chc community services chcece009 training … 5799.pdfframeworks to be nationally endorsed for use...

CHC Community Services Training Package Release 1.1

Learner guide

Version 1

Training and Education Support

Industry Skills Unit

Meadowbank

Product Code: 5799

CHCECE009

Use an approved learning framework to guide practice

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CHCECE009 Use an approved learning framework to guide practice

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2014

Acknowledgments

The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank

would like to acknowledge the support and assistance of the following people in

the production of this learner resource guide:

Writer:

Lisa Wallmeyer

Teacher, Child Studies

TAFE NSW

Reviewer:

Gail Horwood

A/Manager Industry Teams Community Services and Health

Project Manager:

Gail Horwood

A/Manager Industry Teams Community Services and Health

TAFE NSW

Enquiries:

Enquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank

Meadowbank TAFE

Level 3, Building J,

See Street,

MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

ISBN 978-1-74236-507-7

© The State of New South Wales, Department of Education and

Training, TAFE NSW, Training and Education Support Industry Skills

Unit, Meadowbank, 2014.

Copyright of this material is reserved to TAFE NSW Training and Education

Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in

whole or in part, other than for the purposes of private study or research, and

subject to the provisions of the Copyright Act, is prohibited without the written

authority of, TAFE NSW. Training and Education Support Industry Skills Unit,

Meadowbank.

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Table of contents

Introduction .................................................................................. 7

1. Using this learner guide ......................................................................... 7

2. Prior Knowledge and Experience ............................................................. 9

3. Unit of competency overview ................................................................. 9

4. Assessment ......................................................................................... 9

About this unit .......................................................................................... 10

Section 1: Introduction to approved learning frameworks in

education and care ...................................................................... 11

The need for change .................................................................................. 11

Frameworks in focus .................................................................................. 12

Legal requirements .................................................................................... 15

Section summary ...................................................................................... 16

Section 2: Understanding the frameworks ................................ 17

Elements of both frameworks ..................................................................... 17

Belonging, being, becoming ........................................................................ 20

Principles ................................................................................................. 22

Practices .................................................................................................. 24

Learning Outcomes.................................................................................... 27

Section summary ...................................................................................... 32

Section 3: Reflective practice, working with others and the

frameworks ................................................................................. 33

Philosophy, policies and the EYLF/FSAC ........................................................ 33

Working with colleagues to implement the frameworks .................................. 35

Partnerships with families and the frameworks .............................................. 38

Reflective practice and the frameworks ........................................................ 42

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Section summary ...................................................................................... 43

Section 4: Principles, Practices and Outcomes in action .............. 46

Child development and the frameworks ........................................................ 46

Play and the frameworks ............................................................................ 49

Intentionality and the frameworks ............................................................... 51

Cultural competence and the frameworks ..................................................... 54

Outcomes and the frameworks .................................................................... 59

Section summary ...................................................................................... 66

Answers to Activities ................................................................... 68

Section 1.................................................................................................. 68

Section 2.................................................................................................. 69

Section 3.................................................................................................. 71

Section 4.................................................................................................. 72

References List ............................................................................ 74

Resource Evaluation Form ........................................................... 78

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© TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 11 of 81

Section 1: Introduction to approved learning

frameworks in education and care

In December 2009, all State, Territory and governments, along with the

Commonwealth government of Australia agreed to implement a range of reforms

designed to improve the quality of education and care services in Australia.

These reforms are known as the National Quality Framework (NQF), and they

incorporate the Education and Care Services National Law and Regulations, the

National Quality Standard, the Quality Rating System, and the Early Years

Learning Framework, and the Framework for School Age Care (or other approved

framework). Other units in the course will go into more detail about the

requirements of the NQF, however this unit will focus on the purpose and use of

approved learning frameworks in the education and care environment.

The need for change

Prior to the introduction of the NQF in 2012, education and care services in

Australia operated under state specific laws and regulations (licensing) that varied

significantly from jurisdiction to jurisdiction. Some, but not all service types were

also covered by the National Child Care Quality Assurance System (accreditation)

administered by the National Child Care Accreditation Council (NCAC).

