CONTINUING IMPROVEMENT POLICY

Purpose
To encourage ongoing reflection and development of Education and Care practices.

Policy
The Family Day Care Association of Qld Inc (FDCAQ) promotes the ongoing reflection and development of education and care practices by collaborating with and working alongside all stakeholders for the benefit of children attending care and their families.

Procedure
Families will be asked to complete a survey after their initial enrolment into Education and Care, which will seek information about their experience with the Family Day Care service from the initial contact for placement, enrolment and ongoing support.

• Surveys will also seek information regarding each family’s experience with their Educator and with the service staff.
• Families will be asked to be involved in these surveys annually.
• Educators will also undertake a survey process at the time of completing individual Professional Development Plans to seek information and feedback relating to their relationships with service staff, training provided, materials and resources provided and regarding organisational and practical systems.
• Other opportunities for gathering feedback and reflection will be encouraged and prioritised. This will include formal and informal methods, such as professional development, training, workshops and social gatherings.
• Educators and service staff are encouraged to actively participate in networking opportunities with stakeholders to further develop their education and care knowledge and skills.
• Information provided from the community, families, educators and staff will assist in the development of a continuous improvement plan.

Relevant Documents
Educator Training and Development Policy Service Participation Policy
E007 - Educator Survey
E008 - Continuous Improvement Plans
E009 - Professional Development Plan
E010 - Annual Review - Up Date of Information Form
F005 - New Family Survey
F012 - Family Survey
S003 - Home Visit Record
SR007 - Advisory Committee Information Sheet

References
GR001 - Education and Care Services National Law 2010
GR002 - Education and Care Services National Law (Qld) Act 2011
GR003 - Education and Care Services National Regulations 2011
GR006 - The Guide for the National Quality Standards

PLAY SESSION POLICY

Purpose
To provide stimulating and enriching experiences for children in education and care.

Policy
The Family Day Care Association of Qld Inc. (FDCAQ) recognises the importance of each child’s environment and how they learn and grow in relation to the family, community and wider world and supports this learning by providing opportunities for children to participate in stimulating and enriching Play Sessions.

Procedure
Play Sessions provide an opportunity for Educators and the children in their care to interact with other children, Educators and staff in an informal way and to model and share fun activities, knowledge, skills and experience. All Play Sessions are planned in a way to provide positive, healthy and enjoyable experiences for children. Play sessions reflect the Early Years Learning Framework and My Time our Place.

The aim of Play Sessions is to:

• Support children’s social and emotional development and in particular:
  • Social interaction with other children of varying ages, cultural backgrounds, needs and abilities;
  • Co-operative tasks and play;
  • Social interaction with other adults;
  • Language and self-esteem development through conversation;
  • Enjoying new activities and new challenges;
  • Learning about social protocols and developing friendships.
• Support and enhance children’s physical development and in particular:
  • Active outdoor play which promotes gross motor skills, including climbing, hopping and stretching;
  • Appropriate physical challenges;
  • Hands on experiences with natural and artificial materials;
  • Activities which promote fine motor skills, including cutting, rolling, threading and gripping;
  • Developing strength and stamina and releasing excess energy;
  • Eye, hand, foot coordination and balance.
• Support and enhance children’s cognitive development and in particular:
  • Problem solving with a range of activities;
  • Scaffold learning to gradually increase ability;
  • Thinking and communicating ideas using language; and
  • Learning to plan, negotiate and implement ideas.

In particular, Educators and staff will consider the following:

• Ensuring responsive and reciprocal relationships are encouraged with other people, places and things.
• Support is given to each other to respectfully share ideas, networks and resources in a way that enhances awareness and professional development.
• Observation of children’s interactions and play within a larger group can provide an opportunity for reflection and review of children’s needs and interests.
• Regular opportunities for feedback on the play sessions are provided and comments influence subsequent play session plans.
• Proper workplace, health and safety standards are adhered to at all times including the reporting of any potential hazards to the coordinator in charge.
• Emergency evacuations will be practiced and recorded regularly.
• A sign in book will be used to record all persons attending play session.

