ACECQA Newsletter Issue 4 2015
The research behind the facts
Parents' first steps
- Including an introduction to the NQF during orientation to the service. For example, this could include an overview to the structure of the NQF, a link to the relevant approved learning framework and the National Law and Regulations, an overview of the Quality Areas of the National Quality Standard. Information for families regarding the Early Years Learning Framework is also available in a variety of languages.
- Displaying information about the NQF at the service entry. The ACECQA NQF posters are a useful resource and can be downloaded and printed from our website. NQF information for families is also available in a variety of languages.
- Informally discussing the NQF with families at pick up and drop off times and applying it to the context of the day. For example, instead of simply discussing routines of young children (he ate, slept and played), educators may take the opportunity to discuss how these parts of the program help their child develop. For example, 'During lunch time we give the toddler group the opportunity to serve their own lunch, as this helps them gain new skills and builds their independence. Today Zahan had success using the tongs to serve himself some fruit'.
- Providing opportunities for parents and educators to collaborate around learning experiences that could extend children’s thinking and learning in the service and at home.
- Sharing resources and information in an accessible way. For instance, you can use social media pages to share research, articles and webpages about child development and quality education and care.
Working in partnership with families includes developing thoughtful and respectful ways to share information about the NQF and the program. Some parents may have specific needs and preferences for accessing information, for example some may have English as a second language or may prefer verbal communication over text. To be useful for families, information sharing needs to be culturally appropriate, inclusive and flexible for individual needs.
Case study: Warrawee Care Centre in NSW
ACECQA first met Tarsha Howard, Early Childhood Coordinator at Amata Anangu Preschool, in 2013 at the NQF conference in Sydney.
Tarsha had some concerns at the time that working in a remote service might be a barrier to raising the quality of children's education and care. This month we catch up with Tarsha after the preschool was assessed and rated to find out about their journey.
Read more on ACECQA's We Hear You blog.
Providing feedback on a draft report
Review of rating by regulatory authority (first tier review)
Review by Ratings Review Panel (second tier review)
- services and providers have 10 working days to give feedback on a draft report
- first tier review requests must be made within 14 calendar days of receiving a final rating
- second tier review requests must be made within 14 calendar days of receiving the outcome of the first tier review.
Am I a qualified early childhood teacher?
- you hold an early childhood teaching qualification published on the ACECQA list of approved qualifications
- you were recognised as a qualified early childhood teacher prior to 2012 under a former Australian state or territory law (note: to determine whether you were recognised under a former state or territory law, use the ACECQA qualifications checker
- your qualification has been assessed as equivalent to an approved early childhood teaching qualification by ACECQA.