My understanding of standard 1 has been a long-term process that has evolved over time. I've gained a strong understanding of the role I play in getting to know a child and how they learn. Through my professional placements, early childhood workplace employment, investigation, and studies I have established a holistic view of children. This perspective ensures that my practices successfully correspond with standard 1. Standard 1 is important for Early Childhood Teachers as it relates to establishing and devloping relationships with children as well as adapting to their individual needs, learning styles, and cultures. The importance of teachers planning and implementing effective, engaging, and adaptable learning environments that cater to all children is addressed in Standard 1. It considers how identifying and understanding each child's physical, social, and developmental needs.

Teachers are expected to apply a variety of approaches and practices that are responsive to the child's interests throughout standard 1. Standard 1 is supported by inclusive practice, which is a strong factor. Every decision a teacher makes in accordance with the curriculum must reflect inclusion, ensuring that each child is provided with an environment that supports their learning and developmental needs. Through my findings I believe that standard emphasises the approach that all children are seen as an individual, and as a result, they deserve a personalisedd approach to learning.  Vygotsky and Montessori have influenced my views and teaching approaches in relation to Standard 1. Vygotsky's Socio-Cultural Theory suggests that the community in which a child grows up plays an important part in the child’s sense of self. His theory highlighted the significance of co-constructed knowledge. Learning, according to Vygotsky, is a collaborative process, and social interactions are essential for cognitive, social, and linguistic development. Vygotsky also considered teachers as facilitators, believing that they are a resource that children may use to resolve problems, scaffold learning, and depend on for assistance as they move into new situations. Montessori believed that children learn best when they use their senses and pursue their interests, rather than when they are told what to do by a teacher. Teachers should give real-life experiences, hands-on learning, and adequate learning resources to enhance children's learning, according to Montessori, with the assumption that children would take charge of the learning process. Furthermore, teachers should refrain as much as possible from taking over a child's learning experience, as this develops an environment in which children develop agency.

My artefacts for Standard 1 include (1.1) a teaching plan and (1.2) a “who am I information sheet”. Throughout the professional placement, I created a play-based intentional teaching plan that was inspired by observations of children’s engagement within the kinder room. (1.1) I was able to document the cycle of planning based on children’s engagement with open-ended resources, where they were supported to share and express their own ideas about the experiences set up in the room. Throughout this plan, I made connections to the VEYLDF as I implemented and then reflected on children’s engagement. (1.2) The “who am I" activity allowed me to sit down with each child and gain an understating of who the children were, what their interests were to make further connections to (1.1)

Standard 2 is essential for Early Childhood Teachers because it involves a thorough understanding of the framework, content, planning cycle, and practices used in early childhood education and care. Standard 2 further emphasizes the importance of material comprehension and engaging teaching strategies for all individuals. The framework, content, planning cycle, and strategies are all in place to help guide practice and ensure that all services are consistent. It also advocates equity and equality for all children as part of its mission. 'Standard 2' expresses the necessity of teachers being able to confidently and effectively promote learning outcomes as well as demonstrate excellent teaching approaches that are appropriate for the specific learning area. Teachers must be able to apply their knowledge to this standard.

As I have been working within an ECE setting for 5 years, I have developed skills and a various range of knowledge on topics and content delivered within early childhood education and care, whilst also simultaneously developing the skills needed to present it in an engaging way for children to grasp and understand the content. The progress I have made can be attributed to my professional placements, research through studies, early childhood workplace and information gained through the Bachelor of Early Childhood Education.  In practice, it is important that the way I approach the curriculum and the way I implement it is well informed, justified and align with the framework in place. It is important that I am constantly learning, reflecting and evolving as a teacher, this ensures that I am using a wide variety of strategies, research and theories in connection to teaching and learning. My approach to teaching is flexible and adaptive, this enables me to quickly change my approach in accordance with the conditions and situations that present themselves.

For my supporting artefacts for standard 2 1 was able to develop knowledge for my practice of teaching within a supported environment where I created my inquiry project based on the learning and development of children whom I observed. (2.1) This document provides evidence of the planning cycle as I applied my professional knowledge into practice, ensuring to incorporate research, professional experience and reflect observations made on children’s engagement with their environment. I was then able to implement the action and evaluate the effectiveness describing each of the taken steps to find an answer to my inquiry question. (2.2) My second artefact supports standard 2 (2.5) as during my professional placement literacy was something the teacher was focusing on. I had set up an experience where the children had an opportunity to contribute their ideas together and create one class story with everyone’s ideas and input. We began our morning by coming up with a plan. This included a setting, characters a problem and a solution. Once their sentence was written, they were then given their page to illustrate and bring to life.