Relevant Documents
Nutrition and Physical Activity Policy
Sun Safety Policy
E002 - Emergency Evacuation Drill Form
ST001 - Play Session Plan Template
ST003 - Play Session Evaluation Form
ST002 - Play Session Routine Template
ST004 - Play Session Attendance Record Template

References
GR001 - Education and Care Services National Law 2010
GR002 - Education and Care Services National Law (Qld) Act 2011
GR003 - Education and Care Services National Regulations 2011
GR006 - The Guide for the National Quality Standards
Early Years Learning Framework – Belonging, Being and Becoming
My Time Our Place – School age Framework

EXPERIENCES AND INTERACTIONS FOR THE DEVELOPMENT OF THE CHILD POLICY

Purpose
To provide a stimulating, safe and caring environment while responding to the individual needs of children in care.

Policy
The Family Day Care Association of Qld Inc (FDCAQ) values and supports the development and growth of each child. We will support Educators to provide an unstructured, flexible, safe and caring family environment that responds to children’s group and individual needs, allowing opportunities for children to be competent and confident learners.

Procedure
An Educational Leader will ensure Educators are able to meet their commitment to our aspiration for children; “Children’s early learning influences their life chances. Wellbeing and a strong sense of connection, optimism
and engagement enable children to develop a positive attitude to learning” Belonging, Being and Becoming.”

The experiences Educators offer are based on the approved learning framework;

• Belonging, Being and Becoming – The Early Years Learning Framework for Australia
• My Time My Place – Framework for School Age Care in Australia

The Educational program should contribute to the following outcomes:

• Children have a strong sense of identity
• Children are connected with and contribute to his or her world.
• Children have a strong sense of well-being
• Children are confident and involved learners
• Children are effective communicators

Policy:
When planning experiences for children, Educators will consider the following:

• Ensuring a copy of the educational program is available at the family day care residence.
• Daily routines allow sufficient time for children to engage in experiences, have time to relax and reflects the emergent and ongoing interests of the children;
• Consider the space available and temperament of each child in the care environment;
• Providing a mix of meaningful and purposeful, natural material, toys and equipment and those commercially produced, taking into consideration the child’s needs and interest.
• Extending a child’s horizon beyond their language and culture through sharing stories, dance, rhythm, drama, art and music, rich in expressive language and diversity;
• Provide opportunities for children to share their experiences, to be the teacher and/or expertise, grow awareness of special strengths and confidence that are recognised and valued;
• A wide range of possibilities for learning and exploring including opportunities for planning, actioning and reflecting.
• Support children to become environmentally responsible and to learn about sustainable practices (See information paper)
• Weave into the plan the flexibility to support spontaneous play, ability to extend play as it unfolds and embrace new concepts;
• Increase the repertoire of skills and learning experiences from everyday events enabling emergent self help skills which acknowledge the child’s ability to be resilient in their learning environment;

When undertaking experiences with children, Educator’s will:

• Provide documentation of the child’s developmental needs, interests, experiences and participation in the educational program.
• Provide documentation of the child’s progress against the learning outcomes of the educational program.
• Consider the set up of the environment to ensure it is conducive to intimate and warm interactions, provides places and spaces to be alone, and soft areas and comfortable places for children to engage with the Educator and their family;
• Share, value and accept the diversity within their care community, embrace the richness of each child as individuals;
• Provide toys, materials, resources and equipment that appeal to different ages and stages of children’s development and reflect diversity in gender, age and culture of the community;
• Encourage and support children’s language development and early mathematical understandings by providing word and language activities and number, patterns, measurement and space activities;
• Encourage a variety of indoor and outdoor play, allowing each child’s agency to be promoted enabling them to make choices;
• Encourage exploration of the environment with a sense of discovery and expanding horizons, responding to children’s ideas and use intentional teaching to scaffold and extend on learning.
• Encourage respect for the need for privacy and quiet time, assess each child’s wellbeing, development and learning, and support the child to participate in the program.
• Provide appropriate and relevant children’s television, computer or video programs.
• Educators are to monitor and discuss with children the issues or any interests arising from the use of any media equipment and integrate into learning.
• Allow for critical reflection on each child’s learning, within group or individual settings.

Relevant Documents
Excursions Policy Play Session Policy Positive Behaviour Guidance Policy
Environment & sustainability information paper
E002 - Educator Engagement Assessment
HT001 - Positive Behaviour Guidance Action Plan
ER006 - Move Baby Move series

References
GR001 - Education and Care Services National Law 2010
GR002 - Education and Care Services National Law (Qld) Act 2011
GR003 - Education and care services (National Regulations 2011)
GR006 - The Guide for the National Quality Standards
Early Years Curriculum Guidelines, the State of QLD (2006)
Belonging, Being and Becoming - The Early Years Learning Framework 2009
My Time My Place - Framework for School Age Care in Australia 2009