WEEK 2,June 3rd,5th, and 6th
National quality standards
My third day at Kirrawee Montessori Academy, I implemented national regulatory standards by assisting with ensuring the safety, instigating policies and procedures in the centre. During indoor and outdoor activities I made sure that the educator-to-child ratios are always kept, by actively supervising children in my care and monitoring the environment to ensure children were safe. I conducted regular checks of the environment and resources to monitor that it was safe to ensure no accidents would occur and the correct reporting was followed if an incident did happen, following policies and procedures which links with (ACECQA, 2023). Such Hands-On participation complies with, for example, Bronfenbrenner’s Ecosystem Model that points to a safe and supportive environment as particularly important for children’s development (Bronfenbrenner, 1979). It also links to EYLF Outcome 3: Children are developing a strong sense of wellbeing, with the ideology that children learn best when they are emotionally secure (Department of Education, 2022). I learned that national agreements and policies shape daily practice to provide a secure and caring environment for learning. This made reiterated my belief in using legislation regularly such, to protect the rights of children and through the promotion of excellent provision way.
National curriculum framework
On the 2nd day of my 2nd week of placement, I observed Ken engaging in a practical life activity where he was using a Montessori orange juice squeezer to extract juice from an orange. I provided Ken with encouragement, guidance (but without controlling or taking over activity) allowing him to develop his fine motor skills, concentration, and independence. This approach aligns with the Montessori philosophy, which values the educator’s role as a facilitator who “follows the child” and supports self-directed learning (Montessori, 1967). By stepping back and providing just enough assistance, I helped Ken build confidence and autonomy in completing the activity on his own.
This approach to support also aligns with the EYLF principles (Department of Education, 2022) which emphasise the significance of educators actively nurturing children’s agency and participation in learning. From this experience, I learnt that giving a child time to pace their own learning and follow their interests will support better learning and for a child to develop a sense of identity (EYLF Outcome 1) and their confidence and involvement as learners (EYLF Outcome 4).
Professional teaching standards
During Week 2, Day 3 of my placement, I led a large group lesson to teach them how to sound out letters and used sound cards with a song for that. This contributed to EYLF Outcome 5, where decision-making prompted by active participation and social interaction helped children develop early literacy and communication skills (Department of Education, 2022). The activity takes into consideration of the EYLF’s play based learning, communication and social interaction to develop children's confidence and language skills.
The experience is consistent with that predicted by Vygotsky’s Sociocultural Theory (Vygotsky, 1978) in which learning occurs via social interaction and scaffolded support within the Zone of Proximal Development. It also dovetails into Montessori’s sensitive period for language acquisition focusing children’s attention in phonics activities (Montessori, 1967). According to the Australian Professional Standards for Teachers, I addressed Standard 1.2 (understanding how students learn), Standard 2.5 (managing classroom activities effectively) and Standard 3.5 (using effective verbal and non-verbal communication) by creating an inclusive, engaging learning community that increased children’s mastery of language capabilities (AITSL, 2011).
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