Quality Area 1 – Educational program and practice
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- 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 (birth–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
Foundations for success: Learning, Teaching, Leading – Queensland Government
Girl toys vs boy toys: The experiment – BBC Stories
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
Running free: The green benefits (and fun) of bush kinder – The Courier
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
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
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
Learning to learn: Positive dispositions as a ‘learning curriculum’ – Children’s Services Central
Long-term projects – Community Child Care
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
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
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
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
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
Planning cycle infographic - ACECQA
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
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