Standard 3 emphasises the importance of planning education in a play-based curriculum that reflects and expresses challenging and achievable learning goals for each individual child, and where teachers can adjust and adapt their learning approaches to suit various learning environments. I feel I play an essential role in the development process between different learning styles. In practice, I will use suitable intentional teaching methods that are purposefully created to enable myself to expand on spontaneous teaching opportunities and build on the learning of the children. 

My professional development in relation to standard 3 has been strengthened by the commitment to interact professionally with my workplace's educational leader. During professional placements, PD sessions and sitting in for transitional report writing, I was also able to expand my expertise by connecting with mentors. It is essential that I am confident and competent in my ability to create lesson plans that are relevant, meaningful, and provide opportunities for children to expand their knowledge, expand their thinking, or develop their current skill level in order to ensure that my practices successfully align with standard 3. I believe Standard 3 is important for Early Childhood Teachers as it focuses on the importance of having suitable skills and knowledge in determining where a child is developmentally and how to best meet their needs. When a teacher determines how a child is progressing, they can plan in accordance with their development and learning goals. Teachers are required to use a range of methods and approaches which scaffold upon a child’s current level of knowledge and skill level. 

Furthermore, within this standard, a teacher engages with different sources as a way to increase knowledge, in relation to setting explicit and achievable learning goals. Based on observations, theories, learning outcomes and collaboration with families, teachers set new learning goals for each individual child. This approach ensures children are achieving their highest potential, through ongoing discovery and learning. Throughout my professional placement experiences, I have been provided with feedback regarding the experiences I have been setting up, in a play-based child lead environment. I was able to provide families with relevant opportunities to be involved in their child’s learning as I took on the full responsibility for the room and asked for feedback by encouraging families to comment on my practice and experiences that I had planned and implemented.  This is evidence of successfully meeting standard 3 as I was able to reflect on my relationships with children through my conversations with families.

My supporting artefacts for standard 3 are the comments from the families that commented on my posts on 'story park'. Families expressed that they were comfortable knowing how to help and support their children’s learning at home where they also commended the establishment of relationships with their children prior to taking on the full responsibility for the room and daily routine (3.7)and a statement from my director from my professional placement (3.1).

Standard 4 emphasises the importance of children participating in a supportive environment in which they feel secure. It is essential for children to experience a sense of belonging in the environment in which they learn and engage. It is critical that teachers have awareness of greater safety and well-being issues that must be considered in a centre's overall environment.  Standard 4 expressed how it is also important that the physical constraints of the room are not detrimental to a child’s learning and development- the environment that I foster must allow for all children to participate. Standard 4 is important for Early Childhood Teachers because it emphasises the importance of creating a healthy learning environment. Every child's right to participate must be supported by a setting that is inclusive, safe, and supportive. A child's well-being and safety are paramount in this setting. Teachers assist children in navigating emotions and feelings by using excellent interpersonal skills. Teachers also exhibit their knowledge and abilities to handle the setting and any issues that may arise

My learning and development in connection to standard 4 have been a continuous process that has come about as a result of my professional placement, early childhood workplace, and Bachelor of Early Childhood Education experiences. To ensure that my approaches are in line with standard 4, I endeavour harder to make an environment where all children feel safe taking risks, discovering, and connecting. The children's physical environment, as well as their overall well-being, impact how freely they move around the room and how engaged they are. As a teacher, my goal is to encourage children's participation by using tactics and providing continual assistance. Standard 4 is about providing a safe environment for children to explore and take chances, one which is supportive and well-thought-out, and one that considers all of a child's abilities and needs. Standard 4 also emphasises a teacher's capacity to demonstrate their knowledge and skills in effective teaching.

My artefact for Standard 4 is an excursion form that my mentor emailed to a parent on the day of an excursion to the local park. On this day there was only 1 child in attendance who didn't have a signed permission slip, the educator emailed this across to ensure that all children were able to attend and no one felt left behind (4.1) the second artefact is a photo of myself checking off the allergy trolley list, this ensures that children are provided with the correct meal according to dietary requirement’s or allergies and anaphylaxis (4.4) the third artefact is a daily cleaning checklist that I completed daily and the fourth artefact is a COVID-19 Infection control training certificate(4.4).

