Critical Reflections by

Program Changes

bbpsoosh — 2023-03-23 00:50:06 UTC

Theorist

Rubin’s Theories in Practice

• Do small-group and large-group activities
• Understand that children play together differently
• Social play changes depending on the child’s stage.

Emergency Drills

bbpsoosh — 2023-03-23 00:50:24 UTC

Literature Review

Zhe & Nickerson, (2007)
According to (Zhe & Nickerson, 2007) children reported feeling more prepared for a lockdown emergency followed by repetitive drills and procedures.

Wet Weather

bbpsoosh — 2023-03-23 00:52:44 UTC

Literature Review

The effect of season and weather on physical activity: A systematic review P. Tuckera,, J. Gillilandb
In regions where sustained periods of uncomfortable weather and long seasons persist, it is necessary to offer indoor physical activity facilities so that participation can continue to take place.

Emergency Week

bbpsoosh — 2023-03-23 01:00:13 UTC

Literature Review

Zhe & Nickerson, (2007)
According to (Zhe & Nickerson, 2007) children reported feeling more prepared for a lockdown emergency followed by repetitive drills and procedures.

Staff 10

bbpsoosh — 2023-03-23 01:19:07 UTC

Literature Review

'Making Staff Meetings Effective', (Levin, 2008)
Reiterates and supports the concept that staff meetings enhance the communication and is the core foundation of any organisation. It provides an opportunity for staff to voice their opinions and evidently increases the effectiveness of decision making.

Sustainability

bbpsoosh — 2023-05-11 01:06:45 UTC

Literature Review

Sustenance and sustainability: maximizing the impact of school gardens on health outcomes - (Davis et al.)
"When children are actively involved in all aspects from planting the seed, nurturing the growing of the plants to harvesting the produce, and in some cases preparing/cooking the produce, they are truly invested in the process. When children have the opportunity to use their hands they become active participants instead of passive learners."

Indigenous Inclusion Officer

bbpsoosh — 2023-05-11 01:07:57 UTC

Literature Review

Hannum, McFeeters, & Booysen, 2010; Mor Barak, 2011; Pless & Maak, 2004.
Inclusive leadership is good leadership practice and essentially an extension of diversity management. Inclusive leadership focuses on valuing diversity and the effective management of diversity and inclusion of all.

Display Walls

bbpsoosh — 2023-05-11 01:09:07 UTC

Literature Review

Cowie, B., Moreland, J. and Otrel-Cass, K. (2013).
Display Walls allow the opportunity for the children's artwork to be showcased and acknowledges the chance for children to be motivated and build on their confidence levels.

Vacation Care

bbpsoosh — 2023-05-11 01:11:58 UTC

Charmayne's Baby Shower

bbpsoosh — 2023-05-11 01:13:34 UTC

Theorist

Bronfenbrenner’s Theories in Practice

• Educators need to foster positive relationships with children and families.
• Our interaction and support for families will affect their children’s development.
• Ensure that we present programs within our service that reflect the needs and expectations of the society, culture and community in which our children live.

Programming

bbpsoosh — 2023-05-11 01:14:50 UTC

Theorist

Rubin’s Theories in Practice

• Do small-group and large-group activities
• Understand that children play together differently
• Social play changes depending on the child’s stage.

Inclusion in our workplace

bbpsoosh — 2023-05-11 01:22:36 UTC

Observations

bbpsoosh — 2023-05-18 00:37:00 UTC

Theorist

Dewey’s Theories in Practice

• Educators need to observe children to determine the experiences children are interested in and are ready for.
• Educators should decide on the curriculum based on children’s abilities and knowledge – to decide what is safe and appropriate for them to learn.
• Observe and document in depth in order to plan to where children are.

Daily Books

bbpsoosh — 2023-05-18 02:32:00 UTC

Sport Program

bbpsoosh — 2023-05-25 02:53:32 UTC

Program Structure

bbpsoosh — 2023-05-31 02:19:28 UTC

Theorist

Erikson's Theories in Practice

• Tune in to children’s interests and skill levels and offer just enough support to help them do things for themselves.
• Provide a variety of play experiences so children can explore and choose what to do.
• Provide play spaces with lots of movable parts so children can organize and develop their own play

Hiring Process

bbpsoosh — 2023-05-31 02:44:20 UTC

Door Rotation

bbpsoosh — 2023-06-01 02:59:28 UTC

Reconciliation Week

bbpsoosh — 2023-06-29 00:19:39 UTC

Theorist

My Time Our Place
"Contributing to the Closing the Gap commitments and fulfilling every Australian child’s right to know about Australia’s First Nations’ histories, knowledge systems, cultures and languages."

