According to Fenech et al., (2012) the National Quality Framework (NQF) is an Australian Government reform that pursues the improvement of quality practices and standards within early childhood education. This report examines the practices and processes within a pre-primary setting, with a focus on the pre-primary group, consisting of children from five years old and above, in connection with the quality area one and two of the NQF. The metropolitan primary school is located in the community and surrounding neighborhoods. It accommodates kindergarteners and up to year 6 level. ABS (2011) states that children within the primary school come from low socioeconomic backgrounds. The most common ethnicities within the surrounding community are
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The school values the diverse multi-culture mix; all children take part in learning programs that enable them to develop an understanding and appreciation of different cultural groups (ABS, 2011).
Quality area one focuses on pedagogical practices that enhance children’s learning and development across the five learning outcomes within the Early Years Learning Framework (Duncan, 2011; ACECQA, 2013; DEEWR, 2009). The qualified educator in the pre-primary classroom is focused on ensuring that the educational practice and program is engaging and enhances student’s development and learning. For example, the program nurtures the development of life skills and pair student’s experiences, opportunities and relationships at home, school and in the community. The educator has recently taken the position in the pre-primary class, and her pedagogy differs greatly from the previous teacher’s ‘free play’ approach. In the pre-primary classroom, the educator has implemented and developed a routine that encourages child initiated play while also introducing structured activities. She incorporates her experience as a kindergarten educator in her planning, and she believes it is important to incorporate a balanced mix of child-initiated and adult-led activity by …show more content…
The pre-primary classroom displays the school’s policies in regards to health and hygiene Procedures. For example, when children are washing their hands for recess and lunch there are instructions displayed to assist them. Evacuation and emergency evacuation procedures are also clearly displayed in the classroom. Children’s health needs are visibly displayed around the class and on the window, describing information about each child’s dietary requirements and allergies programs (Appendix B). After lunch, the educator organized ‘quiet time’ for children in the classroom. For example, each child picks what they want to do in their quiet time such as; reading quietly, yoga, or sleep on an organized mattress in the classroom. This time gives students the opportunity to relax and rest (ACECQA, 2013). Furthermore, physical activity is promoted through planned outdoor play time and lesson plans in their weekly timetable that assist student’s fundamental movement skills. The school provides programs that support physical development, including ‘better heath program’ and ‘after school sports Junior’ (ACECQA, 2013). These programs encourage and support students to become fitter, happier, healthier, and use sophisticated fundamental skills, sensory motor skills, movement through creative and energetic fitness experiences
The school values the diverse multi-culture mix; all children take part in learning programs that enable them to develop an understanding and appreciation of different cultural groups (ABS, 2011).
Quality area one focuses on pedagogical practices that enhance children’s learning and development across the five learning outcomes within the Early Years Learning Framework (Duncan, 2011; ACECQA, 2013; DEEWR, 2009). The qualified educator in the pre-primary classroom is focused on ensuring that the educational practice and program is engaging and enhances student’s development and learning. For example, the program nurtures the development of life skills and pair student’s experiences, opportunities and relationships at home, school and in the community. The educator has recently taken the position in the pre-primary class, and her pedagogy differs greatly from the previous teacher’s ‘free play’ approach. In the pre-primary classroom, the educator has implemented and developed a routine that encourages child initiated play while also introducing structured activities. She incorporates her experience as a kindergarten educator in her planning, and she believes it is important to incorporate a balanced mix of child-initiated and adult-led activity by …show more content…
The pre-primary classroom displays the school’s policies in regards to health and hygiene Procedures. For example, when children are washing their hands for recess and lunch there are instructions displayed to assist them. Evacuation and emergency evacuation procedures are also clearly displayed in the classroom. Children’s health needs are visibly displayed around the class and on the window, describing information about each child’s dietary requirements and allergies programs (Appendix B). After lunch, the educator organized ‘quiet time’ for children in the classroom. For example, each child picks what they want to do in their quiet time such as; reading quietly, yoga, or sleep on an organized mattress in the classroom. This time gives students the opportunity to relax and rest (ACECQA, 2013). Furthermore, physical activity is promoted through planned outdoor play time and lesson plans in their weekly timetable that assist student’s fundamental movement skills. The school provides programs that support physical development, including ‘better heath program’ and ‘after school sports Junior’ (ACECQA, 2013). These programs encourage and support students to become fitter, happier, healthier, and use sophisticated fundamental skills, sensory motor skills, movement through creative and energetic fitness experiences