 Standard 5 emphasises the importance of teachers understanding that one of the most essential elements of quality teaching is assessment and responsibility. In order to create a realistic assessment amongst all children, a variety of observations that show progress and growth in children's learning and development is important. The Developmental Milestones is a reference/guideline publication based on age-appropriate examples for children's development and learning.  In order to provide each child with a fair evaluation that provides an equal chance to demonstrate achievement and learning, a combination of observations that reflect the children's learning process and reflections is essential. Children's capacities to learn and engage in an educational environment are assessed using Developmental Milestones assessment techniques, which are based on their age and stage of development.

My development in relation to standard 5 has been a continual process that has evolved over the course of my placements, workplace, and studies. To ensure that my practices are in line with standard 5, I must reflect on a child's learning journey on a regular basis so that experiences can be customised to their interests and requirements. As it allows for scaffolding and engaging with children throughout the day standard 5 can make a huge difference in children learning, and these moments also allow me to gain a better insight into a child's learning and development. Additionally, through a professional relationship with families, I receive knowledge that may be immediately linked to the lesson plan.

Standard 5 is essential for Early Childhood Teachers as it requires educators to demonstrate their competence to assess children's growth and learning using a variety of assessment approaches. Teachers will also need to analyse and understand the data in order to get a better picture and perspective of how a child is developing and what can be done to help a child achieve positive outcomes. Teachers must participate in professional engagement with families and demonstrate the ability to communicate information and comments about a child's learning and development to achieve this standard.

My artefacts for Standard 5 include a letter of attendance from my mentor for planning sessions in connection to TLDS, (5.1)and a conversation of myself and the child taking place on my professional placement journey. The conversation i have documented makes a connection to (5.2) I have attached a record of a conversation between a child and myself when I have provided feedback.

My understanding of standard 6 has developed over time as a result of my work in early childhood education, professional placements, and professional learning sessions. It is my responsibility to develop alongside policies, current literature, and advances in technology and society to ensure that my practices successfully align with standard 6. It is important that I continue my approach to ongoing reflection and professional learning. Since my ability to seek out and implement constructive input is so essential, I'll be sure to take advantage of every opportunity to get feedback from mentors and peers.

I believe in working collaboratively as a team with other teachers, to build and support their capacity and understanding about their own practice and pedagogy. This will further help them to reflect on and plan for children’s learning developmental milestones and goals. Within my practice, I will engage in critical reflection, ongoing professional learning and support research that builds my knowledge and that of the profession. I will ensure that l develop my professional knowledge and practice by attending seminars, workshops, short courses, and Professional Development sessions.

Standard 6 is essential for Early Childhood Teachers because it highlights the importance of ongoing learning and reflective practice. Children's outcomes increase when teachers reflect, accept feedback, and improve their pedagogical approach. Teachers develop their professional practice and expertise through formal and informal learning activities. The effectiveness of a curriculum is determined by a child's participation, learning, and overall engagement. During my professional placement, I have gained and developed a range of understanding on how essential it is to engage in professional learning, especially as a Bachelor qualified teacher. Teachers, in my opinion, should seek out professional development on a frequent basis to enhance their knowledge and understanding of Early Childhood Education.

In relation to standard 6 my artefacts are a reflective protocol worksheet and meeting minutes from a staff meeting. I was successfully able to meet Standard 6 by meeting with my mentor teacher at the end of each week to complete the weekly Reflective Practice Protocols regarding my performance. (6.1)This was the perfect opportunity to seek and ask for constructive feedback to improve my teaching practices. The reflective practise protocol allowed me to examine my practices, set goals and adjust my approach. Additionally, it presented me with many opportunities to engage in professional conversations with my mentor, colleagues and management. The staff meeting minutes contained a range of discussions around housekeeping wishing staff members the best as they leave for maternity leave, and general cleaning procedures. (6.3)  

My progression in relation to standard 7, can be connected to professional development, workplace experiences and research. As a result of my respectful and professional engagement with parents/carers, colleagues and the wider community, I have been able to build strong and lasting relationships. These relationships support children’s development and learning. I am also working within the industry; therefore, I am verbally updated by management and the educational leader when changes occur. These measures ensure that I stay up to date with all legislative, organisational, and administrational requirements within the early childhood sector. 

