Standard 1.2: Practice

Educators facilitate and extend each child’s learning and development.

How Standard 1.2 contributes to quality education and care

In their pedagogical practice, educators have a professional responsibility to build and nurture relationships with children and families, provide a play-based environment, and facilitate and extend children’s learning and development. Educators are deliberate, purposeful and thoughtful in their decisions and actions (Early Years Learning Framework, p. 15; Framework for School Age Care, p. 41). They value and respond to children’s ideas, and extend children’s learning through open-ended questions, meaningful interactions and encouraging feedback. They promote each child’s agency to help them make choices and decisions that influence their world (Early Years Learning Framework, p. 45; Framework for School Age Care, p. 8).

Educators’ professional judgments and curriculum decisions are central to their active role in facilitating children’s learning, development and wellbeing. In making professional judgments, educators utilise their:

  • professional knowledge, skills and experience
  • knowledge of the children, families and communities attending their service
  • awareness of how their own beliefs and values impact on children’s wellbeing and learning
  • awareness of their own biases and how these might impact on inclusive practice (Early Years Learning Framework, p. 11; Framework for School Age Care, p. 7).

Educators also draw on their creativity, imagination and insight to help them improvise and adjust their practice to suit the time, place and context of children’s learning.

Intentional and responsive educators actively engage in children’s learning and share decision-making with them. They use everyday interactions with children during play, routines and ongoing projects to stimulate children’s thinking and to enrich their learning.

Questions to guide reflection on practice for Standard 1.2 (for all services)

Educational practice

  • How do we demonstrate intention in our practice and how does this impact on outcomes for children?
  • How do we reflect on the range of intentional strategies suggested in the approved learning framework/s to support children’s development and learning (for example, modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving – see Early Years Learning Framework, p. 15; Framework for School Age Care, p. 14)?
  • How responsive are we to children’s ideas, thinking and interests?
  • How do we demonstrate that we value children’s ideas, thinking and interests?
  • How do we extend the program and experiences being offered to each child and/or groups of children?
  • How can we improve the ways in which we engage children in making decisions about their own learning?
  • How do we arrange activities, routines and the physical environment to support children to make choices about what they would like to do and how they will do it?
  • Do we provide children with the opportunity to make choices in circumstances where we promote their agency?
School age children
  • How do planned or intentional aspects of the program support spontaneous play and leisure experiences initiated by children?
See the ACECQA Educational Leader Resource for information for educational leaders.