There was widespread opinion in the children’s services sector that change was

needed to address some of the challenges experienced in the sector, and secure

better outcomes for children who attended them. Among the issues were;

• Delivery of early childhood services was fragmented across the country

• Centres needed to deal with 2-3 levels of government

• Standards varied across the nation

• There was no common curriculum for Education and Care Services

• Duplication existed between old licensing and accreditation systems

• Research shows that the early years of a child’s life are very important for

their present and future health, development and well being

Education and care has played an increasingly prominent role in the lives of

Australian families in recent years. In fact, in the last 3 decades there has been a

trend towards increased use of formal care, with 864,300 children usually

attending formal childcare in 2011, compared with 358,300 in 1984 according to

the Australian Bureau of Statistics (2011).

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Page 12 of 81 © TAFE NSW (TES, Industry Skills Unit Meadowbank) 2014

Given the steady growth experienced by this sector, based on increased demand

for education and care services, and an increasing recognition of the importance

of the early years for children’s (and therefore the nation’s) future, the call for

change was becoming ever more urgent. The historic government agreement that

formed the basis for the NQF reforms has been welcomed by many in the sector

as a turning point in the provision of quality education and care.

The overall timeline of the NQF origins is shown in the diagram below:

National Quality Framework Timeline

Frameworks in focus

“A central focus of the National Quality Framework is on outcomes for children.

This is why all education and care services must provide a program which is

based on an approved learning framework, which considers the

developmental needs, interests and experiences of each child and takes into

account the individual differences of each child.

The approved learning frameworks have been developed to guide educators in

developing quality programs that support children’s learning”.

Guide to the National Quality Framework, 2011, p.4

Aug 08 • Discussion paper

Jan 09 • Expert advisory panel report

July 09 • Regulation Impact Statement

July 09 • Early Years Learning Framework released

Dec 09 • COAG agreement on NQF

2009/10 • Field testing, consultation and legislation

Aug 2011 • My Time, Our Place SAC Framework released

Jan 12 • NQF implemented SAMPLE



The frameworks that make up part of the NQF were the first early learning

frameworks to be nationally endorsed for use by educators in a range of early and

middle childhood settings – for the first time educators across the country were

able to access guidelines for their practice that had been developed as a result of

extensive consultation with their peers, and leaders in the education and care

field. These guidelines had been drawn from current research and a contemporary

understanding of how young children learn and develop. As one early childhood

educator commented;

“The Framework gives us all a common language to advocate for the value of our

work” – Goodfellow, 2009 p.4

Each of the learning frameworks referred to in the NQF serves a different

purpose. Let’s start with a brief summary of the context and use of each of these;

Belonging, Being and Becoming: The Early Years Learning Framework for

Australia (‘Early Years Learning Framework’)

This framework is directed at children from birth to 5 years, and through the

transition to school. It aims to enrich children’s learning, and is designed to

create opportunities for children to maximise their potential, and lay the

foundation for future success in lifelong learning

My Time, Our Place: Framework for School Age Care in Australia (‘Framework for

School Age Care’)

This framework targets children of school age in education and care settings, and

has a focus on high quality leisure and play based experiences as a means of

extending and enriching children’s wellbeing and development (ACECQA, 2011)

In addition to these central guiding documents, the NQF also recognises the

following alternative jurisdictional specific frameworks;

Australian Capital Territory: Every Chance to Learn—Curriculum

framework for ACT schools preschool to Year 10

Tasmania: the Tasmanian Curriculum, the Department of Education of

Tasmania, 2008

Victoria: the Victorian Early Years Learning and Development Framework

Western Australia: the Curriculum Framework for Kindergarten to Year 12

Education in Western Australia.

These state frameworks are quite similar in scope and intent to Early Years

Learning Framework (EYLF) and the Framework for School Age Care (FSAC), and

therefore may be used as an alternative guideline when planning programs for

children in education and care services in those states or territories.

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Activity 1.1- Purpose of approved learning frameworks

Read the introductions of both the Early Years Learning Framework (EYLF) and My

Time, Our Place, Framework for School Age Care (FSAC). These can be

downloaded from http://www.acecqa.gov.au, and answer the following questions:

1. What was the Council of Australia Governments vision when developing The

EYLF?

2. What Convention and Declaration does the EYLF support?

3. What goals does the Declaration listed above have for all young Australians?

4. Is FSAC based on a similar vision to EYLF, and if so, why?

5. What does the FSAC acknowledge?

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http://www.acecqa.gov.au/



Legal requirements

Use of an approved learning framework is not simply recommended in education

and care services. It is, it fact a legal requirement. The following documents all

refer specifically to the need for services to use an approved learning framework;

The Education and Care Services National Law (Section 323)

The Education and Care Services National Regulations (Regulation 254)

The National Quality Standard (Standard 1.1)

When education and care services undergo assessment to determine their quality

rating they must demonstrate how the relevant framework is used to guide their

everyday practice, plan programs, and conduct child assessments.

