Quality Area 1 – Educational program and practice

Introduction

The aim of Quality Area 1 of the National Quality Standard is to ensure that the educational program and practice is stimulating and engaging, and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Educational program and practice

Standard 1.1 Program The educational program enhances each child’s learning and development.
Element 1.1.1 Approved learning framework  Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
Element 1.1.2 Child-centred Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
Element 1.1.3 Program learning opportunities All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
Standard 1.2 Practice Educators facilitate and extend each child’s learning and development.
Element 1.2.1 Intentional teaching  Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Element 1.2.2 Responsive teaching and scaffolding  Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
Element 1.2.3 Child directed learning  Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.
Standard 1.3 Assessment and planning

Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

Element 1.3.1 Assessment and planning cycle Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
Element 1.3.2 Critical reflection Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Element 1.3.3 Information for families Families are informed about the program and their child's progress.

Program

Belonging, Being and Becoming: The Early Years Learning Framework for Australia – Commonwealth of Australia

My Time, Our Place: Framework for School Age Care in Australia – Commonwealth of Australia

Educators' Guide to the Early Years Learning Framework for Australia – Commonwealth of Australia

Educators' Guide to the Framework for School Age Care in Australia – Commonwealth of Australia

Early childhood learning trajectories user guide for educators, teachers and service leaders - Commonwealth of Australia

EYLF practice based resources: Postcards – Commonwealth of Australia

EYLF practice based resources: Postcards (Word) – Commonwealth of Australia

EYLF practice based resources: Postcards – Arabic – Commonwealth of Australia

EYLF practice based resources: Postcards – Croatian – Commonwealth of Australia

EYLF practice based resources: Postcards – Hindi – Commonwealth of Australia

EYLF practice based resources: Postcards – Korean – Commonwealth of Australia

EYLF practice based resources: Postcards – Macedonian – Commonwealth of Australia

EYLF practice based resources: Postcards – Malay – Commonwealth of Australia

EYLF practice based resources: Postcards – Simplified Chinese – Commonwealth of Australia

EYLF practice based resources: Postcards – Spanish – Commonwealth of Australia

EYLF practice based resources: Postcards – Turkish – Commonwealth of Australia

EYLF practice based resources: Postcards – Vietnamese – Commonwealth of Australia

A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the EYLF – Nicole Leggett and Margot Ford

Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 1 – Commonwealth of Australia

Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 2 – Commonwealth of Australia

Age-appropriate pedagogies – Queensland Government Early Childhood Education and Care

Australia’s educational leaders in ECE: What do we know so far? – Early Childhood Australia

Child-centred curriculum planning (0–5 years): Self-guided learning package – Community Child Care Victoria

Conceptual playworlds – Monash University 

Curriculum resources – Narragunnawali, Reconciliation Australia

Digital play: A new classification – Jackie Marsh et al.

Early Learning in STEM Multimodal learning in the 21st century: Project Report – Victoria University 

Early literacy and numeracy: Self-guided learning package – Community Child Care Victoria

ECRH Newsletter: Aboriginal and Torres Strait Islander peoples and cultures – Commonwealth of Australia

Engaging children in STEM education early! – Natural Start Alliance 

Exploring STEM at home – Department of Education, Western Australia

First 5 Forever – State Library of Queensland

First Languages Australia

Foundations for success: Learning, Teaching, Leading – Queensland Government

Girl toys vs boy toys: The experiment – BBC Stories

How many syllables in hippopotamus? – AITSL 

Kinglake Ranges Children’s Centre: A decade on – Commonwealth of Australia / Kinglake Ranges Children’s Centre

KU Killara Park – Technology – KU Children's Services

Language delay – Raising Children Network

Learning Practice Guide – VCAA

Little yarns – ABC Kids listen

NQS PLP e-Newsletter: Supporting babies' social and emotional wellbeing – Commonwealth of Australia

Pathways to participation: Openings, opportunities and obligations – Harry Shier

Planning and programming: Case study 1 – Commonwealth of Australia

Planning and programming: Case study 2 – Commonwealth of Australia

Planning and programming: Case study 3 – Commonwealth of Australia

Playgrounds of learning: Valuing competence and agency in birth to three year olds – Kym Macfarlane and Jennifer Cartmel

