Our Program

    Reflections
  • Please complete at least 2 reflections each week

  • Reflections should not be the same activity type.

Reflections 1

  • Choose 1 activity/rotation

  • Activity/rotation type (choose 1)

MY TIME, OUR PLACE - FRAMEWORK FOR SCHOOL AGE CARE IN AUSTRALIA

  • The Framework acknowledges the importance of play and leisure in children’s learning and development and that their learning is not limited to any particular time or place. Developing life skills and a sense of enjoyment are emphasised. The Framework recognises the importance of social and emotional development and communication in learning through play and leisure, and it forms the foundation for ensuring that children in all school age care settings engage in quality experiences for rich learning, personal development and citizenship opportunities.

  • Do you understand the My Time, Our Place framework?

ANALYSIS AND REFLECTION

  • We reflect and analyse the activity so that we can see what the child’s next steps in learning and development are, and to identify what resources and changes can be made to better cater for the child’s needs and interests and support child-led play

  • Activity facilitator/leader (First & Last Name)

  • Other staff participating (First & Last Name)

  • Describe the activity

  • What was successful about the activity?

  • What could we do differently next time to improve the activity?

  • What did a child say and/or do during the activity to support your reflection?

Teachable Moments

  • Teachable moments -

  • School age care Educators are conscious of making the most of opportunities to follow up children’s needs and interests. Teachable moments are the spontaneous times when a child's curiosity interacts with the Educator's guidance to an open an inquiry into a mutually interesting topic.

  • Describe the interaction of the Teachable Moment

  • What child(ren) where involved? (Please provide full names)

  • Choose the positive outcomes of the Teachable Moment

Children's Voices

  • Children's voices

  • Educators should listen carefully and respond to children’s voices and accommodate for spontaneity, natural curiosity, individual needs and interests. By ‘children’s voices’ we mean children’s expression of their meaning through talk and other ways, such as visual arts, dance, movement, song, music, poetry, photography, drawing, drama and writing – the “hundred languages of children”. The Educator records children’s ideas in a variety of ways such as a voice recording, a sticky note, a scrap of paper, or writing.

  • What is the evidence of the Child's Voice?

  • What does the Child's Voice tell us about their THINKING?

  • What does the Child's Voice tell us about their FEELING?

  • What does the Child's Voice tell us about their KNOWLEDGE?

  • How can this information be used for future programming and planning?

  • Choose an activity type

LEARNING OUTCOMES

  • Learning outcomes are statements that describe the knowledge or skills children should acquire through the specific activity

  • Select a minimum of two Learning Outcomes

  • Outcome 1: Children have a strong sense of identity

  • Outcome 2: Children are connected with and contribute to their world

  • Outcome 3: Children have a strong sense of wellbeing

  • Outcome 4: Children are confident and involved learners

  • Outcome 5: Children are effective communicators

QUALITY AREAS

  • Guide

  • Select a minimum of two Quality Areas

  • Quality Area - 1 - Educational program and practice
    A play and leisure focused program supports children’s learning, development and wellbeing.

  • How?

  • Quality Area 2 – Children's health and safety
    Children’s health, safety and wellbeing are prioritised and promoted.

  • How?

  • Quality Area – 3
    Welcoming indoor and outdoor spaces enable children to play, learn and develop their knowledge and skills.

  • How?

  • Quality area - 4
    Children’s learning and development is supported and enhanced by responsive and qualified educators.

  • How?

  • Quality area – 5
    Positive and trusting relationships with educators help children to play, learn and develop.

  • How?

  • Quality area – 6
    Services partner with families and communities to enhance children’s learning and wellbeing.

  • How?

  • Quality area – 7
    Effective leadership, systems and processes support a continually improving workplace and learning environment.

  • How?

CONTINUING PROFESSIONAL DEVELOPMENT

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  • Staff development

Acknowledgement - By signing this document you understand and agree the above information is correct .

  • Name of person completing this form (First & last name)

  • Signature

  • Select date

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