week 7 | Placement Potfolio 2

Week 7, Day 1 – Key Experience of the Day

📍 Only About Children Alexandria
👶 Toddlers Room

Summary of the Day

Today was a dynamic and reflective day during my professional experience placement. The service received an unexpected visit from the Department of Education due to a report related to an incident from the previous week. The centre director shared that a parent had raised a concern regarding a child’s experience, which triggered a formal notification to the department—a professional requirement under the National Law and Regulations. This reminded me of the critical role early childhood educators play in child protection and mandatory reporting, as well as our ethical responsibility to uphold the rights and safety of children (ACECQA, 2023; AITSL, 2022 – Standards 4.4 and 7.1).

Despite the added pressure, the day unfolded with rich learning experiences for the children, including engaging in literacy through shared book reading, problem-solving with puzzles, navigating trucks through cones, and participating in physical play on the stairs and in the tent. I was able to apply intentional teaching strategies and responsive engagement while also observing how experienced educators scaffold learning through language and curiosity.

Challenges Observed

Navigating the pressure of a department visit: The unexpected nature of the spot check tested our ability to remain calm, professional, and consistent in our everyday practices.
Supporting turn-taking: During group play, some children struggled with waiting their turn, particularly on the stairs and during gross motor activities. This required gentle guidance and reinforcement of social rules.
Managing multiple interactions: Balancing direct engagement with children while observing other educators and maintaining environmental safety was a challenge in a busy room.

Strategies Implemented

Visual and verbal modelling: I demonstrated how to navigate trucks through cones to support spatial awareness and fine motor skills.
Responsive communication: During book reading and truck play, I encouraged children’s vocabulary development and curiosity by using descriptive language and open-ended questions.
Professional observation: I closely observed another educator using a thoughtful and calm tone to guide children through puzzle solving, using prompts like, “What do you think goes here?” and “Let’s try another way.” This technique allowed children to persist and think critically, which I began incorporating into my own interactions.

Goals for Next Day

Refine scaffolding techniques in play-based learning by using more open-ended questions and supporting children’s problem-solving.
Strengthen my ability to guide social interactions, particularly turn-taking and emotional regulation in high-energy group play.
Deepen documentation skills by recording clearer learning stories that link directly to EYLF outcomes and reflect children’s learning journeys.

My Reflection

Today provided an important professional learning moment around ethical practice and compliance. It reinforced the need for vigilance, transparency, and responsiveness when issues involving children’s wellbeing arise. I gained a stronger understanding of Standard 7.1 – Meet professional ethics and responsibilities, and how early childhood educators are bound by duty of care and the need to act in the best interest of every child (AITSL, 2022).

Observing another educator use reflective language and scaffolding techniques inspired me to adapt my own communication. Rather than giving direct answers, I learned the importance of prompting thinking and allowing children time to respond. This links strongly to EYLF V2.0 Principle: Intentional Teaching and Vygotsky’s Zone of Proximal Development, where learning is enhanced with appropriate adult support (Department of Education, 2022).

Despite the unexpected departmental presence, the children remained joyful and engaged, and I was able to focus on creating secure, respectful relationships that foster a sense of belonging, identity, and learning (EYLF V2.0, 2022). I feel more prepared to uphold both regulatory standards and pedagogical responsibilities in future professional contexts.

Links to Professional Standards

Standard 1.5: Differentiate teaching to meet the specific learning needs of children.
Standard 3.5: Use effective classroom communication and interactions.
Standard 4.4: Ensure student wellbeing and safety.
Standard 6.3: Engage with colleagues and improve practice through observation and reflection.
Standard 7.1: Meet professional ethics and responsibilities.

Week 7, Day 2 – Key Experience of the Day

📍 Only About Children Alexandria
👶 Toddlers Room

Summary of the Day

Upon arrival, I noticed that the children were unsettled, likely due to the absence of permanent educators in the room. With only casual staff present, the daily routine had not yet been established, which led to some hesitation from the children towards unfamiliar faces. Despite being only in my second week at the centre, I had developed strong relationships with the children and was familiar with their routines. Drawing from my knowledge, I took the initiative to guide the casual educators through the expected routines, ensuring a smooth transition and providing a sense of security for the children.

