What is national quality standard? | quality area 1 – standard 1. 1 the educational program enhances each child’s learning and development – element 1. 1. 2 what is national quality standard

What is National Quality Standard? | Quality Area 1 – Standard 1.1 The Educational Program Enhances Each Child’s Learning and Development – Element 1.1.2

In the last blog we shared with you information on National Quality area 1 Standard 1.1 Element 1.1.1. Continuing on with the Quality area 1, today we will explore Element 1.1.2 in detail.

Standard 1.1 is further split in to three elements as below:

1.1.1.     Approved learning framework

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, and confidence as learners and effectiveness as communicators.                          

1.1.2      Child-centred

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

1.1.3      Program learning opportunities

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Let us take each element one by one.


  • 1.1.2      Child-centred

    Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Aim of Element 1.1.2 is to ensure that educators gather information on children’s knowledge, strengths, ideas, culture, abilities and interests and this information is used as the foundation of the child centred educational program.  Learning about these unique aspects of each child and identifying their individual strengths and capabilities will assist educators to make informed decisions about how to further support children’s learning. With support from the educational leader, educators plan and engage with children in a range of experiences where children are active participants and decision makers. This supports the achievement of child-centred learning outcomes and promotes children’s learning and development.

When a service goes through assessment and rating an assessor may observe the following:

Educators:

  • Observing, listening and talking with children for sustained periods of time and paying close attention to what they are saying, thinking and doing
  • Demonstrating flexibility in program delivery to incorporate children’s ideas, culture and interests to ensure that experiences are relevant and engaging
  • Integrating children’s emerging ideas to support their participation in the program
  • Demonstrating that they know each child’s individual learning style, temperament and interests

Children:

  • Initiating and contributing to play experiences that emerge from their own ideas and interests
  • Repeating, revisiting and adding to projects or experiences that they have initiated
  • Developing strong foundations in the culture and language of their family and in that of the broader community, without compromising their cultural identities
  • Indicating their deep involvement in experiences that are rich and meaningful to them through verbal and non-verbal responses, and sustained concentration
  • Exploring ideas and theories in play by using their imagination and creativity
  • Engaging in play during long periods of uninterrupted time.

Assessor may discuss the following:

  • Educators’ current understanding of individual children’s knowledge, strengths, ideas, culture, abilities and interests, and how they have developed this understanding of each child
  • How educators’ curriculum decision-making builds on each child’s knowledge, strengths, ideas, culture, abilities and interests
  • How the educational leader and educators support decision-making, and review and discuss program planning
  • How educators support children to actively participate in experiences and guide their own learning.

Assessor may sight the following:

  • Examples of how educators plan programs that are responsive to children’s knowledge, strengths, ideas, culture, abilities and interests
  • Evidence that information about each child, their family, culture and community is collected and used to plan programs
  • If required by the regulatory authority, evidence that information about each child, their family, culture and community is collected and used to plan programs that promote children’s learning, development and wellbeing.

In the next blog we will focus on Element 1.1.3 of Standard 1.1 of Quality area 1.

Sourced from National Quality standard published by ACECQA https://www.acecqa.gov.au/sites/default/files/acecqa/files/NQF/Guide-to-the-NQF-3-Guide-to-the-NQS-Part-A.pdf