrap it around
their neck.
NQS (2017), stated quality areas 3, element 3.2.1 outdoor and indoor space are designed
and organised to engage every child in quality experience in both built and natural environments.
While contributing to the treasure box activity I noticed infants observed the texture of the objects
and materials and they tried to play in various ways with the resources. DEEWR (2009), described
children becoming familiar with the world and exploring around them. Playing with natural materials
also helps the child to differentiate between living and non-living things. After implementing
treasure box experience, I initiated sensory board experience to the infants. I displayed on the felt
board 3D shaped animals and environmental objects. The experience encouraged children to feel
the texture and increased the infant’s observation skills about manipulating various materials.
Events 4:Indoor Outdoor Play Space Setting
EYLF (2009) stated the children develop their senses respect to the natural environment and
resources. The seed room indoor settings are safe for the infants as the furniture and equipments
provided are appropriate and suitable for the child. Lorina (2015), described indoor setting
environment is most important for child’s development. Physical environment should be welcoming,
stimulating and create positive learning space for the young children and also their families. It helps
the children to develop their future skills, interest and become confident learner.
The educator has provided well organised quality space for meal, separate sleeping area for
the infants. Moreover, other facilities like, wooden car with road track, reading and relaxation area
that had wide glass door to enable them to look outdoor while other children are playing. I
recognised that some activity and position are not welcoming and inviting to the infant. As the
young children can’t access or reach them easily. For an example, the jungle animal activity was set
up in a corner of the room near the store room door. The activity was invisible to young children and
the animal figures were too small to catch their attention. If the educators would make some
improvement in the activity, like adding wooden pieces, some rocks, leaves and large size animals
figure, it would be worthy. Further believe it would become a great activity for the infants as they
can develop their imagination and memory skills by exploring in various way.
The centre policy forbids hanging any posters or displaying pictures on the wall. I felt that
displaying large size pictures, posters and environmental images on the wall would help in creating
attractive learning environment for the babies. Some of the infants learn to walk by holding chairs
and wall. Displaying things can increase their knowledge and growth in various ways (Community
Child Care Victoria 2011). Setting up appropriate environment is the part of the curriculum. As a pre-

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service teacher, I reflect my own teaching practice and share my ideas with the team every day by
observing children’s interest and skills using different pedagogies. During my two weeks’ time I
noticed the room set up indoor is not enough for meeting young children’s interest and
developmental needs. Coonans Hills Early Learning Centre (2017), described the educator planning
learning space and the activity for the young children as well as the educator needs assess
environment aspect as a curriculum.
Part B: Critical Reflections
During my professional teaching period I learnt different teaching practices and engaged
with the educators and the babies for the first time. I believe that I made good contribution with
other educators while reflecting my own teaching practices. I applied best teaching strategies in
various ways according to the situation. It helped me to build my confidence level and become a
qualified person in childcare field for young children. Throughout my placement, I daily observed the
infant’s conversation with the educators before I planned my learning experience. Each day I
analysed my teaching practice and planned it accordingly before implementing my activities. I
developed my knowledge and skills with the babies, made strategies to work well that might change
or further improve forget best outcomes to the infants. I chose standards 1 and standards 7,
according to the Australian graduate teacher’s standards levels linked with my teaching practice.
Domain: Professional Knowledge
Standards 1: Knowing the learning skills of students
It was a great opportunity to engage with young babies while they were on orientation
period. As a teacher, I improved my professional knowledge by researching documents (my time,
my place), web sites, articles and EYLF documents. Like the infants and toddlers learn and responds
to their needs including development domain. I observed the babies on a daily basis, like what
captures their interest. Moreover, the cultural background, strengths, skills and needs also helped in
ascertaining the parent goals that was set up for their children individually in the orientation
process.
I performed well after choosing appropriate learning experience for the babies who get first
hands on experience with the new environment setting from the home setting. I implemented six
learning experience to make sure that the infants are able to meet the physical, social, language and
intellectual development through the learning process (Gowrie Victoria 2013).
My teaching performance proved to be successful because I applied activities based on child
interest and supported their learning and development. For example, I set up water play experience
adding floating objects and fish. The infants and toddlers both had great times engaging with the
water activity. I have strength and confidence to create safe stimulating indoor and outdoor
environment. This was reflected by my daily basic practice through planning meeting with my
colleague reviewing children’s interest, needs and capabilities. Extending my treasure box activity to
the sensory board experience I further improved my knowledge. I understood the relevance of
changing the resource and materials according to the age of the child for their safety.
To further enhance my teaching practice I would plan and implement play base learning
program using intentional teaching methods for infants such as using natural age appropriate
materials, resources based on child needs and interest. I would also like to research and read
significant articles, websites, books and various documents. This would help me with ideas to create
quality inclusive learning programme by knowing individual child growth.

