Serendipity Early Learning Centre POLICY REVIEW: Philosophy and outdoor environment

Introducing the importance of critiquing a policy is critically relevant and a requirement needed for the successful running of an early childhood service. The purpose of creating a policy is to help uphold legislative and broader policy requirements in the early childhood setting, guiding educators and supporting their teaching with up to date information and step to step procedures to follow. The foundation of a policy is made up of laws, regulations and should reflect the services philosophy (Gibbs, 2008). Reviewing the Serendipity Early Learning Centre’s philosophy and outdoor environment policy has provided both strengths and weaknesses. These weaknesses will require rectifying by following the general guide for effective policies (Gibbs, 2008). The strengths that will be identified will be diversity and sun safety and protection, these were very well written strategies that follow the policy process. Some of the weaknesses that have been identified: Nominated supervisor will ensure that climbing equipment is no higher than 1 meter, this information is incorrect and does not link with the principles of designing an early childhood outdoor play area, the correct measurement is 1.5m ( Department of Education and Children’s Services, n.d). The philosophy states that natural and improvised materials are provided however in the outdoor policy it only states safe and hygienic resources, there is no mention of providing children with natural resources to extend their learning. There is only one reference proving academic support to the policy. In any form of investigation or research, the more academic theory support the stronger the statement/ policy becomes. The weaknesses that will be deeply critiqued are family involvement at the service and sustainable living practices embedded at the service.

Strengths According to Serendipity Early Learning Centre Philosophy educators encourage children to make decisions about their learning. These decisions are supported allowing children to make responsible decisions. The committee is responsible for ensuring the service meets all legislative and regulatory requirements which is exactly what they have implemented with the set goals on their philosophy stating strict guidelines will be enforced to support children’s health and safety in relation to sun safety and the strategies they have implemented: The service will ensure there is adequate shade to protect children from the sun and Educators will encourage families and children to be adequately dressed for the weather before going outside. These strategies provide evidence of exactly how the embed these practices into their everyday routines. By encouraging families and children to adequately wear appropriate clothing outdoors, they are allowing children to promote their own health and safety ( DEEWR,2009).

These below standards, regulations, policies and code of ethics are in relation to sun safety and promoting children’s health and safety. These regulations and standards are implemented to support educators and provide academic relevant research and information on how they can embed this policy into practice. ● The National Quality Standards, element 2.3.2 Children’s Health and Safety supports this strategy by stating every precaution is taken to protect children from hazards that could cause injury ( ACECQA, 2011), by protecting children by providing shade and encouraging protective clothing is adhering to this standard. ● National regulation 114 shade requirements. This regulation quotes “ premises include adequate shaded areas to protect children from overexposure to ultraviolet radiation from the sun” which links directly to strategy one provided on the previous slide ( Education & Care Services National Law Act, 2010). ● The Queensland Government has implemented a recreation safety site to promote sun safety and support educators providing them with relevant information on heat and safety. The policy on skin cancer prevention and protection links hand in hand with strategy two on the previous slide, giving detailed descriptions of appropriate adequate clothing for the outdoor environment ( The State of Qld, 1995).

Strengths Serendipity Early Learning has shown positive links through their outdoor environment policy and their centre philosophy regarding diversity. The centre philosophy states “ We value our diverse community and believe children are strong in culture” which links and supports their outdoor policy which indicates educators are required to consider diversity when planning the environment. Diversity is such a relevant agenda in the early childhood industry and it is vitally important that children from varying cultures are supported and accepted. The following regulations, standards and theories that will be provided on the next slide support this strength. Details on these will be given to show clear insight why diversity is so important in children’s learning.