Therefore, use of the relevant framework is an indispensable aspect of every

educator’s role; they must be familiar with it, have the necessary skills to

implement it consistently, and know how to evaluate it.

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Section summary

This completes section one (1). This section has given you the opportunity to:

identify various learning frameworks approved under the National Quality

Framework

explore historical factors that underpinned the need for change in the education

and care sector in Australia

understand the aims of approved learning frameworks, and the vision that led to

their establishment.

At this stage you should be able to:

investigate different approved learning frameworks and identify the

framework relevant to the service

recognise differences between the relevant framework and other approved

frameworks

clarify the relevance of the framework with educators and others to

identify its relationship to other aspects of relevant law and regulations.

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Section 2: Understanding the frameworks

Given that contemporary education and care practice requires the use of an

approved learning framework, it stands to reason that a thorough working

knowledge of the relevant framework is now an essential aspect of the educator’s

role. This is not something that can be acquired overnight; it is a skill that

develops over time and with practise.

The frameworks recognise that children are learning and developing all the time,

and take a broad view of the educator’s role in this process;

“Curriculum encompasses all interactions, experiences, routines and events,

planned and unplanned, that occur in an environment designed to foster

children’s learning and development. The emphasis in the Framework is on the

planned or intentional aspects of the curriculum” – EYLF p. 9

The purpose of this section is to begin the ‘unpack’ the EYLF, and FSAC, and

provide the foundations for understanding the tool that will become your daily

companion when working in education and care services. Whilst it is useful to

develop an understanding of both frameworks, feel free to concentrate on the

portions of this section that relate specifically to the part of the sector you plan to

work in, i.e. 0-5 years (early childhood education and care), or 5-12 years (school

age care).

Elements of both frameworks

The EYLF and FSAC are both structured in a similar way; they both share the

same overarching themes, principles, practices, and broad learning outcomes;

and they both place children’s well-being and learning at their core. However, the

way that these elements are interpreted and expressed in everyday practice in

education and care services will vary according to many factors – location,

philosophy, management, age groups of children, available resources, the

physical environment, skills and knowledge of the educators to name a few.

The beauty of the frameworks is that they are sufficiently flexible to incorporate a

variety of different approaches. The frameworks provide structure, but it is up to

each service to fill in the details in their own unique way, According to Connor

(2011) “it’s a framework to be adapted for different circumstances, not a recipe

to follow rigidly”. p.4

The EYLF and FSAC take an integrated approach, and incorporate some

foundational concepts that are central to understanding the frameworks. Take the

time to complete the following two activities to explore these important concepts.

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Activity 2.1 EYLF key concepts

Read EYLF pp7-10, available from http://www.acecqa.gov.au, and record the

definitions of these key concepts:

Learning outcome:

Early childhood settings:

Curriculum:

Pedagogy:

Dispositions:

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Activity 2.2 FSAC key concepts

Read FSAC pp.5-8, available from http://www.acecqa.gov.au, and record the

definitions of these key concepts;

School age care settings:

Programs:

Agency:

Involvement:

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The frameworks are often illustrated using the this diagram -

Belonging, being, becoming

There are three interwoven themes that run through all aspects of the

frameworks, based on a prevailing view that children live and learn within the

context of family, culture, community and place; belonging, being and becoming.

These themes form the foundation for all other aspects of the frameworks, and

are a philosophical statement in that they describe the values and beliefs that

guide all those who work with young children. They are ’big picture’ concepts that

help educators, and all others concerned with education and care in Australia, to

understand what is behind the frameworks.

Belonging – children learn from their social contexts – relationships are critical to

a sense of belonging. To acknowledge ‘belonging’ is to recognise children’s

interdependence with others, and the importance of relationships in defining

identities.

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Being – children are capable learners from birth and contribute to family and

society – they are not merely learning to become adults. Children live very much

in the present, and have an intrinsic right enjoy and explore in the here and now.

Becoming – childhood is the beginning of life with many possibilities. Children

experience rapid change in their early years, and are shaped by a multitude of

different events and circumstances. The learning that takes place during this time

is dynamic and formative.