When the permanent educator arrived, she expressed gratitude for the support I provided in maintaining the children's emotional wellbeing. This allowed her to step in and introduce several planned learning experiences that fostered engagement and exploration. This experience highlighted the importance of continuity in care and how responsive interactions can positively influence the children’s behaviour and learning (Miller & Almon, 2019).

Key Experiences

1. Exploring Taste and Nutrition: Grapes vs Sultanas

As part of our ongoing healthy eating program, we focused on comparing grapes and sultanas. The children had the opportunity to explore the sensory differences between the two through hands-on activities, including creating fruit kababs with tongs. This experience promoted fine motor skills, independence, and an understanding of healthy food choices.

2. Continuing the Spider Inquiry

The children's fascination with spiders continued as they gathered around the ‘Spider Table’ to explore the anatomy of a spider. Through open-ended questioning and guided discovery, we discussed the structure of a spider’s body and its diet, which includes ants, flies, and moths. Children had the opportunity to express their understanding by creating representations of spiders and spider webs through drawing.

3. Balancing and Problem Solving: The Egg Challenge

Children participated in an activity where they were challenged to balance an egg on a magnifying glass while walking. This activity helped to develop their concentration, coordination, and problem-solving abilities. By balancing the egg, children had to consider their physical posture and the stability of the object, which fostered a sense of self-regulation and perseverance (Berk, 2013).

4. Outdoor Play – Discovering a Worm (Observation)

During outdoor play, the children discovered a worm wriggling through the soil, which sparked their curiosity. I set up a tuff tray filled with garden dirt to provide a safe space for the children to interact with the worm. I encouraged them to trace the worm’s shape on paper, extending their engagement while supporting fine motor skills development.

Child A excitedly exclaimed, “It’s a worm!” as she observed it moving in the dirt.
Child B noticed the worm’s size and commented, “It’s big!”
Children C, D, and E took turns tracing the worm’s shape on paper, expressing pride in their creativity and observational skills

Challenges

Unsettled children: The absence of permanent educators resulted in some children feeling unsettled, which required me to quickly build rapport and provide emotional support.
Managing transitions: While the routine had not been fully established, I had to ensure that the children were comfortable and that transitions between activities were smooth.
Balancing support and leadership: I worked to support the casual staff without overstepping professional boundaries, ensuring that they felt respected while still contributing to the children's emotional and developmental needs.

Strategies Implemented

Responsive leadership: By taking the initiative to support casual educators, I created a calm and consistent environment, ensuring the children’s needs were met (Miller & Almon, 2019).
Fostering a sense of security: I reassured children by maintaining familiar routines and interactions, helping them feel settled and supported.
Encouraging collaboration: I communicated openly with the permanent educator, sharing my observations and suggestions for extending the learning experiences initiated that morning (Dockett, 2019).

Goals for Next Day

To further develop leadership skills, particularly in maintaining a calm and supportive environment for children during transitions.
To expand children’s inquiry-based learning, encouraging them to ask questions and explore their interests in more depth.
To enhance professional collaboration by continuing to support colleagues in planning and implementing meaningful learning experiences.

My Reflection

Today’s experiences reaffirmed the importance of responsive teaching practices in supporting children’s emotional wellbeing and development. By offering consistent support to casual staff and maintaining routines, I was able to create a secure environment where children felt comfortable and engaged. This aligns with Standard 4.4 of the Australian Professional Standards for Teachers, which emphasizes promoting child wellbeing and ensuring safe learning environments (AITSL, 2022).

I also recognised how important it is to collaborate effectively with colleagues to ensure continuity of care and learning, particularly when temporary staff are involved. Reflecting on my practice, I feel more confident in my ability to provide leadership and support within the team, even as a pre-service teacher. My experience today reminded me of the significance of professional collaboration and how it can positively impact children’s learning experiences (Nolan & Molla, 2017).

The worm we found while exploring the garden