Reflection Questions and Resources to Support Quality Area 1: Educational Program and Practice - Sticks & Stones Education

Reflection Questions and Resources to Support Quality Area 1: Educational Program and Practice

Reflection Questions and Resources to Support Quality Area 1: Educational Program and Practice

Critical Reflection Questions Early Childhood Educators

Quality Area 1: Educational Program and Practice

Reflection helps us understand where we are, where we've come from and helps us clarify where we'd like to go. Reflective practice is such a critical role in our work as early childhood educators. 

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. 

The following reflection questions are from the Guide to the National Quality Standard: Educational Program and Practice. These questions may help guide your understanding of early childhood planning and the ways in which children learn and grow. 

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.

Questions to help guide reflective practice for National Quality Standard 1.1

  • How do we develop our understanding of the approved learning framework that we use in our service to foster learning outcomes for all children?
  • How do we support all children to progress towards the learning outcomes?
  • How do we learn about each child’s knowledge, strengths, ideas, culture, abilities and interests?
  • How do we make decisions about children’s daily experiences and routines, and who is involved in making these decisions?
  • How do we use the learning outcomes to guide our goals and subsequent planning for individual children and groups of children?
  • How do we plan and implement educational programs that are relevant and engaging for children?
  • How do we ensure that experiences and routines are child-centred rather than adult-directed or clock-driven?
  • How do we support every child’s participation in the program?
  • What experiences do we provide for children to work independently and collaboratively?
  • How do we use conversations and interactions with children to make routine times enjoyable and meaningful learning opportunities?
  • How do we develop a shared understanding of the learning outcomes and their importance to families?
  • How do we ensure that children develop strong attachments and a sense of belonging in our service?
  • How do we apply our knowledge of learning and development, and the content of the learning framework to this age group?
  • How do we incorporate learning outcomes into leisure opportunities and the everyday experiences we provide?
  • How do we provide problem-solving, inquiry and challenge-based learning experiences for children to support their prior learning?
  • How do we provide a differentiated curriculum that supports children’s varying capabilities, learning styles and interests?
  • How do we incorporate the learning outcomes into everyday activities that children experience in the residence?
  • What other activities or experiences can be incorporated into our program to ensure a range of learning opportunities for all children?

 

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.

Questions to help guide reflective practice for National Quality Standard 1.2

• 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?
• 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?
• How do planned or intentional aspects of the program support spontaneous play and leisure experiences initiated by children?

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.


Questions to help guide reflective practice for National Quality Standard 1.3

• How do we ensure that the way we document and plan for children’s learning aligns with current approaches?
• How can we work collaboratively with each family to share information about children’s learning, development and participation in the program?
• How do we recognise and support continuity of learning at the service, and how does information gathered from each child’s home, school or other support service inform planning for continuity of learning?
• What do we do to critically reflect on and evaluate the program, how is this documented and how are our evaluations used to make informed curriculum decisions to improve outcomes for children?
• How do we use critical reflection when discussing programs with colleagues?
• How do we critically reflect on all aspects of pedagogical practice so that quality improvements occur.

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.

Questions to help guide reflective practice for National Quality Standard 1.3

• How do we ensure that the way we document and plan for children’s learning aligns with current approaches?
• How can we work collaboratively with each family to share information about children’s learning, development and participation in the program?
• How do we recognise and support continuity of learning at the service, and how does information gathered from each child’s home, school or other support service inform planning for continuity of learning?
• What do we do to critically reflect on and evaluate the program, how is this documented and how are our evaluations used to make informed curriculum decisions to improve outcomes for children?
• How do we use critical reflection when discussing programs with colleagues?
• How do we critically reflect on all aspects of pedagogical practice so that quality improvements occur?

References for Quality Area 1: Educational program and practice + Further Reading

The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications. These are listed below for further reading or referencing.

