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Bio & Synopsis of early childhood  placement (2018-2021)

Year 1 (Diploma) Babies, toddlers and kindergarten room. Broad view of planning cycle and working with families and colleagues. Year 2 ( Holmesglen ) Babies  room  (birth to 2 years old) Showgrounds  Childcare Planning for individual children and small groups.  Year 3 (First semester in  Holmesglen , 2 nd  semester in Melbourne Polytechnic) Kindergarten rooms for both placements Planning  for cognitive and language development Reflective, critical practice against  AITSL standards. Year 4  (Ready-to-teach placement) Kindergarten room (3-5 year olds) Transitions for  children Program changed into a multi-age kinder room.

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Standard  1: Know students and how they learn Standard 3: Plan for and implement effective teaching and learning. Rationale   Personal philosophy V ygotsky’s theory of Zone of proximal development Meaningful and purposeful learning

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Standard 1: Know students and how they  learn Goal - Differentiate teaching to meet individual physical, social and intellectual development of the children in the room. Rationale  Mixed ability group, broad range due to the different age groups in the room . Area of focus identified by mentor teachers that they would like to improve in. Success Criteria  Demonstrate my knowledge of children’s development and learning disposition in the different developmental areas through a variety of observation.  Demonstrate using a range of teaching strategies

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Took a variety of observations F eedback and discussions from mentor and colleagues on plan. Critical reflection Adjustments to plan Mentor feedback:  I was able to plan and build upon children’s knowledge, ideas and interests through my observations .

DAY 7 Evaluation and planning (planning day)
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DAY 8 - Implement changes (Full control)
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that could to engage with families. Th«Jugh discussions with my mentor teacher, seek
Storypuk I a community post for sharing with families
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figurines With Clay, or for him to perform a Shadow puppet Show far the children,
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EYLE leachers and educators should meaningful with pa

PROFESSIONAL KNOWLEDGE
The Pre-Service Teacher, in meeting requirements Of a Graduate Teacher, has shown in their practice:
Standard 1: Know students and how they learn.
Good
O unsatisfactory O Satisfactory
Please indicate level Of achievement and provide a comment.
Excellent

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Standard 3: Plan for and implement effective teaching and learning. Goal - Effectively use a range of resources to engage student and families in teaching and learning. Rationale Mentor  feedback, collaboration with  families Success Criteria Demonstrate use of a range of resources Evaluate teaching and learning using  evidence, including feedback from students and student assessment data, to inform planning.  Demonstrate how families are included / engaged in program

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Took observations Acted on feedback from previous placement to include natural resources Used ICT in learning Included action songs and rhymes Prepared strategies to gather children’s attention and set clear expectations for learning Used community post through story park Created an opportunity to collaborate with parent for learning

Community post
Created Joanna Tan trom Wimble street childcare coop - Jun 17th. 2021
Dear families and educators, yesterday in the the kinder room, talked about our
zone Of regulation to increase the children's awareness of their emotions as well as
learn a few techniques to regulate them. We read the social story about zones of
regulation. Here's a link to the book we read if you would like to have a look.
We talked about the different zones and discussed what each zone meant or could
look like. For example when we are in the green zone, we are happy, calm, focused
and ready to learn. One technique We learnt today was 'Belly breathing', to calm
ourselves and go back into the green zone....

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Relevance of goals to stakeholders and links to frameworks / legislations

Children  -High expectations and equity (EYLF principles) -Educational Program and practice (Standard 1) -Relationships with children (NQS Standard 5) Families -Respect for diversity (EYLF  principles ) -Collaborative  partnerships enhance children’s inclusion, learning and wellbeing . (NQS Standard 6)  Colleagues -On going and reflective practice  (EYLF principles ) -Staffing arrangements (NQS Standard 4)

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Gaps in learning and how these will be addressed

Gaps in learning Providing  a safe  and inclusive learning environment  for children with learning requirements Increase  knowledge about Indigenous  culture Future plans Collaboration with Indigenous communities Professional development through seminars / individual research on topics Learn from expertise of colleagues Seek advice from para-professionals

My learning journey in Early Childhood