Activity 2.3 Belonging, being, becoming

1. What do the concepts ‘belonging’, ‘being’ and ‘becoming’ mean in your own

life?

2. Who does the concept of ‘belonging’ apply to, in an education and care setting?

3. Why do you think it might be valuable for a child to have time to just ‘be’

during the day?

4. What role do the children themselves play in who they will become?

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Principles

Both the EYLF and FSAC contain five principles, which reflect contemporary

theories and research about how children can be best supported in belonging,

being and becoming. The principles provide the ‘why’ for professional practices,

and assist educators to explore the beliefs and views that inform their

assumptions about children’s learning and wellbeing. The first three principles

relate to educators’ relationships with others, and the last two contextualise the

role of educators as culturally competent and reflective practitioners.

1. Secure, respectful and reciprocal relationships – highlighting the

importance of our relationships with children and families,

2. Partnerships – emphasising the importance of working in partnerships with

families in order to identify and achieve learning outcomes for children.

3. High expectations and equity –reflecting the regard educators have for

children and their capacity as learners.

4. Respect for diversity – addressing difference, and how each family may

come with different understandings about themselves, the community they

live in and what they value for their children.

5. Ongoing learning and reflective practice – recognising educator’s

responsibility to continually engage in professional learning.

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Activity 2.4 EYLF/FSAC Principles

Read EYLF pp 12-13 or FSAC pp.10-11, available from

http://www.acecqa.gov.au, and write down one practical example of how an

educator could;

1. promote secure, respectful and reciprocal relationships with children.

2. value and encourage partnerships with families.

3. ensure children succeed and overcome individual barriers.

4. make curriculum/program decisions are made to uphold children’s rights to

have their culture, identity, abilities and strengths acknowledged and valued?

5. engage in professional reflection.

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Practices

This section of the relevant framework introduces some broad categories to

represent what educators actually do on a daily basis. It recognises that

educators are engaged in complex and highly skilled work, and that they draw on

a range of approaches and techniques to promote children’s learning. Everything

that an educator does, or does not do, when interacting with and providing for

children’s education and care has an impact on them – an effective educator

realises this, and is able use their in depth knowledge relevant of practices to

support each child.

The EYLF and the FSAC both list eight practices, however the FSAC describes

some slightly different practices to reflect the different nature of work with

children in School Age Care settings.

Framework practices

EYLF FSAC

Holistic approaches – recognise the connectedness of all aspects of the child, and

his or her learning as integrated and interconnected in nature. As children learn

and develop, they do so in the context of the social and natural world – learning

is a social activity based on reciprocal relationships and partnerships. At the basis

of this approach is a view of the child as a capable, collaborative agent in their

own learning.

Responsiveness to children – involves

taking a strengths based approach that

is responsive to individual children’s

ways of knowing, ideas and play, based

on respect and active engagement with

each child

Collaboration with children – includes

the responsiveness seen in the EYLF,

and adds an extra dimension of

collaborative engagement that

recognises the school age child’s

maturing ability to engage in shared

decision making

Learning through play – both in early and middle childhood play provides

opportunities for discovery, creativity, social interaction, problem solving and

critical thinking. It provides enjoyment, and enables children to be in the

moment. Educators play a pivotal role in supporting and facilitating children’s play

by drawing on a repertoire of strategies, and flexibly using techniques,

professional knowledge and resources to build on children’s learning, interests

and needs.

Intentional teaching – refers to

deliberate, purposeful and thoughtful

actions, which actively promote

children’s learning. Educators do this in

many ways, by using effective

documentation and monitoring.

Intentionality – recognises that

educators practice in SAC, which is also

deliberate, purposeful and thoughtful,

focuses particularly on children’s play,

leisure, wellbeing, engagement with

learning life skills and citizenship.

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Section 3: Reflective practice, working with

others and the frameworks

Implementing the EYLF and the FSAC requires interactive decision making by

educators, families, and the children themselves, based on consistent use of a

systematic planning cycle, which includes questioning, planning, doing and

reviewing. It is only when educators work effectively together as a team that they

can create quality experiences and environments for children.

Both frameworks demand that educators are thoughtful and purposeful in what

they do; to use their knowledge, experience and ability to apply the service

philosophy to guide their decision making so that children have the best possible

opportunities.

