Topics Day/date Critique (analyse, review, Offer ideas for

evaluate) your developing skills improvement

and identify your abilities. or follow up as
part of
personal self-
reflection.

Interaction 19/04/20 It was quite challenging for me Be more

with children 24 to interact with children at first, patient and
especially with children who gentler with
have not yet developed their children when
skill to speak a word. I had to trying to form
make my best effort to attachment
approach and talk to them, with them.
which made them confused and Communicatio
scared. Additionally, I have n with
difficulties sometimes in Australian
understanding baby’s need people
when they tried to gain especially
attention from educator. I then people within
learned that as an educator we this industry
first need to form a strong to have a
attachment with children, and it deeper
takes time as baby recognise understand of
and be comfortable with faces how a baby is
that they are familiar with so raised and the
they must had been quite meaning
overwhelmed with the new before their
existent of me which caused action.
them to be panic and cry.
Therefore, I needed to be more
patient and being gentle to
children. In fact, according to
Erick Erickson’s theory (Lorina,
2023), we need to be warm,
consistent and gentle in our
interaction with children as well
as allow them time to be
familiar with our faces and
existent in the room. After 1 to
2 days attending at the centre, I
felt more comfortable
interacting with them and in
fact, some of them were happy
 and ran to me whenever I
arrived in the morning.
My strength is I was quite good
at carrying out things that
children are interested in and
curious about such as my
appearance (amiable animal
graphic jumper) and my plan. In
fact, many of them approached
me pointed their fingers at my
jumper and said, “you are
bunny”. However, culture
difference and lack of
experience caused me to be
quite struggled in
understanding and approaching
children.
2. 30/05/20 When I first arrived at the Be more
Involvement 24 centre it was quite courage in
in routines overwhelmed for me asking
understand and adapt myself to questions to
the ritual and routine of the staffs when I
centre. I was shy to ask am unsure.
educators, supervisors and
directors questions when I was I need to
unsure about the routines and speak up as
activities at my centre. soon as
Therefore, I was quite confused possible and
and did not know what I should find suitable
do which caused me quite lost time and way
sometimes and did not engage to ask staffs to
in several activities at the avoid
centre. In fact, I made a baby confusion and
cried when I put a baby on her lack of
chair for lunch time in a wrong engagement.
way as I was nervous. Once I
became more familiar with the
centre, I started to be more
comfortable at the centre and
keep up with the activities and
routines at my centre. Thanks
to the friendliness of my
supervisor, I felt more courage
to communicate with educators
and staff regarding my
uncertainty of any information
 at the centre and what I needed
to do. I realised that it is crucial
for educators to understand and
keep themselves up with their
centre’s routines to guide and
maintain those routines for
children to maximise their
learning. In fact, routines allow
children’s competence to be
visible and offer them positive
experiences by recognition and
celebration of children’s effort
and achievement (Winderlich,
2017). Furthermore, educators’
interactions with children
through routine can stimulate
their thinking and enrich their
learning (Australian Children’s
Education & Care Quality
Authority [ACECQA], 2011,
p.124). Therefore, I tried to be
more consistent and adaptive to
the centre’s routine which
remarkably supported me in
interacting and engaging in
activities occurred at my centre.
3.Planning for 30/05/20 Planning for learning through I need to
learning 24 play are quite challenging in understand
through play term of keeping children at my children’s
centre fully engage during the perspectives
activities. According to and planning
Australian Government plays based
Department of Education on their
[AGDE] (2022, p.22), Educators interest and
need to use several different capabilities. In
strategies such as planning fact,
play-based learning based on according to
children’s interests, John Dewey’s
implementing intentional theory,
teaching strategy during Educators
children play and join in need to
children’s plays as a respectful observe
and collaborative co-learner. By children to
implementing this into my determine the
practice at the centre, I realised experiences
that I was good at observing children are
 children to find their interest. In interested in
fact, through my observation of and are ready
my focused child, Macie, I found for (Lorina,
out that Macie loves to engage 2023).
with activities involve music and
sound which is beneficial for my Focus on
plans to attract her to my play scaffolding
by planning her play with songs and extending
and musical instruments such children
as Maracas. Furthermore, I did learning
quite well on evolving children’s during the
play to further enrich their play rather
learning and development by than
asking questions on what she expecting the
can do with the provided toys plan to
and sets up regardless of the operate
planned activities. However, I smoothly
was quite struggled in educator- which pushes
initiated play due to my high children and
expectation on making the make them
plays go as planned and lengthy feel
verbal instruction. Therefore, I uncomfortable
caused children to be confused .
and lost their interest in my set
up. I realised that it is normal if
children do not act like how I
planned and as an educator we
should respect their play and
allow them to explore and be
creative during the activities
and I should scaffold their play
based on how they perform with
the plan to extend their
learning. In fact, planning for
learning through play provides
space for children to ask
questions, be creative, discover
and imagine (AGDE, 2022,
p.21).
4. Interacting 30/05/20 According to Australian I need to
with family 24 Government Department of improve my
Education (2022, p.14), knowledge
educator who form positive and do some
relationships and partnerships research on
with family can help children in children’s
achieving their learning performance
Outcomes and foster children’s at centre to
learning and development. have better
Furthermore, educators should understanding
provide families and children of children.
with safe, welcoming and
respectful environment and be Be more
honest on their response to honest with
families (AGDE, 2022, p.15). parents and
Based on that philosophy on feel more
building a strong partnership confident to
with family, I was quite strong express my
at sharing detailed progress of own
my focused child, Macie with difficulties and
her parent. I talked with Macie’s ask for parent
mum about how she interacted tolerance and
with peers and educator, what sympathy on
she was able to do great and my response
new things that she had just to them to
recently discovered and her form strong
interests. Furthermore, I felt connection
quite comfortable asking parent and
questions about their child relationships
interest and the cultural with families.
perspective of their family. I
often asked Macie mum about
things that she likes to do at
home what are her favourite
toys. those conversations with
families help me to build
positive relationship with Macie
and created enjoyable
experience for me and for
Macie’s learning. Nevertheless, I
need to improve in discussing
with families about their
concern for their children as
well as be confident to
announce parent about my
concern for their child. In fact,
most educator in ECEC service
have difficulties in raise and
respond to parents’ concerns
due to their uncertainty of how
to do it appropriately (Murphy
et al., 2021, vol 46). I was afraid
that I might upset parents by
 sharing my concern with them
and my lack of experience in
this field could cause confusion
for parents.
5. Following 31/05/20 Following legislation at the To improve
legislation 22 centre are quite challenging for my
me at first as there are several understanding
rules that I have not yet of NSW and
reviewed and remembered Australian
which caused me to be quite rules and
confused when being around regulation, I
children and appropriate actions should keep
that I should take to protect and myself
ensure a safe and nurturing updated with
environment for children. any current
However, after a few weeks of information
class I have improve my regarding
knowledge on legislation as well policies,
as how to implement it in legislation and
practice. I focused on provided framework.
safety and protection for
children by consistently I also need to
monitoring them and avoid prepare more
them from hazardous material thoughtfully
around the centre such as table, before visiting
play dough (for baby), small and doing
toys. In fact, educators promote next work
children’s health and safety, placement or
minimise risks and protect work.
children from harm, injury and
infection as required by Quality
Area 2 (ACECQA, 2020) I also
follow the rules and regulation
by providing my Working with
Children Check to my school
and Early Childhood Education
services that I previously had
my work placement. I spent my
time to review the centre
policies and procedure and
made my best effort to
implement them in my work
placement. I also focused on the
centre curriculum and made
effort to follow it as part of my
accomplishment to the Nation
 Quality Standard Quality Area 1.
I understood the important of
educator following this set of
rules and process in fostering
children learning. In fact, Rules
and Regulations are used to
ensure that children have
access to adequate care, safety
health and wellbeing (ACECQA,
n.d).

