Instructions 1. Complete the template provided by selecting the quality areas and observe and document one educator practice. Task 1-Part C: Applying NQS to practice This table shows three Quality Areas and the range of observations that you could undertake to observe practices related to each Quality Area (QA). Select and observe one educator practice from the 'you may observe' lists below. (i.e., a total of three observations - an example has been provided to assist you with this task). QA1 Educational program and practice 1.1 Program 1.1.1 Approved learning framework 1.1.2 Child-centred 1.1.3 Program learning opportunities The educational program enhances each child's learning and development. 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. Each child's current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. All aspects of the program, including routines, are organised in ways that maximise opportunities for each child's learning. a. Select and observe one educator practice related to QA1 from the 'you may observe' list below. You may, for example, observe: Children working collaboratively with others Children using play to investigate, imagine and explore ideas Children being given choices during routines and transition times Educators observing, listening, and talking with children for sustained periods of time and paying close attention to what they are saying, thinking, and doing Educators integrating children's emerging ideas to support their participation in the program Educators arranging play experiences, routines, and the physical environment so that children have a range of opportunities to make choices about what they will do and how they will do it. Educators observing and recording information about what children know, can do and understand in ways that do not interrupt children's participation in their learning. Example: My Observation Educators arranging play experiences, routines, and the physical environment; so that children have a range of opportunities to make choices about what they will do and how they will do it. During the morning, I observed that the educators had set up the block area with clipboards, tape measures and hard hats with posters of different houses from other countries displayed on the walls of the area. I observed, G and V move to the block area and start to build a construction referring to the poster, discussing the height and shape of the blocks needed, I observed them sharing the tape measure to measure how high their building was. During this time, the children were discussing how to hold the tape the right way and suggested they would write the number down. My Observation QA5 Relationships with children 5.1 Relationships between educators and children 5.1.1 Positive educator to child interactions 5.1.2 Dignity and rights of the child You may, for example, observe: Respectful and equitable relationships are maintained with each child. Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included The dignity and rights of every child are maintained. Children being acknowledged when they make positive choices in managing their own behaviour Educators sitting and engaging in relaxed and unhurried two-way conversations with children, particularly at mealtimes Educators comforting children who cry or show other signs of distress. Example: My Observation Educators comforting children who cry or show other signs of distress Today I looked over and saw that Sarah appeared to be looking anxious, looking out the door with tears on her face. I walked over and said, Sarah, I am thinking that you look a little sad/worried, can you tell me what's wrong. She said that 'daddy's not coming back'. I said, 'wow that is a big worry but remember he has gone to work and will be back after naptime. I can keep you safe until he comes back. What do you think would make you feel safe?" I waited a little while and gave her some cues, 'Would a cuddle help, or you can choose an activity and I can do it with you, is there a friend you would like to play with?" Sarah decided to get a book and we sat down to read together. On completion I said. 'If you are feeling worried again, remember that we will keep you safe and you can come and find a "teacher" when you need to." She then went to join her friends. My Observation QA6 Collaborative partnerships with families and communities 6.1 Supportive relationships with families Respectful relationships with families are developed and maintained and families are supported in their parenting role. 6.1.1 Engagement with the Families are supported from enrolment to be involved in service 6.1.2 Parent views are respected 6.1.3 Families are supported You may, for example, observe: the service and contribute to service decisions The expertise, culture, values, and beliefs of families are respected, and families share in decision-making about their child's learning and wellbeing Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. Educators greeting parents and sharing/exchanging information Example: My Observation Educators seeking feedback from families about the program Today I observed one of the educator's talking to a parent about their toddler commencing toilet training and moving from nappies to undies. The educator asked the parent if they had started or what procedure they are using at home and if they would like any information on the subject. I listened to the educator talk respectfully and sharing tips about toileting e.g., using the toilet at different intervals, praising all efforts and being prepared for wet undies along with practical clothing, that is easy to take off by the toddler. My Observation