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Week 10, Day 1 – Key Experience and Observations
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences & Observations
Today marked the beginning of my final week at Only About Children. As Friday was a public holiday, I completed my day on Tuesday. I noticed a few new faces among the children, and by now, many of the toddler children had settled into the nursery and environment. Educators shared that the toddler room will soon be reopened, allowing children to return to their age-appropriate space, an important step, as some families had raised concerns about their children being placed in the nursery room. Additionally, the educational leader informed us that a new educator would soon join the team.
Our day began with outdoor play, where children enthusiastically engaged in Rainbow Parachute Play. The windy weather added an extra element of excitement, helping the parachute soar higher than expected. The children laughed and jumped, developing their gross motor skills and teamwork (EYLF V2.0 Outcome 3; APST 3.2).
Later in the day, we celebrated Easter with a delightful and personalised activity—Bunny Ear Portraits. Each child was excited to see their own photo placed at the table, which sparked curiosity and enthusiasm. With guidance and support, the children coloured and decorated their bunny ears using pencils, markers, and glitter. This experience allowed them to explore textures, colours, and self-expression while building a sense of identity and belonging (EYLF V2.0 Outcome 1; NQS QA1.2.1).
Once completed, their decorated bunny ears were attached to their photos, creating adorable portraits. Children proudly pointed at their photos, recognising themselves and celebrating their creativity. These portraits were later displayed in the room, highlighting the importance of valuing children’s work and making learning visible (EYLF Practice: Learning environments; Fleet et al., 2022).
Challenges & Strategies • New Children Adjustment: Some new children appeared unsettled. I observed how educators used calm voices, gentle gestures, and familiarity with routines to support smooth transitions. I mirrored these strategies to help children feel secure and welcomed (Circle of Security; APST 4.1).
Key Learnings & Professional Growth • The Power of Visual Identity: The personalised bunny portraits reinforced how using children's own images supports their sense of belonging and confidence (EYLF Outcome 1).
• Adapting to Change: Learning about the transition of toddlers back to their designated room and the arrival of a new educator highlighted the dynamic nature of early childhood settings. I recognised the importance of flexibility and open communication in adapting to changes (NQS QA7; APST 6.3).
• Celebrations Strengthen Community: Celebrating Easter through meaningful, child-centred activities provided opportunities for joy, creativity, and shared experiences that connect children, families, and educators (EYLF Outcome 2; NQS QA6).
• Environment as a Learning Tool: The way we used the space—outdoors for gross motor development and indoors for creative expression—demonstrated how environments can support different types of learning and wellbeing (EYLF Practice: Learning environments).
Goals for Next Day ✅ Support new children during transitions through consistent and gentle interactions. ✅ Observe and reflect on how educators support children during room transitions. ✅ Facilitate a group experience involving music or movement. ✅ Document children’s engagement with their bunny portraits and displays.
Week 10, Day 2 – Key Experience and Observations
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences & Observations
Today marked my final day of work placement at Only About Children. As it was the day before the holidays began, the centre had fewer children than usual, creating a quieter and more relaxed atmosphere. The room leader took advantage of this opportunity to rearrange the room, and I assisted her. When I asked about the reason behind the rearrangement, she explained that refreshing the room setup helps prevent boredom and encourages children to explore their environment in new and engaging ways (EYLF Practice: Learning Environments; NQS QA3.2.1).
During the morning, I observed the room leader working on the indoor curriculum. Curious about the process, I approached her and asked how it was planned. She explained that they use a Storypark template and base their programming on children’s engagement, interests, developmental stages, as well as cultural events, festivals, and inclusive experiences for all children (EYLF V2.0 Principles: High Expectations and Equity; APST 6.3). I also helped her complete a room checklist and learned how to fill out an incident form, gaining valuable insight into the documentation processes within the centre (NQS QA7.1.2).
In the afternoon, I moved to the outdoor yard where, due to lower numbers, the centre had implemented family grouping. This allowed me to observe interactions between toddlers and older preschool children. It was particularly interesting to see the toddlers mimicking the older children’s behaviours and actions, showcasing the power of peer learning and social development through observation (Vygotsky, 1978; EYLF Outcome 1 & 4).
Challenges & Strategies • Quieter Day with Fewer Children: While a quieter day might seem easier, maintaining engagement still required creativity. I supported by setting up spontaneous activities and observing peer interactions to guide play (APST 3.4).
• Supporting Documentation: Learning how to complete checklists and incident forms felt initially unfamiliar. However, with guidance, I was able to understand their purpose and importance in supporting safe and responsive environments (NQS QA2; APST 6.2).
Key Learnings & Professional Growth • Intentional Environments Inspire Learning: I learned how simple changes to the room setup can stimulate new ways of exploration and reduce monotony for children (EYLF Practice: Learning Environments).
• Planning and Documentation: Understanding the planning cycle on Storypark helped me appreciate how observations translate into intentional teaching strategies. I also gained confidence in contributing to routine documentation (APST 6.3).
• Peer Learning: Observing toddlers engage with older children during family grouping deepened my understanding of how social interactions influence development (EYLF Outcome 2; Vygotsky, 1978).
• Professional Curiosity: Asking questions and showing interest in curriculum and procedures allowed me to expand my professional knowledge and practice, which I aim to continue beyond placement (APST 6.1).
Goals for Future Practice ✅ Initiate room setup changes with purpose and intention. ✅ Gain deeper understanding of planning tools like Storypark. ✅ Support children of different age groups through flexible grouping strategies. ✅ Continue asking questions and seeking feedback from experienced educators.