Standard 4
'Create and maintain supportive and safe learning environments'
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3. Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviours.
4.4 Maintain student safety
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
During the practicum, I gained knowledge from my supervising teacher, an experienced early childhood teacher (ECT) and the room leader on how to set up a classroom to provide a variety of learning experiences. The indoor setup includes a variety of areas that the children can play such as arts and crafts, literacy and numeracy, Science, Technology, Engineering and Maths (STEM), information about the Aboriginal and Torres Strait Islander peoples, blocks construction, and a themed corner that is aligned with the room’s monthly program. I observed how the ECT gathered children in a group time and did transitioning to learning experiences by sending a number of children who would want to engage to each area. This is an effective way to support children’s agency, as they are able to make choices and decisions about what they will do and how they will do it from the educators’ arrangement of activities, routines and physical environment (NQS QA1, ACECQA, 2018).
The physical environment arranged by the ECT allowed every child to participate and engage in classroom activities. It is stated in the NQS Quality Area 3.2.1 (ACECQA, n.d.) that an inclusive environment refers to outdoor and indoor spaces which are organised and adapted to support each child’s participation and to engage each child in quality experiences in both built and natural environments. Once I became familiar with the placement’s routine, I discussed my observation and planning with the supervising teacher who provided support in designing the learning spaces. An evidence of the teacher’s involvement as stated on her supervising teacher’s feedback is posted on this page.
Furthermore, I maintain a thorough understanding of the mandatory NSW and centre’s service policies and is constantly reviewing appropriate safety and risk management procedures with guidance and in collaboration with the colleagues. This is evident through the completion of the Australian Catholic University Child-safe organisations certificate and behavioural support plan followed by centre policies. Additionally, I complete the centre opening check list in the workplace to ensure every environment is safe for children.
The physical environment arranged by the ECT allowed every child to participate and engage in classroom activities. It is stated in the NQS Quality Area 3.2.1 (ACECQA, n.d.) that an inclusive environment refers to outdoor and indoor spaces which are organised and adapted to support each child’s participation and to engage each child in quality experiences in both built and natural environments. Once I became familiar with the placement’s routine, I discussed my observation and planning with the supervising teacher who provided support in designing the learning spaces. An evidence of the teacher’s involvement as stated on her supervising teacher’s feedback is posted on this page.
Furthermore, I maintain a thorough understanding of the mandatory NSW and centre’s service policies and is constantly reviewing appropriate safety and risk management procedures with guidance and in collaboration with the colleagues. This is evident through the completion of the Australian Catholic University Child-safe organisations certificate and behavioural support plan followed by centre policies. Additionally, I complete the centre opening check list in the workplace to ensure every environment is safe for children.