PLEASE ONLY ANSWER THE 3RD COLUMN THAT

PLEASE ONLY ANSWER THE 3RD COLUMN THAT SAYS ‘FUTURE DIRECTIONS’. THANKS. Task 1 Situational analsysis Research, through conversations with service stakeholders and your observations, the influences on the curriculum and complete situational analysis below (table 3). From this research, share your findings with your workplace supervisor (or designated educator) and collaborate to identify three current strengths and create three curriculum goals (table 4). This information and context will become the foundation of your future planning. Table 1 Situational analysis Situational analysis Area of research: Information: What practices can you observe in the service for each area? Analysis: What does this information mean? You may refer to NQS, National Law and Regulations, Code of ethics and other guiding documents and theories to support your analysis. Future directions: Where might this information lead you? Community and families The role of the families in the service Families are involved in special events, such as fundraising, cultural celebrations, farewells, or community festivals. Families are also included to have an input or influence on how the service is run and provide ways it could be improved. Quality Area 6- Collaborative partnerships with families and communities, Standard 6.1:Supportive relationships with families- Respectful relationships with families are developed and maintained and families are supported in their parenting role, Element 6.1.1:Engagement with the service- Families are supported from enrolment to be involved in the service and contribute to service decisions. I could use this information asking families for feedback for my curriculum, experiences and how they think I am performing overall, during my work placement. How the service links to community Once a term the service may visit the local vet, local library, Aboriginal people visiting and sharing their culture, Police, Firemen visiting the service and talking to the children what their role is within the community. Quality Area 6- Collaborative partnerships with families and communities, Standard 6.2:Collaborative partnerships-Collaborative partnerships enhance children’s inclusion, learning and wellbeing, Element 6.2.3:Community Engagement- The service builds relationships and engages with its community. The demographics of families and staff using the service Greek Orthodox Community Child Care centre is a very diverse service, there are families and staff from all sorts of backgrounds such as, Greek, African, Italian, Portuguese, French, Arabic, Australian, Serbian, Chinese etc. We have families including two females, single parent families, adopted children. Vygotsky believed that learning happens through social interactions within a cultural context. While Piaget’s theories didn’t account for cultural differences and diversity, Vygotsky understood the impact of culture and society on the way we learn, and a sociocultural theory of development was born. Understanding that children will learn differently in varying cultures is an important part of respect for diversity in education. Family/community feedback on educational environment and curriculum Engage with families in person at drop-off and pick-up, keep a journal for each child that families can read and contribute to set up a parent information board to post learning objectives and gain parents’ feedback. Quality Area 6- Collaborative partnerships with families and communities, Standard 6.2: Collaborative partnerships- Collaborative partnerships enhance children’s inclusion, learning and wellbeing, Element 6.2.2: Access and participation- Effective partnerships support children’s access, inclusion, and participation in the program. The Early Childhood setting and service type and management model Community Service Quality Area 7- Governance and leadership, Standard 7.1: Governance- Governance supports the operation of a quality service, Element 7.1.2: Management systems- Systems are in place to manage risk and enable the effective management and operation of a quality service. The building and the physical environment Where the service is located The service is located on a main road, however entry and exit are located on the sides of the building, on a quiet street, service is close to shops. National Regulations: 353 Physical environment requirements. Quality Area 3: Physical environment, Standard 3.1: Design- The design of the facilities is appropriate for the operation of a service. The human resources Staffing mix – full time part time, additional support personnel There are 10 full time staff, 1 part time staff/ floater, and 2 casual staff. National Regulations: 147 Staff members Children and educators Educational environment and curriculum Play- based and child-centred curriculum, where children can play and satisfy their curiosity, program reflects both planned and spontaneous experiences, centre aims to promote positive attitudes towards the natural environment by incorporating into the program recycling projects and environmentally friendly habits as part of the everyday curriculum. Quality Area 1- Educational program and practice, Standard 1.1: Program- The educational program enhances each child’s learning and development. National Regulations: 73 Educational program Diversity of children attending Children from various cultures, such as Greek, African, Italian, Portuguese, French, Arabic, Australian, Serbian, Chinese. EYLF Principle 4: Respect for diversity Code of Ethics- In relation to children, educators, will ensure that children are not discriminated against on the basis of gender, sexuality, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin. Relationships of peers and adults within the setting Peer relationships are interpersonal relationships established and developed during social interactions among peers or adult. As educators we will protect and cherish the children and take an active role in nurturing, supporting, and promoting children’s relationships and social skills. Quality Area 5- Relationships with children, Standard 5.1: Relationships between educators and children- Respectful and equitable relationships are maintained with each child. National Regulation: 155 Interactions with children Vygotsky emphasised the importance of relationships and interactions between children and more knowledgeable peers and adults. He believed that children’s cognitive understandings were enriched and deepened when they were ‘scaffolded’ by parent, teachers, or peers. How children use the environment Physical challenges and play, creative problems to be solved and opportunities to expand their mental capacities and understanding of the structure and function of their natural environment. Quality Area 3- Physical environment, Standard 3.2 Use: The service environment is inclusive, promotes competence and supports exploration and play- based learning, Element 3.2.1 Inclusive environment: Outdoor and indoor spaces are organised and adapted to support each child’s participation and to engage every child in quality experiences in both build and natural environments. Code of Ethics: In relation to children, educators, will create and maintain safe, healthy, inclusive environments that support children’s agency and enhance their learning. Children’s feedback on educational environment and curriculum Children are usually happy with the resources provided to them, however they will often ask for specific resources to be brought out such as bicycles. Quality Area 1- 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, Standard 1.2 Practice- Educators facilitate and extend each child’s learning and development, Element 1.2.3: Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world SCIENCE HEALTH SCIENCE NURSING N/A N/A MISC

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