Developing a philosophy statement for an Early Childhood Education and Care (ECEC) service begins with understanding the frameworks, laws and regulations which the service must adhere to. This includes the National Quality Framework (NQF) which is a comprehensive set of national standards for ECEC services in Australia (ACECQA, 2019). Other frameworks include the United Nations Convention on the Rights of the Child, which enshrines the rights of all children to be respected and their voices heard (UNICEF, 2019). The philosophy statement should be crafted to reflect the values and beliefs of the service, and provide a blueprint for the goals, strategies and approaches of the service. It should include statements about the core values of the service, such as respect for children, families and staff, and the importance of providing an inclusive and supportive learning environment (Department of Education, 2019). It should also state the purpose of the service and how this is to be achieved.
Review of the National Act, Regulation 126 Centre-based…
Review of the National Act, Regulation 126 Centre-based services—general educator qualifications. What percentage of educators who are required to meet the relevant educator to child ratios for the service must have, or be actively working towards, at least an approved diploma level education and care qualification?
Both the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning Development Framework (VEYLDF) are committed to the achievement of the five nationally agreed Early Years Learning Outcomes and the underpinning vision of belonging, being and becoming. Think about what you consider to be the essence of the underpinning vision and describe how you might explain it to a Certificate III trainee with no knowledge of the EYLF. You should limit your response to a maximum of 50 words for each concept (belonging, being, becoming).
The concepts and descriptors of each Quality Area (QA) are informed by best practice and focus on both structural variables (tangibles) and process variables (intangibles). List two examples of a structural variable and two examples of a process variable.
Identify the five goals of continuous improvement.
List and describe the three primary methods used by assessor to collect evidence for assessment.
Explain the following processes which may be used by the services when engaged in self-assessment.
Tools and evidence
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