The Early Years Learning Framework deeply supports children’s diversity. One of the principles in this framework is respect for diversity. This principle encourages educators to focus and respect children’s heritage, traditional practices, lifestyle choices and respect the family ( DEEWR, 2009). A practice of this framework is cultural competence. This practice understands educators who are culturally competent will respect multiple cultural ways. This celebrates the benefits of diversity and allows educators to understand and honour differences surrounding them DEEWR, 2009). Diversity is so important that the Early Years Learning Framework have embedded “ Children respond to diversity with respect” Outcome 2: Children are connected with and contribute to their world ( DEEWR, 2009). It is critical that children build a confident positive learning approach towards diversity from a young age, gaining understanding before peer pressure and other individual perspectives cloud their judgment and own thoughts. The National Quality Area 1, element 1.1.2 “Each child’s current knowledge, ideas, culture, abilities are the foundation of the program” ( Guide to the National Law and Regulations, 2011).This allows educators to use children’s background and culture to support their learning. The National Quality Area 6, 6.3.3 “ Accesses to inclusion and support assistance is facilitated ( Guide to the National Law and Regulation, 2011). This supports families from different cultures who may need an interrupter. The code of ethics in relation to children states as an educator I will: 9. Acknowledge the holistic nature of children’s learning and the significance of children’s linguistic identities ( ECA, 2006). Identifying the culture is the first step in providing learning.

Weaknesses Serendipity Early Learning Centre’s philosophy states they believe that positive and trusting relationships are required for providing a quality educational setting and they value family as a child’s first and most influential teacher however when reflecting their outdoor environment policy there is no evidence or room for families to implement their ideas, thoughts and input or evidence that families are included or involved in the decision making process involving their child. The next slide will provide evidence of regulations and laws that are not being embedded into their policies and service.

The National Quality Area 6 Collaborative partnerships with families and communities, element 6.1.2 “ Families have opportunity to be involved in the service and contribute to service decisions” and element 6.2.1 “ The expertise of families is recognised and they share decision making about their child’s learning and wellbeing” ( Guide to the National Law and Regulations, 2011). At this service there is no collaboration with families which indicate these areas have been overlooked. The Early Years Learning Framework has created principles, principle: Partnerships, the Early Years Learning Framework understands learning outcomes are more likely to be achieved when educators work with families ( DEEWR, 2009). The centre requires reviews and strategies need to be implemented to involve families in the service. The code of ethics states as an employee I will: ( ECA, 2006). The below code of ethics have not been implemented as there has been no communication with families that has been embedded into the created policy. Listen and learn from families in order to build upon strengths. Develop positive relationships with families based on mutual trust and open communication. Develop partnerships with families and engage in shared decision making. Acknowledge the rights of families to make decisions about their child.

Weaknesses The Serendipity Early Learning Centre’s philosophy states we aim to support a deep connection with the natural world through the learning environment and relationships with others. It also states these connections we believe will underpin their future interactions with each other and their world and encourage more sustainable living practices. This is a well written statement however there is no evidence of this philosophy linking to the outdoor environment policy or regulations and laws. The next PowerPoint slide will provide academic linking.

The National Quality Standards, quality area Physical Environment, element 3.3.1 “ Sustainable practices are embedded in service operations” ( Guide to the National Law and Regulations, 2011). The service has not incorporated any sustainable practices into their policy. The Early Years Learning Framework have embedded a sustainability outcome, outcome 2 Children are connected with and contribute to their world, 2.4 “ Children become socially responsible and show respect for the environment” ( DEEWR, 2009). The children have been unable to achieve this outcome as of yet as no natural elements have been added to the outdoor environment. The Early Years Learning Framework also provides a practice implemented in the framework called “ Learning Environments” (DEEWR, 2009). This practice provided children to be offered a vast range of possibilities not offered indoors. Natural play spaces should include plants, trees, edible gardens, rocks, mud, water any elements of nature (DEEWR, 2009). To adhere to this practice the service needs to provide children with the opportunity to explore natural elements.

Reference list Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. 2009. Belonging, being & becoming. The Early Years Learning Framework for Australia. Department of Education and Children’s Services. n.d. Designing and Early Childhood Play Area. Retrieved from: http:// decd.sa.gov.au Early Childhood Australia (ECA). (2006). Early Childhood Australia Code of Ethics. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf Gibbs, L. (2008).  Policy development in early childhood settings: From idea to evaluation. Pademelon Press, NSW. Guide to the National Law and regulations. 2011. Australian Children’s Education & Care Quality Authority. National Quality Standards. Retrieved from: http://www.acecqa.gov.au Education an Care Services National Law Act. 2010. Retrieved from: www.legislation.vic.gov.au/Domino/Web_Notes/...nsf/.../10-069a.pdf The State of Queensland Government. 1995-2015. Heat and safety. Retrieved from: www.qld.gov.au/emergency/safety/heat-sun-safety.html