Possum Skin Pedagogy: A guide for early childhood practitioners – Sue Atkinson

Promoting, exploring and sharing Aboriginal and Torres Strait Islander cultures: EYLF Outcome 1 – SNAICC

Promoting, exploring and sharing Aboriginal and Torres Strait Islander cultures: EYLF Outcome 4 – SNAICC

Quality in rural and remote settings: Case study 1 – Commonwealth of Australia

Quality in rural and remote settings: Case study 2 – Commonwealth of Australia

Quality in rural and remote settings: Case study 3 – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘Principles’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package for the Early Years Learning Framework for Australia – Commonwealth of Australia

Rich conversations in mobile settings – AITSL

Running free: The green benefits (and fun) of bush kinder – The Courier

Supporting children's development – AITSL

Taking small BYTEs Card Deck – Department of Education and Training, Victoria 

Telling stories with children – Raising Children Network

Transitions between groups settings and beyond: Case study 1 – Commonwealth of Australia

Transitions between groups settings and beyond: Case study 2 – Commonwealth of Australia

Transitions between groups settings and beyond: Case study 3 – Commonwealth of Australia

Unravelling the essence of the Early Years Learning Framework – Children’s Services Central

Using teacher prompts to increase leadership skills in preschool children – Sarah Elizabeth West

VEYLDF learning and development outcomes: Birth to 8 years – VCAA

What's pedagogy anyway? (Handbook) – Children's Services Central  

We hear you blog: Agency in practice – ACECQA 

While old Indigenous languages disappear, new ones evolve – Early Childhood Australia

Practice

A time of learning, a time for joy: Teaching and learning strategies – Government of Manitoba

Assessment of children as effective communicators in early childhood education and care: Literature review – VCAA

Celebrations, holidays and special occasions – Community Child Care

Critical reflection – Melinda Miller

Communication milestones – Speech Pathology Australia

Communication Practice Guide – VCAA

Community building blocks (early learning) – Narragunnawali, Reconciliation Australia

Developing a professional mindset – AITSL

Early Learning STEM Australia (ELSA)

Early Years Learning Framework in Action – Commonwealth of Australia

ECRH Newsletter: Digital technologies – Commonwealth of Australia

ECRH newsletter: STEM focus – Commonwealth of Australia

Exceeding NQS case studies: Quality Area 1 – Education and program and practice – ACECQA

Exploring diversity and equity in education and care services – PSC Alliance

Five things parents can do every day to help develop STEM skills from a young age – The Conversation

Fostering an inclusive environment – Women's Health East

Healthy gender development and young children – National Center on Parent, Family and Community Engagement

Information sheet: Quality Area 1 – Developing a culture of learning through reflective practice – ACECQA 

Information sheet: Quality Area 1 – Supporting agency: Involving children in decision making – ACECQA 

Information sheet: Quality Area 1 – Be part of reconciliation – ACECQA 

Intentional teaching: So many possibilities – QCAA

Learning to learn: Positive dispositions as a ‘learning curriculum’ – Children’s Services Central

Long-term projects – Community Child Care

Music connects language and social skills – AITSL

NQS PLP e-Newsletter: Interest-based learning – Commonwealth of Australia

NQS PLP e-Newsletter: Responding to children’s play – Commonwealth of Australia

NQS PLP e-Newsletter: Sustained, shared thinking – Commonwealth of Australia

NQS PLP e-Newsletter: Talking about practice: Adventurous play – developing a culture of risky play – Commonwealth of Australia 

Painting with young children in early years education and care settings – Gowrie Professional Support Coordinator

Planning for a multicultural OSHC environment checklist – Inclusive Directions

Promoting, exploring and sharing Aboriginal and Torres Strait Islander cultures: EYLF Outcome 5 – SNAICC

Reflections on teaching and learning – AITSL

Remote Indigenous Professional Development Package: ‘Being’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘My happiness’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘My world’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package: Outcome 1 activities – Commonwealth of Australia

Remote Indigenous Professional Development Package: Outcome 2 activities – Commonwealth of Australia

Remote Indigenous Professional Development Package: Outcome 3 activities – Commonwealth of Australia

Remote Indigenous Professional Development Package: Outcome 4 activities – Commonwealth of Australia