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Further Improvement
I need be aware while choosing objects for infants for their learning experience. I would
ensure that the materials are safe and of high quality. Because I learned good teaching practice
when I implemented treasure box experience. The coordinator helped in showing the importance of
the coordinators remove some little shakers from the box as the item was small and the shakers
could easily break and injured the infants. She also removed long fabric strings and informed that
the children might wrap it in their neck or they can easily put it into their mouth. Next time, if given
a chance, I would provide better services and learning practices for the young children
Domain: Professional Engagement
Standard 7: Engage professionally with colleague’s parents/
carers and the community
Working along with the supervising coordinators and teachers help me in providing the
sufficient feedback for my learning practices and assisted me in creating effective strategies for
teaching. The family event organized by the kindergarten proved to be a golden opportunity for me
by strengthening my ability to communicate effectively with the child parents. Moreover, it provided
ability to engage professionally with the infant’s parents and extended family members. This
approach helped me to take active participation in the curriculum development process within the
child care centre. I learnt the practices to achieve the most effective learning outcome required for
the children. Efficient development of child’s curriculum requires clear vision, clarity of purpose and
ambitious goals. This requires adequately attending the outcomes, principles and practices for a
better approved learning framework. The major role or ability of educational leader is being able to
work efficiently with the educators by providing proper direction for the curriculum. Moreover, to
ensure that the child achieve the desired outcome by practising the provided approved learning
framework.
According to Department of Education, Employment and Workplace Relation (2009), the
previous childhood professionals that worked in partnership with the infant’s family were
committed to build efficient links between the home and outdoor setting. This facilitates in
providing greater growth and consistency opportunity for the child within the community.
Moreover, Australian Children’s Education and Care Quality Authority (2017) suggested that the
families can easily provide crucial information related with child’s strengths, interests and abilities
besides giving proper feedback. This approach helps in supporting the nominated supervisors,
coordinators and educators to create improvements plans. The plans are practical in nature as it
focus in meeting all the needs required for the growth of children and their families. The childhood
professionals work collaboratively by sharing vital information and their plans to enhance the child
learning and development process. The groups understand each other’s skills, expertise and practise
and provide referrals when it is required (Campbell and Jobing 2012). The professional helps in
building the child’s prior experiences and learning to build the continuity process for their
development and learning. The childhood professionals communicate and plan in partnership to
achieve the best practise.
Further Improvement
The childhood professionals should work together across settings to manage positive
transitions for the infants. The previous childhood professionals needs to understand the
significance of ensuring long term continuity for the child education and further they work together

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to build up child’s knowledge and experience. The professionals should be willing to gain knowledge
and learn from each other. They can improve their skills by sharing their diverse area of expertise as
well as experiences. The professionals should be committed to the ongoing professional learning.
Moreover, they should look for both informal and formal opportunities by increasing their
understanding for better practices in early childhood. To achieve efficient practise in the child’s
advanced learning and development the professionals should engage in sharing a common goal.
They should use practices that would enhance their working relationships by respecting and valuing
each other’s expertise (KidsMatter 2014). Through successful partnership, the professional should
be able to communicate effectively about the child’s experience. The importance of communication
between the settings would involve mutual respect for each other. It would facilitate in maintaining
challenging and safe learning environment. Maintaining a harmonious relationship with the
educators creates a better environment that would promote mutual respect for each other. This
would further enhance the learners to develop and reflect their own values.

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Campbell, C, and Jobing, W, 2012, Science in Early Childhood, Cambridge University Press, Port
Melbourne, Vic.
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Coonans Hills Early Learning Centre, 2017, Coonans Hills Philosophy,Coonans Road, Pascoe Vale
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