Standard 1
'Know students and how they learn'
1.1 - Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Observe, collect and document profiles of children which identifies children's specific interests, physical, social and intellectual learning needs.
1.2 - Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Planning and utilising a variety of teaching and learning strategies to cater for different learning needs.
Use an appropriate level of language and pedagogical strategies suitable for the developmental stage of children.
1.6 - Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Researched ways to support children with Autism Spectrum Disorder through Picture Exchange Communication Systems
| NDIS National Disability Scheme |
In an early childhood setting, knowledge of the children’s physical, social and intellectual development, as well as learning strategies is crucial as an educator. The Early Years Learning Framework of Australia (EYLF) (DEEWR, 2009) and the National Quality Standards (ACECQA, 2018) states that an assessment for learning defines as an ongoing process of gathering and analysing information as evidence about the knowledge, capabilities and understanding of children to design programs that improve and extend every child’s learning development. Utilisation of the planning cycle is significant as it encompasses observation, analysing learning, documentation, planning, implementation and reflection (ACECQA, 2018).
During the practical experiences, I sought knowledge of my focus children's strengths, ideas, cultures, abilities and interests through acquiring information (from families, observations and other data) to demonstrate each child’s individuality (ACECQA, 2018). I used various forms of observations such as anecdotal records, running records, jottings and learning stories. Through these observations, I analysed children's learning styles and actions in relation to the EYLF, NQF and theories. By gathering these information, I planned age-appropriate learning experiences and strategies for the children.
I studied units for creating inclusive, safe and supportive learning environments with distinct abilities. Therefore, I displayed my knowledge by differentiating, modifying and responding to the needs of children with disabilities (Autism and ADHD) by researching appropriate strategies and communicating with families and occupational therapists. In the evidence, it demonstrates an Individual Learning Plan for student with ADHD and provides the necessary strategies and resources to achieve learning and social outcomes. Volunteering experience at Children's Toy Library in Auburn, where culturally diverse people live. I built a respectful relationship to support the children and families to achieve their learning goals and "respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences" (DEEWR, 2009, p.16).
During the practical experiences, I sought knowledge of my focus children's strengths, ideas, cultures, abilities and interests through acquiring information (from families, observations and other data) to demonstrate each child’s individuality (ACECQA, 2018). I used various forms of observations such as anecdotal records, running records, jottings and learning stories. Through these observations, I analysed children's learning styles and actions in relation to the EYLF, NQF and theories. By gathering these information, I planned age-appropriate learning experiences and strategies for the children.
I studied units for creating inclusive, safe and supportive learning environments with distinct abilities. Therefore, I displayed my knowledge by differentiating, modifying and responding to the needs of children with disabilities (Autism and ADHD) by researching appropriate strategies and communicating with families and occupational therapists. In the evidence, it demonstrates an Individual Learning Plan for student with ADHD and provides the necessary strategies and resources to achieve learning and social outcomes. Volunteering experience at Children's Toy Library in Auburn, where culturally diverse people live. I built a respectful relationship to support the children and families to achieve their learning goals and "respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences" (DEEWR, 2009, p.16).