Developments of Early Childhood Education in Australia

Principles and Practices in Early Childhood Education Assignment Sample

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This project report has been going to discuss this topic related to developments of early childhood education in Australia that have been created a focused on the different kinds of aspects related to "Cooperation’s and empathy, self-regulations, peer relationship, identity formations and communications and acquisitions". This principle of this underpinned practice has focused on this assisted throughout all children and creating working progress to develop the cultures of this educational system and developed this culture of this sense of well-being effectively. Besides that, it has been focused on this multiple ranges of attributes related to "Physical and cognitive developments, and linguistic, social and emotional improvements" have been considered one of these. 

1. Exceeding this rating

Exceeding has developed this culture of meeting this "National Quality Standards (NQS)" level and creating an accurate range of practicing cultures based on these service operations by developing this culture of information progress. In addition, the chances of engagement rates and rate of community infrastructures modules have also been sustainably developed by achieving this ultimate range of educational systems effectively. Based on this case study these successful EC meetings have also increased this rate of collaboration and created improvements by developing this culture of team building ability and created facilitation by supporting this management system and making true obligations underlined this NQF system(Acecqa.gov.au, 2018). The "Early Childhood Care and Education (ECCE)" Policy have also been demonstrated this performance rate and developed this culture of rules and responsibilities by creating a satisfactory evaluation for improving this culture of this economic system. 

This effective range of implementations and developments of appropriate procedures and policies have reflected these values by underpinning the values of NQF and creating a supportive team by improving this culture of success rates and this rate of educators' well-being can also be sustainably developed. Exceeding NQS around these Quality Areas can be improved the rates of meeting needs by developing this culture of quality areas that can be effective for exceeding NQS around this area related to 1,5 or 7 (Acecqa.gov.au, 2018). These chances of support and building up this confidence and understanding rates have been demonstrated in the "Exceeding level quality" modules and authorised this rate of standardisation modules by increasing this rate of considerations and creating reflection modules based on these developments rates and improvements modules (Acecqa.gov.au, 2022). Thus, the "Australian Children Education & Care Quality Authority (ACECQA)" have been also implemented a wider range of changes that have created a positive effect on children around 13 years of families and their ages. With the constant development rates of promotional activity and improvements of applications throughout this Education and Care services, these National Laws have also crossed this territory as well as this state’s effectively.

According to ACECQA, this exceeding process has been creating a positive effect in directing this implementation of making this "National Quality Frameworks (NQF)" and creating a wider range of developments by registering and collecting this information by providing this training facility and supporting this authorised officers (Molloy et al. 2018). This rate of educators' qualifications has also been sustainably developed and improved this cultures of multiple ranges of aspects related to analysed "learning, reflection, documentation and observations" effectively.

These child education cultures have also developed this culture of safety infrastructures and created a positive effect on nominated supervisors and educators and meeting these legislations by preventing these children is from hazards and harms by identifying the appropriate ranges of responses effectively. These rates of operational progress and improvements in collecting critical reflection have also developed these cultures of community standards giving the rates around seven based on their results and determining this learning outcome by adjusting this programming module infrastructures rates. 

2. Characteristics of this ECEC service that has achieved an Exceeding rating

As opined by Siraj et al. (2019), childhood programmers have created a positive impact by focusing on these four kinds of attributes related to "Physical environments, Program support structures, Professional and Stabilised teacher workforce and Interpersonal interactions" respectively. Thus, these special features of "Early Child Education Care (ECEC)" have also developed multiple kinds of attributes related to improvements regarding expression and care, creating flexibility, making creativity, empathy, development of excitement and curiosity by enabling this exploration of a variety and enabling this learning process by explored this thing effectively (Molloy et al. 2018).

It has been also making community infrastructures by improving this culture of learning modules and creating enhancements by providing this training facility among these learners effectively. These chances of establishments and this development of relationship strictures have been also sustainably developed for creating a reciprocal relationship and achieving this ultimate range of determinations by creating an enhancement of this reciprocal relationship and making an assignment with these improvements and learning process (Acecqa.gov.au, 2018). Thus, this constants development of multiple ranges of activities "listening, patience, adaptability, collaboration, empathy, and patience" are effective. However, Cumming et al. (2021) have argued that this characteristic of high-quality childcare systems is to develop this different kind of attributes related to health, good hygiene, and safety circles respectively by maintaining responsiveness among these children’s and increasing this rate capacity rates. 