Reference list:

ACECQA. (2020). Quality Area 2 – Children’s health and safety. ACECQA.

https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-

2-childrens-health-and-safety

Australian Children's Education & Care Quality Authority. (n.d.). NQF

Induction 3: Law and Regulations. Elearning.acecqa.gov.au.

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75NViF5IINsKGiVVl2Ni-E8HyUKvSp-h

Australian Children's Education And Care Quality Authority. (2011). Guide to

the Education and Care Services National Law and the Education and

care services national regulations 2011. ACECQA.

Australian Government Department of Education [AGDE]. (2022). Belonging,

being and becoming: The early years learning framework for australia

(V2.0). Australian Government Department of Education for the

Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-

01/EYLF-2022-V2.0.pdf
Lorina. (2023, March 7). Child theorists and their theories in practice - Aussie

Childcare Network. Aussie Childcare Network.

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theorists-and-their-theories-in-practice

Murphy, C., Matthews, J., Clayton, O., & Cann, W. (2021). Partnership with

Families in Early Childhood education: Exploratory Study. Australasian

Journal of Early Childhood, 46(1), 93–106.

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Winderlich, K. (2017, November 8). Routines: Opportunities for learning and

connecting. The Spoke – Early Childhood Australia’s Blog.

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learning-connecting/#:~:text=They%20offer%20opportunities%20to

%3A%201%20extend%20thinking%2C%20problem-solving