My Portfolio
Week 6, Day 1 Reflection – First Day in the Toddler Room
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences This Day
Today was my first day working in the toddler room. I started by greeting the children and educators and introducing myself. I actively participated in spontaneous play experiences and took time to observe the daily routines, which differed significantly from the nursery environment. Through discussion with the Educational Leader, I learned about the room's routines, daily checklists, and the specific needs of children—such as two toddlers who follow different sleep patterns. These conversations demonstrated the team’s commitment to providing respectful and individualised care.
I also learned that the children will be celebrating Harmony Day tomorrow. I supported the room leader in creating colourful handprint art with the children. Each handprint, made in a different colour, represented the idea that we are all different in appearance but equal as human beings. The room leader also reminded families to dress children in orange or cultural attire, which I observed her communicating respectfully with parents. I saw this as a strong example of building meaningful partnerships with families and promoting inclusivity.
Challenges & Strategies
Adapting to the toddler room's more structured routines and increased child autonomy was initially a challenge. I responded by observing transitions, listening to educators, and asking questions to gain clarity. Supporting individual routines like rest times required attention and flexibility. I also considered how to scaffold play meaningfully and respectfully engage children during group and individual experiences.
Key Learnings & Professional Growth
This experience deepened my understanding of responsive play pedagogies and how tailored environments support toddler independence, identity, and belonging. It aligned with the Early Years Learning Framework (V2.0), particularly in promoting inclusive environments that value diversity and connection (ACECQA, 2022). Observing the team prepare for Harmony Day also showed how educators embed cultural responsiveness and collaboration into daily practice—supporting Outcome 2: Children are connected with and contribute to their world.
The day also highlighted principles from the National Quality Standard, including:
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QA1: Educational program and practice
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QA5: Relationships with children
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QA6: Collaborative partnerships with families and communities (ACECQA, 2018).
Professionally, I practiced elements of the Australian Professional Standards for Teachers, such as building respectful relationships, knowing how children learn, and engaging families in learning (AITSL, 2011). The emphasis on relationships and environmental influences reflects Bronfenbrenner’s Ecological Systems Theory, which recognises the importance of close, everyday interactions in shaping children’s development (Guy-Evans, 2024).
Goals for Next Day
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Continue building positive relationships with children and educators.
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Observe and support the Harmony Day celebration with cultural sensitivity.
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Become more confident with the toddler room’s transitions and daily expectations.
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Begin documenting children’s learning aligned with EYLF outcomes.
My Reflection
Today was both exciting and insightful. It reinforced the importance of respectful engagement with children, flexible routines, and strong family partnerships. Helping prepare for Harmony Day reminded me how celebrations can foster belonging, respect for diversity, and parent-educator collaboration. I saw firsthand how intentional teaching and inclusive practices create a safe, nurturing space for all children. I'm looking forward to building stronger connections and contributing more meaningfully in the days to come.
Week 6, Day 2 – Reflection (Toddler Room)
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences This Day
On my second day in the toddler room, I continued familiarising myself with the children, their routines, and their play interests. While supervising spontaneous play, I observed a parent enter the room visibly upset and holding her child, seeking the room leader. This emotional moment quickly shifted the children’s attention from their play. To help maintain a calm environment, I gathered a small group for book reading and invited others to engage with magnetic blocks, which helped redirect their focus.
After, we celebrated Harmony Day, which included group time conversations, ball-passing games to promote inclusion, dramatic play exploring land, people, and water, and craft experiences like necklace making. Families were invited to participate, and many children wore orange clothing, while one wore a beautiful cultural dress. I also wore an orange shirt decorated with dot painting to reflect Aboriginal culture, and the Centre Director kindly acknowledged this by saying, “Thank you for dressing up and incorporating Indigenous culture.” I felt proud to support and honour Aboriginal perspectives during this important event.
Challenges & Strategies
The key challenge today was the timing of the Harmony Day event, which overlapped with the children’s lunch and rest time. As parents began leaving, several children became unsettled and emotional, affecting the usual routine. In response, I supported the children’s transitions by offering comfort and engaging activities, helping to smooth the shift into their lunchtime. Reflecting on this, I believe hosting such celebrations later in the day during pick-up time may have allowed for better participation without disrupting routines.
Key Learnings & Professional Growth
I learned the value of responsive engagement with children, especially in unpredictable or emotionally heightened situations. Supporting children’s emotional wellbeing in those moments reflects both NQS Quality Area 5 (relationships with children) and the Early Years Learning Framework V2.0, which promotes strong, secure, and respectful relationships (ACECQA, 2022).
Through the Harmony Day celebration, I deepened my appreciation for dignity, equity, diversity, cultural competence, and inclusion, and recognised the importance of respecting Aboriginal and Torres Strait Islander Peoples and cultures through my attire and contributions. These actions are consistent with EYLF Principles, particularly in fostering a culturally safe learning environment (ACECQA, 2022).
Additionally, my experience reflects the Australian Professional Standards for Teachers, including:
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Professional Practice 1: Know children and how they learn
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Professional Practice 3: Plan for and implement effective teaching and learning
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Professional Engagement 7: Engage professionally with colleagues, parents/carers, and the community (AITSL, 2011)
Goals for Next Day
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Continue learning the toddler room routine to support smoother transitions.
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Strengthen my confidence in leading small group experiences.
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Build more meaningful connections with individual children through play and conversation.
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Further explore ways to incorporate Aboriginal and Torres Strait Islander perspectives in everyday learning.
My Reflection
Today provided a rich mix of emotional, cultural, and practical learning. The interaction with the distressed parent helped me practise responsive care and guided me to act calmly to maintain a supportive space for the children. Harmony Day gave me a chance to reflect on the importance of inclusion, respect, and cultural celebration in early learning settings. Dressing in orange with Aboriginal dot art was not only an act of solidarity but a way to show respect to Australia’s First Nations people, which was genuinely appreciated by the Centre Director. This reinforced the importance of educators being culturally aware and modelling inclusive practices for both children and families.
Me wearing aboriginal themed t-shirt representing indigenous culture on harmony day.