Philosophy, policies and the EYLF/FSAC

A service’s philosophy is a living document that describes the collective values of

all stakeholders in relation to education and care. According to the Education and

Care Services National Regulations, and the National Quality Standard, each

service must have and regularly review a written philosophy, which guides their

pedagogy and teaching decisions.

When developing or updating their philosophy, services will give consideration to

the underlying beliefs and values of their relevant framework. The ‘3 Bs’;

belonging, being and becoming are an ideal foundation for thinking about what is

most important in children’s lives, and the principles that underpin practice

discussed in Section 2 give strong indications of what the education and care

community in Australia most values;

Secure, respectful and reciprocal relationships

Partnerships with families

High expectations and equity

Respect for diversity

Ongoing learning and reflective practice.

A service philosophy underpins everything that educators in that setting do, and

will guide decisions, policies and practices, both big and small. As the aspects of

the EYLF/FSAC listed above are typically woven through individual service

philosophies, in this way the themes and principles of the framework become

embedded in daily practice.

Centres often go on to develop goals, or aims to provide further clarity around

what their philosophy means in a practical sense. These goals or aims will relate

to the framework practices and outcomes, which also give guidance about what

educators should be doing, and what they are trying to achieve for children.

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Educators develop the skills to apply the key aspects of their philosophy to their

daily practice by regularly revisiting the philosophy, discussing and debating it

with colleagues and reflecting on everything that they do. They will constantly be

asking “how does this fit with what we believe?” An example of how this might

work can be seen in the following scenario.

EYLF, philosophy and practice

The philosophy at Summerville Children’s Centre, a community based, not for profit

long day care centre, states that they acknowledge and respect the uniqueness of

each child and their families. The program goals, which have been developed from

the philosophy, go on to talk about fostering positive communication, providing a

culturally relevant environment, and resources to support families.

When staff are reviewing their philosophy in light of the EYLF, they have a discussion

in their staff meeting about how these statements relate to the 2nd Principle –

Partnerships.

Staff become interested in the way that the 2nd principle talks about creating a

welcoming environment – they agree that they all believe this is important, but this

is not clearly stated in their philosophy, so they agree to add a statement about

creating welcoming environments to their program goals.

At the next staff meeting, the educators have a discussion about what a welcoming

environment means in practice. They discuss what they are already doing to support

families to feel welcome. At this point the nursery team leader identifies an issue;

when parents come to the centre to breastfeed their babies during the day, there is

nowhere comfortable to do this, and they usually have to sit on the floor, or on a

small plastic chair.

The team agrees that this is not consistent with the new statement in their revised

philosophy, and start to brainstorm how they can alter the centre environment to

ensure that breastfeeding mothers can feel more welcome. They come up with lots

of ideas about how they can acquire a comfortable armchair, and the best position

for it.

Once they have established the new breast feeding corner, they notice that parents

come more often, and stay longer. Also, educators also use this area for bottle

feeding during the day when it is not needed by the parents, and it contributes to

more relaxed feeding routines for all young babies. The staff realise that this change

to the environment has also supported them to engage in the 2nd Practice listed in

the EYLF – Responsiveness to children.

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As there is no ‘right way’ to implement their approved framework, education and

care services will inevitably have individual approaches to implementing this task,

and these approaches will evolve over time.

Working with colleagues to implement the frameworks

There are a variety of ways that educators come together to share ideas and

develop plans for implementation of the relevant framework. They first need to

collect all they know about the child, which will have been gathered from a

number of sources. These will include observations of all kinds, formative

assessments, input from families and the child, and the educator’s own

reflections, and knowledge of child development. No one educator, no matter how

close they are to the child, will hold a complete picture of their interests,

strengths and needs, and therefore it is important educators work together with

colleagues, families and the children themselves to ensure that they are basing

their planning on a comprehensive view of each child.

Team meetings, or staff meetings are typically used to discuss ideas for the

planning process, as well as to review and evaluate recent programs and

projects. Each service is required under the Education and Care Services National

Regulations to have an educational leader who is responsible for leading the

development and implementation of educational plans. This person will play a key

role in facilitating meetings and advising less experienced colleagues on all

programming matters.

The part of the process that involves designing experiences to enhance children’s

learning and wellbeing is highly creative. Starting with a blank page and utilising

available resources, educators will craft engaging, nurturing and stimulating

experiences for children that evolve to meet their needs and respond to the

unfolding possibilities for their learning and development. Every choice that

educators make when planning the program can have an impact; for example,

providing stencils for the children to colour in will lead to similar finished

products, and frustration for some children who cannot stay between the lines,

whereas providing a drawing implements in a quiet corner of the room will

encourage children to express themselves freely with their drawing, and allow

them to enjoy the process without having to work within rigid expectations.