Resources to Support the Program in Early Childhood Education and Care

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

Resources to Support Practice in Early Childhood Education and Care

 

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 

 

Resources to Support Assessment and Planning in Early Childhood Education and Care

 

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 

 

Quality Area 1: Educational program and practice:

  • Ailwood, J., Boyd, W., & Theobald, M. (Eds.) (2016). Understanding Early Childhood Education and Care in Australia: Practices and Perspectives, Allen & Unwin, Sydney, Australia.
  • Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and Planning in Early Childhood Settings (6th ed.), Cengage Learning, Melbourne, Australia.
  • Australian Children’s Education and Care Quality Authority (2011). National Quality Standard Resource List, retrieved 14 September 2017 from http://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-e…, last updated 2016.
  • Australian Children’s Education and Care Quality Authority (2016). Occasional Paper 1, retrieved 19 September 2017 from http://www.acecqa.gov.au/resources/research#OP, last updated 2017.
  • Australian Curriculum, Assessment and Reporting Authority (2016). The Arts, retrieved 16 August 2017 from https://www.acara.edu.au/curriculum/learning-areas-subjects/the-arts
  • Australian Curriculum, Assessment and Reporting Authority & Early Childhood Australia (2011). Foundations for Learning: Relationships Between the Early Years Learning Framework and the Australian Curriculum, retrieved 14 September 2017 from https://docs.acara.edu.au/resources/ECA_ACARA_Foundations_Paper_FINAL.p…
  • Australian Early Development Census (2014). Our Children, Our Communities, Our Future, retrieved 14 September 2017 from http://www.aedc.gov.au/, last updated 2015.
  • Australian Government Department of Education and Training (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
  • Australian Government Department of Education and Training (2010). Educators Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia.
  • Australian Government Department of Education and Training (2011). My Time, Our Place: Framework for School Age Care in Australia.
  • Australian Government Department of Education and Training (2012). Educators My Time, Our Place: Educators’ Guide to the Framework for School Age Care in Australia.
  • The Australian Human Rights Commission and Early Childhood Australia (2014). Supporting Young Children’s Rights: Statement of Intent, retrieved 16 September 2017 from https://www.humanrights.gov.au/sites/default/files/supporting_young_chi…
  • Berk, L. (2013). Child Development (9th ed.), Allyn & Bacon, Boston, MA.
  • Campbell, C., Jobling, W. & Howitt, C. (2015). Science in Early Childhood (2nd ed.), Cambridge University Press, Melbourne, Australia.
  • Cheeseman, S. & Fenech, M. (2012). The Early Years Learning Framework: Essential Reading for the National Quality Standard, Early Childhood Australia, Canberra, Australia.
  • Chng, A. (2015). Documenting Children’s Learning, Early Childhood Australia, Canberra, Australia.
  • Cologon, K. (Ed.) (2014). Inclusive Education in the Early Years: Right from the Start, Oxford University Press, Melbourne, Australia.
  • Curtis, D. & Carter, M. (2013). The Art of Awareness: How Observation Can Transform Your Teaching (2nd ed.), Redleaf Press, St. Paul, MN.
  • Degotardi, S. & Pearson, E. (2014). The Relationship Worlds of Infants and Toddlers: Multiple Perspectives from Early Years Research and Practice, Open University Press, Maidenhead, England.
  • Donohue, C. (Ed.) (2014). Technology and Digital Media in the Early Years: Tools for Teaching and Learning, Routledge & The National Association for the Education of Young Children, Washington, DC.
  • Early Childhood Australia (2017). Research in Practice Series, retrieved 18 September 2017 from http://www.earlychildhoodaustralia.org.au/our-publications/research-pra…
  • Ebbeck, M. & Waniganayake, M. (Eds.) (2016). Play in Early Childhood Education: Learning in Diverse Contexts (2nd ed.), Oxford University Press, Melbourne, Australia.
  • Ewing, R., Callow, J. & Rushton, C. (2016). Language and Literacy in Early Childhood, Cambridge University Press, Melbourne, Australia.