This development of best-practising cultures has identified this potentiality and helped to make this appropriate range of decision-making approaches that have been also sharing this vision by clarifying this ultimate range of determinations (Cartmel & Hurst, 2022). In addition, these ECEC services have also created an assessment by increasing this rate of participation rates and supporting programmers for achieving this ultimate range of quality infrastructures modules.

4 areas of these 7 Quality Areas of this "National Quality Standard (NQS)

Based on this study it is clear that the "National Quality Standards (NQS)" have been focused on four kinds of areas that are "Physical Environments", "Children's Health and safety", "Staffing Arrangements", and Educational Program and Practice". As stated by Gide et al. (2022), these 7 ranges of quality areas have been also focused on this multiple kind of aspects related to the development of relationship structures, collaboration with partnerships and communities, development of services management and improvements of leadership ability have also been treated as a quality area of these NQS Systems. In addition, the constantly changing cultures of these attributes regarding "Educational practices and Programmed", "Children’s Health and Safety", "Physical Environments", and "Staffing Arrangements" have also been treated as other kinds of quality areas that have also been developed this cultures regarding engagement authorities and communities infrastructures.

As opined by Davis & Dunn (2022), effective leadership styles have been developed in this culture of a governance body and contributing to this improvement regarding this quality rates by establishing this sharing values and continuous improvements. Besides that, these improvements regarding qualified values can also easily predict these relationship structures by encouraging engagement rates around conducting these learning programmers by making a responsive culture and improving this culture of security and sense of belonging (Acecqa.gov.au, 2018). In this regard, educational practices and programs have developed cultures regarding these multiple kind of aspects of well-being, health and safety structures. It has also stimulated these maximised opportunities based on this development of learning modules and generated this experiences rates based on this learning process effectively. It has also created positive frameworks by enhancing these rates of development and learning activities as well as enabling this family to balance this parenting work and diminishing the rates of disadvantage rates on this children's life chances effectively. 

3. Five principles and eight practices of this early year Learning Framework

Reflective practice has been considered an ongoing learning approach that has created an engagement based on this branch of questions, practiced and ethical cultures (DET, 2019). In this context development of differentiation of aspects related to "Holistic approaches, Responsiveness through children’s, International learning, Learning environments, and learning through plays" has been also creating a positive effect in developing this culture regarding this learning process. As opined by Barrie et al. (2021), this assistance of children is in making progress in relating to overcoming this outcome has also been treated as the main attribute that has been developed in this culture of this learning process. Thus, these students can also be getting developed this learning module by generating these appropriate ranges of sense of belonging and created a positive effect on these environmental infrastructures and increasing the rates of safety and security by defining this reflective practice.

Thus, the development of this educational system creates unique children who can consistently this learning procedure by being self-assured, resilient, and capable and confidences rates. Besides that, creating an effective range of relationship structures this rates of independency and rates of infrastructure can also be effectively developed by enabling this learning and teaching process (Acecqa.gov.au, 2018). These enabled environments have been making responses by making an establishment of interest rates and collecting this response by developing this culture of time management attributes. In addition, this rate of recognised development rates can also be easily being accessed. It can also be created a positive effect on the "Learning and developments (L&D)" attributes by developing this culture about this multiple ranges of attributes related to "Active Learning", "Thinking critically and creatively", and "Playing and Exploring" cultures by achieving this ultimate ranges of determinations and accessed this opportunities based on this environmental infrastructures modules. 

4. Justifications about "National Quality Standard (NQS)" and "Early Years Learning Framework (EYLF)"

The aim of the "National Quality Standards (NQS)" is to develop this differentiation of cultures related to the well-being, and health of these children is by developing the cultures of these safety circles effectively. It has also improved this culture of high-quality educational programmers, created a specific understanding of rates, and created comparisons based on this quality of services. However, Molloy et al. (2018) have argued that this "Early Years Learning Framework (EYLF)" have also been provided to this "Board of Directors (BODs)" and made an effective range of facilitation cultures for creating an appropriate range of developments process and assisted with this planning structure. In addition, these "Early Years Learning" frameworks have also been created as enhancement activities based on this consistency and quality of improved rates of delivery in early childhood practiced by improved rates of childhood settings (DET, 2019). This rate of development regarding this fulfilment of creating execution and this chances of emotional improvement rates can also be effectively conducted by making an appropriate range of understanding and expressive this designed and art modules based on these learning modules.

Therefore, this chance of emphasized the significance of this language and communications and developments of this learning precise concepts and developed the cultures of the communication process that have developed the cultures of emotional improvements. It has been treated as a beneficial side for the improvements of the economic stability based on the Australian culture. Therefore, it can be also created a positive framework by improving the multiple ranges of cultural attributes related to "Language and Communications", "Personal, emotional and social developments", and "Physical developments" have been considered one of them.

