Childcare Placement (Young Academics ELC – Woodcroft) Comprehensive Study Notes

Acknowledgment of Country

• Daily ritual performed by BOTH Preschoolers and Toddlers each morning.
  • Spoken in Dharug, the traditional Aboriginal language of the area.
  • Key word: Warami = “hello.”
• Spoken text
  • “Here is the land, here is the sky. Here are my friends and here am I. We thank the Dharug people for the land on which we play and learn. Hands up, hands down we’re on the Dharug ground.”
• Educational significance
  • Builds respect for First Nations culture & connection to place.
  • Aligns with EYLF Outcome 2: Children connect with and contribute to their world.
  • Models inclusive language practices and fosters cultural security.

Children & Families – Demographics & Communication

• Diverse cultural backgrounds represented:
  • Arabs, Islanders, Indians, Australians (“Aussies”), Filipinos, Samoans, etc.
• Languages spoken with children/teachers predominantly English, plus Arabic, Tagalog, Hindi, others.
• Inclusive practice examples
  • Daily photo & observation updates sent to families.
  • Verbal hand-over at pick-up (“how was your child’s day?”).
• Additional needs
  • 2 children with additional needs in Preschool, 1 in Toddlers.
  • Centre adapts programming to support them.

Centre Overview & Environment

• Service type: Long Day Care (Young Academics ELC — Woodcroft, Cobblestone site).
• Operating hours: 7\text{ am} – 6\text{ pm}, Monday → Friday.
• Indoor learning spaces
  • Preschool & Toddler rooms share identical layouts; Toddler bathroom adapted (lower toilets, nappy change).
• Outdoor shared yard
  • Slide (often re-imagined as a “house”).
  • Sandpit (high engagement area).
  • Three designated snack tables for: morning tea, crunch-and-sip, afternoon tea.

Local Community Context

• Located in Woodcroft on Dharug Country.
• Community profile
  • Socio-economic mix: families experiencing financial hardship ↔︎ middle-income households.
  • Employment sectors of parents: healthcare, retail, ELC itself, shift-work (FT/PT).
  • Mix of two-parent, single-parent & government-supported families.
• Centre resources supporting community understanding
  • Multiple picture-books on First Nations culture.
  • Celebrations of cultural diversity within curriculum.

Centre Policies & Practices (Child Safety & Wellbeing)

• Key policy areas
  • Child safety & wellbeing
  • Educational programs
  • Hygiene & personal care
  • Nutrition & allergy management
  • Learning environment
  • Family communication & engagement
• Allergy management procedures
  • Child-specific allergy book + photo chart with red cross over restricted foods.
  • Red crockery for children with allergies; prevents substitution errors.
  • Staff largely trained in Anaphylaxis management.
• Infection control links
  • Chefs use gloves; kitchen kept to food-safety standard.
  • Nappy/tissue/wipe handling with gloves; routine hand-washing before meals.

Workplace Health & Safety (WHS)

• Daily indoor/outdoor hazard checklist
  • Gates/locks, outlet covers, emergency exits, fire extinguishers in every room.
• Supervision
  • Ratio compliance; active scanning to prevent peer injury.
• Staff qualifications
  • Child protection, WWCC, Anaphylaxis, WHS training for all educators.
• Cleaning expectations
  • Vacuum & mop floors daily.
  • Rubbish removal end-of-day.
• Incident example
  • Torn rug in Toddler room lifted → child tripped & bumped head; demonstrates importance of environment audits.

Observation 1 — Open-Ended Craft (Toddler)

• Date/Time: 16\,\text{June}\,2025, 15{:}00 – 15{:}20.
• Participants: Tiarne (2 yrs 3 mo) + Child 1.
• Activity steps
  • Select vase outline; choose colours (Tiarne = pink, Child 1 = green).
  • Apply glue; stick pre-cut coloured shapes.
  • Dip 6 q-tip “flowers” into blue & pink paint; print petals.
• Educator moves: model technique, language scaffolding, place artwork on drying shelf.
• EYLF linkage
  • Practice: Play-based learning through art.
  • Outcome 1: Strong sense of identity (empathy, care, respect).
• Developmental alignment (Fleer, 2021)
  • 2–3 yrs milestones: emerging 1$–$2-word sentences, cooperative & associative play.
• Assessment summary
  • Sustained focus for 20 min
  • Engaged parallel & cooperative play; shared materials.

Observation 2 — Colour-Match Pegs (Toddler)

• Date/Time: 18\,\text{June}\,2025, 10{:}25 – 10{:}40.
• Materials: painted paper plate (multi-colour sectors) + matching mini wooden pegs.
• Learning intentions: colour recognition, fine-motor strength (pinching pegs), counting & cooperation.
• Procedure
  • Educator demonstrates clipping same-colour peg onto matching sector.
  • Guided questioning: “How many colours have we done?” → children count 17.
• EYLF links
  • Outcome 4: Children are confident & involved learners (problem-solving, challenge).
• Observed skills
  • 15 min focused attention.
  • Peer coaching; verbal help-seeking (“Can you help me?”).