  • Farrell, A. & Pramling Samuelsson, I. (Eds.) (2016). Diversity in the Early Years: Intercultural Learning and Teaching, Oxford University Press, Melbourne, Australia.
  • Fleer, M. (2013). Play in the Early Years, Cambridge University Press, London, England.
  • Fleer, M. & Raban, B. (2007). Early Childhood Literacy and Numeracy: Building Good Practice, Australian Government Department of Education, Employment and Workplace Relations, Canberra, Australia.
  • Fleet, A., De Gioia, K. & Patterson, C. (2016). Engaging With Educational Change: Voices of Practitioner Inquiry, Bloomsbury, London, England.
  • Fleet, A., Patterson, C. & Robertson, J. (2012). Conversations: Behind Early Childhood Pedagogical Documentation, Pademelon Press, Kiama, Australia.
  • Fleet, A., Patterson, C. & Robertson, J. (2017). Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, Sage, London, England.
  • Giugni, M., Mundine, K. (eds.) (2011). Talkin’ Up and Speakin’ Out: Aboriginal and Multicultural Voices in Early Childhood, Pademelon Press, Kiama, Australia.
  • Gowrie Australia (2010). Assessment in the Early Years: A Resource from Gowrie Australia, Lady Gowrie Child Centre, Adelaide, Australia.
  • Harvard University Center on the Developing Child Resource Library (2017). Resource Library, retrieved 19 September 2017 from http://developingchild.harvard.edu/resources
  • Knaus, M. (2013). Maths is all Around You: Developing Mathematical Concepts in the Early Years, Teaching Solutions, Melbourne, Australia.
  • Kolbe, U. (2014). Children’s Imagination: Creativity under Our Noses, Peppinot Press, Ballina, Australia.
  • Lynch, S., Pike, D. & áBeckett (eds.) (2017). Multidisciplinary Perspectives on Play from Birth and Beyond, Springer, Singapore.
  • McArdle, F., Gibson, M. & Zollo, L. (2015). Being an Early Childhood Educator: Bringing Theory and Practice Together. Allen & Unwin, Sydney, Australia.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early Childhood Curriculum: Planning, Assessment and Implementation (2nd ed.), Cambridge University Press, London, England.
  • Millikan, J. & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework, Pademelon Press, Kiama, Australia.
  • O’Connor, A. & Diggins, C. (2002). On Reflection: Reflective Practice for Early Childhood Educators, Open Mind Publishing, Lower Hutt, New Zealand.
  • Ollhoff, L. & Ollhoff, J. (2012). Keys to Quality Afterschool Care: Environments, Relationships and Experiences, retrieved 18 September 2017 from https://www.pakeys.org/wp-content/uploads/2018/02/Keys-to-Quality-After…
  • Page, J. & Tayler, C. (Eds.) (2016). Learning and Teaching in the Early Years, Cambridge University Press, London, England.
  • Patterson, C. & Fleet, A. (2011). Planning in the Context of the Early Years Learning Framework: Powerful, Practical and Pedagogically Sound, Early Childhood Australia, Canberra, Australia.
  • Pelo, A. (2016). The Language of Art: Inquiry-Based Studio Practices in Early Childhood Settings (2nd ed.), Redleaf Press, St. Paul, MN.
  • Scarlet, R. R. (Ed.) (2016). The Anti-Bias Approach in Early Childhood (3rd ed.), MultiVerse, Sydney, Australia.
  • Sims, M. (2013). Program Planning for Infants and Toddlers (2nd ed.), Pademelon Press, Kiama, Australia.
  • South Australian Department of Education and Children’s Services (2008). Assessing for Learning and Development in the Early Years Using Observation Scales: Reflect, Respect, Relate, Department of Education and Children’s Services Publishing, Adelaide, Australia.
  • Tucker, K. (2014). Mathematics through Play in the Early Years (3rd ed.), Sage, London, England.
  • Victorian Curriculum Assessment Authority (2016). Victorian Early Years Learning and Development Framework, retrieved 19 September 2017 from http://www.education.vic.gov.au/Documents/childhood/providers/edcare/ve…
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Want to learn more? 

Reflection Questions for Quality Area 1

Reflection Questions for Quality Area 2

Reflection Questions for Quality Area 3

Reflection Questions for Quality Area 4

Reflection Questions for Quality Area 5

Reflection Questions for Quality Area 6

Reflection Questions for Quality Area 7

References for this Publication:

Quality Area 1 – Educational program and practice | ACECQA

The Guide to the National Quality Standard

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