During my 12-day professional placement at Oxford Learning Centre Croydon, I have come to better appreciate the clear role that intentional, play-based pedagogy can play in the realisation of holistic development in children through its integration into everyday practice. The experience of working in both toddler (2-3 years) and preschool (3-5 years) rooms helped me understand better the process of development and learning needs of individuals and the importance of the educator in creating safe, inclusive, and interesting environments (Department of Education, 2022).

 

Responsive relationships were one of the most important things that were learned. Addressing the children at their eye level, calling them by their names and listening to what they had to say, created a trusting relationship and encouraged children to have a feeling of belonging (Early Childhood Australia [ECA], 2016). I also observed the benefits of being respectful and culturally responsive interaction that fosters equity, dignity, and inclusion in relation to NQS QA5: Relationships with Children (ACECQA, 2020). This was more pronounced when modifying group games such as musical chairs to make all the children learn and participate with or without abilities and level of confidence.

 

The other beneficial topic of professional development involved my skills to make a connection between my daily activity and the EYLF Outcomes and the Australian Professional Standards for Teachers. Tasks like planting in the garden or making clay puppets gave children ample chances to practice skills in several areas of development at once, fine motor control, language development, problem-solving, social competence (Edwards, 2023; NSW Health, 2022) as well as bring wellbeing and environmental awareness. I did come to the understanding that intentional teaching does not imply that one must teach at each and every moment, but to master the skill to keep notes of observing and yet be able to decide when to intervene to scaffold learning and when to leave it to the self to explore (Arthur et al., 2021).

My perception on the observing, documenting, assessment of the learning of children as a basis of future planning also became clearer. With the aid of anecdotal records and relating observations to the expected outcomes in the EYLF, I was in a position to organize the follow-up experiences to enhance the interest of children and their possible emerging skills. This meets the requirements of NQS QA1: Educational Program and Practice and puts an educator in the spotlight of preparing learning environments that should be both stimulating and developmentally adequate.

 

My practice also focused on safety, health and wellbeing. I felt more certain about introducing the procedures of hygiene, reducing the risk in the outdoor play, and keeping a physically safe space. These habits indicate NQS QA2: Children’s Health and Safety and helped me remember about my professional obligation to keep the children safe and well at any given moment (ACECQA, 2020).

 

Lastly, this placement strengthened my professional self-concept as an early childhood professional. Now I have a better idea of what the dimensions of professionalism mean such as ethical practice, being committed to ongoing learning, and have to work with colleagues and families (ECA, 2016). I understand that any educator has to not only provide engaging activities but also promote the right of children, embrace different people, and provide an environment that all children can flourish in.

 

To sum up, this experience made me more confident in my knowledge, improved my pedagogical knowledge, and hones my practical skills. In going forward, I will still strive to incorporate the EYLF principles and practices, the NQS Quality Areas, and the ECA Code of Ethics in my day-to-day work, hence making my teaching ever inclusive, reflective, and respectful of the individual needs of the children.