Group Leaders

bbpsoosh — 2023-07-26 00:07:04 UTC

Theorist

Vygotsky’s Theories in Practice

• Vygotsky’s zone of proximal development means that children learn with the guidance and assistance of those in their environment.
• Educators will know that children will need assistance and will know when to step in and guide the child to support them in the learning process.
• Children need interactions on a one-to-one basis and these conversations will assist their learning.

Child Protection Week

bbpsoosh — 2023-09-08 04:32:56 UTC

My Time Our Place

bbpsoosh — 2023-11-03 01:22:35 UTC

Vacation Care (Summer)

bbpsoosh — 2024-02-09 02:55:15 UTC

Lev Vygotsky's social development theory, which emphasizes the importance of social interaction in learning and development.

Updated Group Leaders

bbpsoosh — 2024-02-29 23:33:38 UTC

Vygotsky's Theory: The reflection links to Lev Vygotsky's sociocultural theory, highlighting the role of social interactions and cultural influences in cognitive development.

Facilitating Interactions: Group leaders facilitate social interactions and collaborative learning, aligning with Vygotsky's emphasis on learning through social engagement.

Supportive Environment: Leaders create a supportive environment for cognitive growth, reflecting Vygotsky's belief in the importance of a supportive social context for learning.

Informed Strategies: Vygotsky's theory informs leaders' understanding of how social interactions and cultural contexts shape children's development, guiding their leadership approach in the OOSH program.

International Women's Day

bbpsoosh — 2024-03-13 22:48:28 UTC

Group Combination

bbpsoosh — 2024-03-18 22:38:15 UTC

Vygotsky Theory

Integrating Vygotsky's concept of the Zone of Proximal Development (ZPD) into our approach, we saw the merger of the older Kids Club with the younger Inbetweeners not just as a necessity but as an opportunity for peer learning. Vygotsky emphasized the importance of social interaction in development, suggesting children learn effectively through activities within their ZPD, aided by peers or adults.

Wet Weather Program Adjustments

bbpsoosh — 2024-05-15 23:46:03 UTC

Vacation Care 2025 Winter

bbpsoosh — 2025-05-08 01:54:49 UTC

Our Vacation Care reflection highlighted that some excursions were unsuitable for younger children, leading to disengagement and behaviour issues. To address this, we’re introducing site visits before bookings to ensure activities are age-appropriate and engaging, supporting Vygotsky’s theory of development. While local excursions helped reduce costs, they lacked the quality of larger city experiences, prompting a renewed focus on balancing budget with value. We’ll prioritise indoor activities and structured in-centre days during winter, aligning with Dewey’s views on adaptable learning environments. Improved planning systems, clearer staff roles, and stronger communication—guided by Schön’s reflective practice—will help reduce stress and lift program quality. Junior staff will receive targeted training and mentoring, supporting Bandura’s social learning theory, while family communication through the OWNA app will strengthen partnerships in line with Bronfenbrenner’s theory and NQS standards. Planning is now a shared team responsibility, inspired by the Reggio Emilia approach, encouraging collaboration and ownership.

2022 Christmas Party

bbpsoosh — 2025-05-11 23:51:47 UTC

Trunk or Treat 2024

bbpsoosh — 2025-05-11 23:53:56 UTC

2023 Yearly Reflection

bbpsoosh — 2025-05-11 23:55:25 UTC

First Aid

bbpsoosh — 2025-05-12 23:05:15 UTC

Maria Montessori: Educators created a prepared environment by developing skills to support children’s safety and wellbeing.
John Dewey: Educators improved practice through reflection and learning from real-world experiences.
Donald Schön: Ongoing reflection supported educators to evaluate and improve their professional practice.

New Routine Update

bbpsoosh — 2025-05-12 23:07:40 UTC

Lev Vygotsky: Children developed through social interactions and peer learning within mixed-age groups.
Urie Bronfenbrenner: The change supported children’s development by strengthening connections within their OOSH environment.
Donald Schön: Educators reflected on challenges and adapted practices to improve the experience for children.

Educators vs Kids

bbpsoosh — 2025-05-12 23:09:39 UTC

OOSH Room Updates

bbpsoosh — 2025-05-12 23:10:18 UTC

Lev Vygotsky: The environment supported collaboration, independence, and learning through interactions with peers and educators.
Loris Malaguzzi: Children’s voices and ideas were valued through creating a space that reflects their interests and ownership.
Maria Montessori: The intentional environment encouraged independence, choice, and self-directed learning.
Urie Bronfenbrenner: The improved environment strengthened children’s connection and sense of belonging within OOSH.