Remote Indigenous Professional Development Package: Outcome 5 activities – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘Practice’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘We communicate’ planning cards – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘We play, we learn’ planning cards – Commonwealth of Australia

Remote learning in early childhood: can it work? – Early Childhood Australia

Respect, reflect, relate – South Australia Department of Education 

Statement on young children and digital technologies – Early Childhood Australia 

STEM sprouts: Science, Technology, Engineering & Math Teaching Guide – Boston Children’s Museum

Storyline Online

Supporting gifted and talented pre-school children – Department of Education, Tasmania

Talking STEM: Inquiry questioning in early childhood education – Karen Murcia, Shyam Drury and Sharon Davies

Teaching emotional intelligence in early childhood – NAEYC

The Digital Play Framework and the exploration of technology tools: Guest blog – Jo Bird / Technology in Early Childhood Center

Towards an Early Childhood Australia Statement on young children and digital technology – Early Childhood Australia

Video: Connecting with practice: A very young child putting a bib on a doll – Commonwealth of Australia

Video: Connecting with practice: Discovering routines around lunch – Commonwealth of Australia

Video: Connecting with practice: Discussing a drawing of a watermelon – Commonwealth of Australia

Video: Connecting with practice: Discussing butterflies’ markings – Commonwealth of Australia

Video: Connecting with practice: Discovering – making connections – Commonwealth of Australia

Video: Connecting with practice: Discovering – making music – Commonwealth of Australia

Video: Connecting with practice: Discovering – story time transition to naptime – Commonwealth of Australia

Video: Connecting with practice: Enjoying the vegetable garden – Commonwealth of Australia

Video: Connecting with practice: Making salad – Commonwealth of Australia

Video: Connecting with practice: Marking with coloured pencils – Commonwealth of Australia

Video: Connecting with practice: Opportunities for learning in natural spaces – Commonwealth of Australia

Video: Connecting with practice: Respecting and responding to children – Commonwealth of Australia

Video: Connecting with practice: Young toddlers’ learning – Commonwealth of Australia

We hear you blog: The journey towards critical reflection – ACECQA 

Assessment and Planning

Assessment of children as confident and involved learners – VCAA

Assessment of children as confident and involved learners in early childhood education and care: Literature review – VCAA

Creating gender equitable spaces – City of Darebin

Digital Play – Susan Edwards / Encyclopedia on Early Childhood Development

Documenting and reflecting for children’s learning – Queensland Government

Early Years Learning Framework: Assessing children’s learning – Gowrie Professional Support Coordinator

ECRH Newsletter: What to document – Commonwealth of Australia

Find the time for meaningful documentation – Early Childhood Australia

NQS PLP e-Newsletter: Communicating with families about children’s learning – Commonwealth of Australia

NQS PLP e-Newsletter: Noticing and recording learning – Commonwealth of Australia

NQS PLP e-Newsletter: What have theories got to do with it? – Commonwealth of Australia

Observation and recording – Commonwealth of Australia / Anne Peters

Reflections from early years educators – City of Darebin

Remote Indigenous Professional Development Package: ‘Now we’re planning’ posters – Commonwealth of Australia

Remote Indigenous Professional Development Package: ‘Who am I?’ planning cards – Commonwealth of Australia

Reviewing practice reflection tool – CELA

The power of documentation in the early childhood classroom – NAEYC

VEYLDF – Practice Principle Guide: Assessment for Learning and Development – Department of Education and Training, Victoria

Video: Creating with clay and natural materials – Commonwealth of Australia

Video: Discovering: Sustained, shared conversation with children – Commonwealth of Australia

Video: Exploring the world through the eye of a camera – Commonwealth of Australia

Video: Inspired to draw: A visit to the art gallery – Commonwealth of Australia

Video: Learning about food – Commonwealth of Australia

Video: Making literacy connection: Sample materials to print – Commonwealth of Australia

Video: Project re-using milk containers – Commonwealth of Australia

Video: Watching: Our new playground develops – Commonwealth of Australia

We hear you blog: Documentation – what, why and how – ACECQA

We hear you blog: Unpacking the planning cycle: A three-part series – ACECQA

What is sustained shared thinking? Is it important? – Community Child Care Co-operative