Equally important in this process is regular evaluation with reference to the

Principles, Practices and Outcomes, as this is the only way to judge the ‘distance

travelled’ in terms of implementing various aspects of the framework, and

promoting children’s development and wellbeing. This ongoing, cyclical process is

described in the following diagram as QUESTION, PLAN, ACT/DO,

REFLECT/REVIEW.

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Activity 3.2 Frameworks and family input

Complete the following table to map how two way communication with

families can contribute to implementation of the relevant framework.

Information

about the Child's

needs, routines

and preferences

may include:

List the information

that you might seek in

order to better plan

and accommodate

each child’s individual

needs

How will you

communicate to the

family about the child’s

day?

Caregiving (e.g

food, drink, rest,

nappy changing,

toileting, health

etc.)

Participation in

program

Social and

emotional wellbeing

Progress in relation

to outcomes

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Reflective practice and the frameworks

Both the EYLF and the FSAC advocate ongoing learning and reflective practice for

educators in Principle 5.

“A lively culture of professional inquiry is established when early childhood

educators and those with whom they work are all involved in an ongoing cycle of

review through which current practices are examined, outcomes reviewed and

new ideas generated. In such a climate, issues relating to curriculum quality,

equity and children’s wellbeing can be raised and debated”.

EYLF p. 13 & FSAC p. 12

The frameworks further define reflection as asking questions, gathering

information, critically examining what is happening, and reflecting on what might

be changed. This commonly takes place within the context of program planning,

but it is also evident informally, as educators adjust their daily practice in

response to evolving circumstances. For example, when an educator who usually

supervises lunch and rest time with the toddler group notices that a number of

the children are regularly falling asleep at the lunch table, and together with her

colleagues decides to bring lunch time forward by half an hour, s/he has engaged

in critical reflection, and used it as a catalyst for quality improvement in the

service.

The Educators’ Guide to the EYLF describes a number of features that contribute

to the creation and maintenance of a culture of inquiry;

trust and collegiality

respect for different viewpoints

opportunities for all to contribute

organisational commitment to inquiry

time for reflection and to develop skills

recognition that there is no one right approach or answer

courage to question taken-for-granted practices and assumptions.

(p. 7)

To be a reflective professional involves stepping outside one’s comfort zone in the

pursuit of continuous improvement. It can sometimes seem easier to maintain

the status quo, as looking for a better way involves additional effort and an open

mind. However, if educators become stuck in a rut, believing that the “way we

have always done things has worked so far, so why bother to change”, they are

missing the opportunity to enrich their practice and promote improved outcomes

for children and families.

Giugni talks about becoming a ‘learning educator’ in Pathways of possibilities for

engaging with the Early Years Learning Framework, which is about being open to

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various perspectives, including theories, new ideas and ways of thinking, and the

view of others, and applying this to current practice.

She goes on to propose a different way of thinking in relation to the Frameworks,

by replacing the word children with the word staff in each of the five outcomes,

which would look like this;

Staff have a strong sense of identity

Staff are connected with and contribute to their world

Staff have a strong sense of wellbeing

Staff are confident and involved learners

Staff are effective communicators

(p. 27)

Sometimes the process of reflection throws up some challenging questions, which

create uncertainty, particularly for inexperienced educators. This is where the

support of room leaders, directors, and educational leaders comes in. One of the

benefits of working in a team is that there will always be support and guidance

available from more senior staff members, who can act as sounding boards when

deciding on how to make sense of and follow up on reflections

Section summary

This completes section three (3). This section has given you the opportunity to:

At this stage you should be able to:

investigate how the framework is applied to support children’s learning

work in collaboration with others to apply the principles and practices of the

learning framework to all aspects of the educator role

work in collaboration with others to implement framework learning outcomes

reflect on own practices in the workplace and discuss with supervisor

investigate and document at least two examples of how the learning

framework is demonstrated in the service

research and document at least one example of how each principle of the

learning framework is reflected in a service

work closely with others and under supervision to help implement the

framework

reflect on and discuss practice with supervisor and others

act as a key participant in the implementation of the relevant approved

learning framework

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