Program Changes

bbpsoosh — 2025-05-12 23:11:02 UTC

Spring Vacation Care 2024

bbpsoosh — 2025-05-12 23:14:44 UTC

BSC Routine

bbpsoosh — 2025-05-12 23:15:26 UTC

Trunk or Treat

bbpsoosh — 2025-05-12 23:16:02 UTC

Transition from Observations to Learning Stories

bbpsoosh — 2025-05-12 23:16:31 UTC

Nina Kohn: Children’s voices and perspectives were valued, supporting their agency and participation in shaping their learning environment.
Lev Vygotsky: Learning was supported through meaningful interactions and responsive educator practices.
Loris Malaguzzi: Children were recognised as capable learners whose ideas and interests guide the curriculum.
Donald Schön: Educators reflected on existing practices and adapted approaches to improve outcomes.

End of Year Celebration

bbpsoosh — 2025-05-12 23:17:29 UTC

Staffing & group rearrangements

bbpsoosh — 2025-05-12 23:19:11 UTC

Autumn Vacation Care

bbpsoosh — 2025-05-12 23:23:39 UTC

Soccer Stars

bbpsoosh — 2025-05-12 23:24:27 UTC

Reconciliation Week

bbpsoosh — 2025-05-12 23:25:57 UTC

Educators Day

bbpsoosh — 2025-05-12 23:27:25 UTC

Kick Back Option

bbpsoosh — 2025-05-12 23:28:36 UTC

Mother's Day Treat & Eat

bbpsoosh — 2025-05-12 23:40:03 UTC

Routine Adjustments due to Educator Employment

bbpsoosh — 2025-07-02 00:08:50 UTC

1. Vygotsky’s Social Development Theory (Sociocultural Theory)

Emphasizes learning through social interaction.
The junior educators are positioned as part of a learning community where they assist and learn alongside experienced educators and children.
The scaffolding of junior educators’ roles within supervised settings reflects this theory — supporting their development while contributing meaningfully to children’s learning.

Supporting Behaviours - Rebecca Penfold

bbpsoosh — 2025-07-31 00:48:13 UTC

Educators Day 2025

bbpsoosh — 2025-07-31 01:04:07 UTC

Tiny Taggers

bbpsoosh — 2025-09-07 23:13:20 UTC

Trash to Treasure

bbpsoosh — 2025-09-07 23:14:51 UTC

Transforming Our Space to Support Children's Wellbeing

bbpsoosh — 2025-09-15 23:21:48 UTC

Maria Montessori: The environment was intentionally prepared to support children’s independence, self-regulation, and individual needs.
Loris Malaguzzi: The space was designed to recognise children’s needs and support their expression through the environment.
Urie Bronfenbrenner: Children’s wellbeing and development were supported through creating a responsive and nurturing environment.
Donald Schön: Reflection on practice guided changes to improve outcomes for children.

Bake Sale

bbpsoosh — 2025-09-21 23:22:35 UTC

Trunk or Treat 2025

bbpsoosh — 2025-11-02 22:28:10 UTC

Kindy Orientation

bbpsoosh — 2025-11-24 22:38:02 UTC

She Rests

bbpsoosh — 2026-03-25 22:54:12 UTC

Tiny Taggers

bbpsoosh — 2026-04-01 22:41:05 UTC

Food Drive

bbpsoosh — 2026-06-17 23:52:01 UTC

This reflection links closely to Urie Bronfenbrenner and Lev Vygotsky. It highlights how children’s learning and sense of community are shaped through connections between home, the service, and the wider community, as well as through shared experiences and meaningful social interactions that build empathy, awareness, and understanding.

Junior Staff Employment

bbpsoosh — 2026-06-17 23:58:07 UTC

This reflection links closely to Lev Vygotsky, Albert Bandura, and Urie Bronfenbrenner. It highlights how learning is supported through guided practice, observation, and the influence of relationships and environment within the workplace.

Little Legend Initiative

bbpsoosh — 2026-06-24 23:51:04 UTC

Albert Bandura: Children learn positive behaviours through observing others and receiving recognition.
Urie Bronfenbrenner: Children’s development is influenced by supportive relationships and their environments.

Shining Star Initiative

bbpsoosh — 2026-06-30 04:22:41 UTC

Cricket Club

bbpsoosh — 2026-07-01 23:56:06 UTC

Educators Day

bbpsoosh — 2026-07-29 23:52:00 UTC

Sustainability

bbpsoosh — 2026-08-05 23:02:42 UTC

Vygotsky: Children learned through collaboration, discussion, and shared experiences with peers and educators.
Malaguzzi: Children were viewed as capable learners whose ideas and voices guided the project.
Bronfenbrenner: Children developed an understanding of their connection with and responsibility for their environment.
Dewey: Children learned through hands-on experiences and real-world problem solving.

Community Event - Little Acts Big Hearts

bbpsoosh — 2026-08-23 23:52:37 UTC

Shining Stars

bbpsoosh — 2026-10-12 22:20:21 UTC