Play & Learning (Under 2 Years)

• Music & movement experience — “Ants in the Apple” ABC song \rightarrow supports phonological awareness & gross-motor imitation.
  • YouTube reference: Lee Sparks (2020).
• Tiarne mirrored educator’s actions; demonstrates emerging alphabet knowledge & body-awareness.

Socio-dramatic Block Play

• Children built “house” with wooden blocks including TV, bed, couch.
• Language sample: “Look, I made a big giant bed!”
• Pretend‐phone dialogue fosters pragmatic language & turn-taking.
• Extension: STEM blocks → crowns on request; reinforces responsive educator practice.

Play & Learning (3–5 Years)

Magnetic Tiles Construction

• Myra + Child 1, 14{:}45 – 16{:}00.
• Negotiated sharing (Myra asked for missing square; peer consented).
• Role-play with Lego minifigs embodying self-identities → perspective taking.

Hide-and-Seek / Treasure Hunt

• Group of 7 Preschoolers.
• Adapted rules for limited hiding spaces: switch to hiding two small wooden blocks.
• Encourages problem-solving, fairness, gross-motor activity, waiting turns (count to 20).

Planned Learning Experience 1 – Craft Vase & Flowers

• Purpose: Teach colours/shapes, promote cooperation & creative expression.
• Resources: vase outline paper, pre-cut coloured shapes (hearts, circles, stripes, lines), paint, 6 q-tips.
• Conducted outdoors at 15{:}00; reflection suggests moving indoors next time for slower pace.
• Connection: EYLF Outcome 1 (identity, empathy, respect).
• Evaluation: Children self-selected colours; displayed enjoyment (smiling, jumping).

Planned Learning Experience 2 – Colour-Match Pegs

• Purpose: Colour ID, number concepts, sharing.
• Timing: 18\,\text{June} at 10{:}25 (before lunch).
• Open-ended: could increase difficulty (add shades, timed race, indoor variant).
• EYLF Outcome 4 link (confidence, involvement).

Legislation & Ethics

• Situation: Child looked upset at not being included in painting activity.
  • Educator offered participation respectfully.
• Standards met
  • NSW Child Safe Standards: inclusive, equitable access.
  • ECA Code of Ethics (2019): respect, responsive listening.
  • Education & Care Services National Regulations 2011 — Reg 331: relationships promote security & belonging.
• Ethical significance: demonstrates rights-based practice, emotional safety.

Building Positive & Respectful Relationships

• Strategies used
  • Planned age-appropriate experiences (pegs, craft) fostering shared focus.
  • Active participation in games (hide-and-seek, Wheels on the Bus leg-tap variation).
  • Personalised conversations: favourite colour, pet, game — builds trust.
• Outcome: children engaged, sought educator assistance, used cooperative language.

Professionalism Example – Environment Adjustment

• Issue: overcrowded dining table & chair shortage.
• Action: independently relocated spare round table + 6 chairs from Toddler room → dining area.
• Demonstrated qualities
  • Initiative: identified need, acted without prompt.
  • Responsibility: ensured safe, comfortable mealtime environment.
  • Professional communication: checked with room educator post-setup (“Yes please, thank you”).

Key Frameworks, Theories & References

• Early Years Learning Framework V2.0 (Australian Govt 2022)
  • Outcomes 1–5 emphasised throughout observations.
• ACECQA Developmental Milestones & NQS guide.
• Education & Care Services National Regulations 2011.
• Early Childhood Australia Code of Ethics (2019).
• Fleer (2021) — Play theory: associative & cooperative stages 2–3 yrs.
• NSW Office of the Children’s Guardian (2021) — Child Safe Standards.
• Lee Sparks (2020) — “Ants in the Apple” song resource.

Numerical & Statistical Points (embedded examples)

• Operating hours: 11 hours/day × 5 days = 55 hrs/week service availability.
• Observation durations: 20 min (craft); 15 min (pegs).
• Hide-and-seek counting sequence: 1 – 20.
• Age ranges addressed: 1 – 5 yrs (centre licence); breakdown: Toddlers 2 yrs 3 mo, Preschool 3 – 5 yrs.

Practical & Philosophical Implications

• Inclusive curriculum fosters children’s understanding of pluricultural Australia.
• Respectful partnerships with families strengthen continuity between home & care.
• Stringent allergy & WHS procedures exemplify duty of care and risk mitigation.
• Play-based pedagogy validated by developmental theory (Vygotsky, Fleer) → learning through social interaction & imaginative contexts.
• Professional autonomy (table/chair intervention) highlights educator agency within regulated frameworks.