Conclusion

Throughout the above-depicted analysis, it can be specified that the discussion has created brief explanations about the topic regarding practiced in early childhood education. In addition, by providing reliable information based on the topic the discussions have been effectively going on. Besides that, a brief justification regarding the two ranges of attributes related to the "Early Years Learning Framework (EYLF)"and "National Quality Standard (NQS)" have been effectively considered.

The five kinds of principles have based on the EYLF as well as four areas; seven qualities of the EYLF have also been effectively discussed. In addition, determining the features of the five ranges of principles and exceeding the rating cultures have also been effectively discussed. It has been also creating a positive effect in developing the culture regarding learning, development processes the chances of economic stability, and the improvements of educational systems around Australia have been being accessed. It have also been creating a positive frameworks by increased the rates of economic stability by proposed the cultures of the early children educational infrastructures around the Australia.

References

Book

Fleming, M. L., & Parker, E. (2020). Health promotion: Principles and practice in the Australian context. Routledge.

Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The constraints-led approach: Principles for sports coaching and practice design. Routledge.

Journals

• Boyd, W., Green, N., & Jovanovic, J. (2021). Learning and teaching in early childhood: Pedagogies of inquiry and relationships. Cambridge University Press. Retrieved on: 03/12/2022, from: https://scholar.google.com/scholar?cluster=5485919822147647046&hl=en&as_sdt=0,5 
• Cartmel, J., & Hurst, B. (2021). More than ‘just convenient care’: what the research tells us about equitable access to outside school hours care. Retrieved on: 03/12/2022, from: https://education.nsw.gov.au/content/dam/main-education/early-childhood-education/information-for-parents-and-carers/OSHC_PolicyLiteratureReview_CartmelHurst.PDF
• Cumming, T., Wong, S., & Logan, H. (2021). Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice. Australasian Journal of Early Childhood, 46(1), 50-65. Retrieved on: 03/12/2022, from: https://doi.org/10.1177/1836939120979064
• Davis, B., & Dunn, R. (2022). Educators working with infants and toddlers from low socio-economic status families. Cogent Education, 9(1), 2042988. Retrieved on :03/12/2022, from: https://doi.org/10.1080/2331186X.2022.2042988
• Department of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years Learning Framework for Australia. Commonwealth of Australia Retrieved on :03/12/2022, from: https://scholar.google.com/scholar?q=related:pfx8M6rR-f0J:scholar.google.com/&scioq=Belonging,+being+and+becoming:+Early+Years+Learning+Framework+for+Australia.+Commonwealth+of+Australia&hl=en&as_sdt=0,5
• Gide, S., Wong, S., Press, F., & Davis, B. (2022). Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?. Australasian Journal of Early Childhood, 47(1), 48-61. Retrieved on: 03/12/2022, from: https://doi.org/10.1177/18369391211057292
• Molloy, C. A. R. L. Y., Quinn, P. H. O. E. B. E., Harrop, C. H. R. I. S., Perini, N. I. C. H. O. L. A. S., & Goldfeld, S. H. A. R. O. N. (2018). Early childhood education and care: An evidence based review of indicators to assess quality, quantity, and participation. Retrieved on: 03/12/2022, from: https://www.rch.org.au/uploadedFiles/Main/Content/ccchdev/Restacking-the-Odds_ECEC_communication-summary.pdf/
• Siraj, I., Howard, S. J., Kingston, D., Neilsen-Hewett, C., Melhuish, E. C., & de Rosnay, M. (2019). Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector. The Australian Educational Researcher, 46(3), 365-383. Retrieved on: 03/12/2022, from: https://doi.org/10.1007/s13384-019-00325-3
• Websites
• Acecqa.gov.au (2022). Exceeding the NQS. Retrieved on : 03/12/2022, from: https://www.acecqa.gov.au/assessment/exceeding-nqs#:~:text=To%20be%20rated%20Exceeding%20NQS,using%20the%20three%20Exceeding%20themes.
• Acecqa.gov.au (2022). Australian Children’s Education & Care Quality Authority. Retrieved on : 03/12/2022, from: https://www.acecqa.gov.au/assessment/assessment-and-rating-process/
• Acecqa.gov.au (2018). National Quality Frameworks. Retrieved on : 03/12/2022, from: https://www.acecqa.gov.au/nqf/national-quality-standard/
• Early Childhood Australia (ECA). (2016). Code of Ethics. Retrieved on : 03/12/2022, from: http://www.earlychildhoodaustralia.org.au/