The importance of teachers establishing a trusting relationship with families in the service community is reflected in Standard 7. Taking a flexible approach to communication will result in a more holistic perspective of the child and will guide how to successfully satisfy their specific requirements in the educational setting and at home. Standard 7 reveals the importance of the relationship we create with families, communities and our work team. The environment that we create and establish is critical and fundamental to teaching. It explains that a teacher’s role is very important within the community and that we are role models within the classroom.

I believe that families have the greatest impact on their children's development, so it is essential to build strong connections between the family context and their education. Teachers must have a positive and productive relationship with their families and friends in the community. Overall, the most effective method to provide a safe and secure environment where children can achieve their full potential in learning is to work closely and collaboratively with parents and colleagues, and this is what I aim to do as a teacher. My goal is to foster trust between all team members, which is essential for long-term success.

Standard 7 is essential for Early Childhood Teachers because it emphasises the importance of understanding and putting legal and ethical obligations into practice. Teachers must carry out these obligations in accordance with relevant legislative, administrative, and organisational policies and procedures. To maintain privacy and respect, the teacher shall operate properly, sensitively, and confidentially with families within this criteria. Teachers must also be able to identify and comprehend the impact that external professionals play in the broader community, as this will aid in the development, growth, and improvement of a teacher's professional knowledge and practice.

In relation to Standard 7, my artefacts are an about me info sheet I had on the door of the kinder room and on the front door of the service and my first-aid certificate (7.2). I was able to successfully meet Standard 7 as I took the appropriate steps in order to engage professionally and demonstrate the high-quality performance of the expectation of my profession by building effective relationships to work positively with families, colleagues and the wider community. To meet the expectations, prior to commencing my professional placement experience I created an introductory display to familiarize the colleagues, parents, careers and children with myself. (7.3) Before commencing my professional placement I already held a first aid and CPR certificate. (7.2)

 

2.       Australian Children's Education and Care Quality Authority 2018, Quality Area 3 The Environment As The Third Teacher, Australian Children's Education and Care Quality Authority, viewed 16^th November 2021,<https://www.acecqa.gov.au/sites/default/files/2018-04/QA3_TheEnvironmentAsTheThirdTeacher.pdf>.

 

3.       Australian Institute for Teaching and School 2017, Australian Professional Standards for Teachers, Australian Institute for Teaching and School, viewed 17th November 2021, <https://www.aitsl.edu.au/teach/standards>.

 

4.       Dahlberg, G, Moss, P & Pence, AR 1999, Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives, Taylor & Francis Routledge, London.

 

 

5.       Department of Education and Training 2016, Victorian Early Years and Development Framework, Department of Education and Training, viewed 3^rd November 2021, <https://www.education.vic.gov.au /Documents/childhood/providers /edcare/veyldframework.pd>.

 

6.       Department of Education and Training 2019, Belonging, Being & Becoming - The Early Years Learning Framework for Australia, Department of Education and Training, viewed 3^rd November 2021, <https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf>.

 

 

7.       Dewey, J 1897, My Pedagogical Creed, viewed 31st October 2021, <https://infed.org/john-dewey-my-pedagogical-creed/>.

 

8.       Edwards, C, Gandini, L, Forman, G, & Reggio, CS 2011, The Hundred Languages of Children : The Reggio Emilia Experience in Transformation, ABC-CLIO, LLC, Westport.

 

9.       Malaguzzi, L 1994, Your Image of the Child: Where Teaching Begins, Translated by Rankin, B, Morrow, L & Gandini, L, Child Care Information Exchange, U.S.A.

 

 

10.   McArdle, F, Gibson, M & Zollo, L 2015, Being an Early Childhood Educator: Bringing theory and practice together, Allen & Unwin, NSW.

 

11.   Mooney, CG 2013, Theories of childhood: an introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky, Redleaf Press, St Paul, MN.

 

 

12.   Pacini-Ketchabaw, V, Nxumalo, F, Kocher, L, Elliot, E & Sanchez, A 2015, Journeys: Reconceptualizing Early Childhood Practices Through Pedagogical Narration, University of Toronto Press, North York, Ontario.