Analysis of Learning and Development in Education: National Standards

This report examines learning and development in education, particularly within the context of early childhood. It analyzes the National Quality Standards and their components, focusing on how they promote children's agency and guide curriculum planning. The report explores the learning and development philosophy of a specific service, aligning its policies with the National Quality Standards. It evaluates the service's policies and provides recommendations for enhancing the learning environment. The paper also references the state of Queensland, Australia, in the context of child welfare and makes recommendations for improving the learning environment for children. The conclusion highlights the importance of educators' interactions in fostering student development and emphasizes the role of the National Quality Standards in ensuring holistic student growth. The report draws on a variety of scholarly sources to support its analysis.

Running head: LEARNING AND DEVELOPMENT IN EDUCATION
Learning and development in education
Name of the Student
Name of the University
Author Note

1LEARNING AND DEVELOPMENT IN EDUCATION
Table of Contents
Introduction......................................................................................................................................2
Components of the National Quality Standards related to learning and development in early
childhood.........................................................................................................................................2
Promotion of children’s agency...................................................................................................2
Guidance in planning a curriculum and encourage relationship in children...............................2
Learning and development philosophy of my service.....................................................................3
Alignment of the policies of the service with that of the National Quality Standards................3
Evaluation of the policies provided by my service..........................................................................3
Recommendations to promote greater learning environment..........................................................4
Conclusion.......................................................................................................................................4
References:......................................................................................................................................5

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Introduction
The process of learning and development depends to a large extent on the kind of
education which is imparted to the student (Clarke 2017). The purpose of this paper is to analyze
the National Quality Standards and the components which leads to learning and development in
the early childhood period. The paper also examines the planning curriculum of the state of
Queensland in Australia and aligns it with my own service on child welfare.
Components of the National Quality Standards related to learning and
development in early childhood
Quality Area 1 of the National Quality Standards deals with the various educational
practices and programs which attempt to enhance the development and learning process of the
children. Element 1.1.1 of the Standards states that the decision taken for the development of a
curriculum for enhancing the learning process within every child, leads to the promotion of their
well-being and a confident nature (Cartmel 2019).
Promotion of children’s agency
The quality Area 5 of the National Quality Standards related to the promotion of the
agency of the children. The basis of this area is to promote responsive, collaborative and
respectful relationships with the children so that they get a sense of belonging to a particular
place and that of security (Torii, Fox and Cloney 2017). Such a relationship would provide the
children to engage more freely with their surrounding environment and develop themselves in a
holistic manner.

3LEARNING AND DEVELOPMENT IN EDUCATION
Guidance in planning a curriculum and encourage relationship in children
The National Quality Standards is able to guide the framing of the services within the
organization where I work. I work in a place which attempts to improve the well-being of the
children, from the time they are born to that of ten years old. In this respect, the Elements
mentioned in quality Area 1, 2 and 5 in the National Quality Standards helps the services to harp
more on the creation of an inclusive environment (Wise 2018). The learning and development
opportunities of the children are emphasized upon through the building up of relationships which
are important at such early stages of childhood.
Learning and development philosophy of my service
The learning and the development philosophy of my service is the promotion of the well-
being of the children by focusing on their surrounding environment. For instance, the family
environment of the child, their class room environment and the nature of the people they interact
with, all are taken in to consideration for the development of the policies of my services. Thus,
there is emphasis that a child should always be respectful towards their elders and that they
should develop a tolerant attitude (Raban and Kilderry 2017).
Alignment of the policies of the service with that of the National Quality Standards
The policies of my services are found to be aligned with the National Quality Standards
as seen in their Quality Area 5. The Quality Area 5 focuses on the development of the
collaborative environment of the children with the purpose of improving upon their learning and
development (Torii, Fox and Cloney 2017).

4LEARNING AND DEVELOPMENT IN EDUCATION
Evaluation of the policies provided by my service
My service conducts a monthly evaluation of the schools where a child belonging to that
service, is enrolled in. The service agency prepares a report based on their observations and they
submit any recommendations they might have, to the school administration. They conduct a
regular follow up with the school authorities to ensure that they are able to create a holistic and
accommodating environment for their students. This shows that the service agency is dedicated
to the understanding of the surrounding environment of the child.
Recommendations to promote greater learning environment
One of the recommendations which might be made in the context of improving the
learning environment of the children is that my service should consult more with the children
and try to understand the various issues which are faced by them. They should take the feedback
of the children in to account (Hunkin 2018).
Another recommendation is that my service should try to ensure that any of the activities
which have the potential to harm the mental development of a child, should be immediately
reported to the concerned legal authorities (Hunkin 2018).
Conclusion
In conclusion, it can be observed that the manner in which the educators teach and
interact with the students influence the extent of development observed within such students.
Thus, for the effective interaction and communication, the government of Australia has framed
the National Quality Standards to ensure the well-being and comprehensive development of the
students of the society.

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References:
Cartmel, J., 2019. School Age Care Services in Australia. International Journal for Research on
Extended Education, 7(1), pp.114-124.
Clarke, J.E., 2017. Sustainable pedagogical leadership in early childhood education and care:
Implementing the 2012 Australian national quality standard (Doctoral dissertation, Queensland
University of Technology).
Hunkin, E., 2018. Whose quality? The (mis) uses of quality reform in early childhood and
education policy. Journal of Education Policy, 33(4), pp.443-456.
Raban, B. and Kilderry, A., 2017. Early childhood education policies in Australia. In Early
childhood education policies in Asia Pacific (pp. 1-30). Springer, Singapore.
Torii, K., Fox, S. and Cloney, D., 2017. Quality is key in early childhood education in Australia.
Wise, S., 2018. Usage and quality of formal child care services experienced by infants and
toddlers in Foster and Kinship care: An Australian Study. International Journal of Early
Childhood, 50(1), pp.47-65.