Early Years Learning Framework (Qklg) And Queensland Kindergarten Learning Guidelines

At the beginning of my professional experience in Kindergarten 1, I identified developing secure, respectful and reciprocal relationships, and partnerships with the children, teachers, parents and other educators as a key priority. This priority is supported by both Early Years Learning Framework (EYLF) and Queensland Kindergarten Learning Guidelines (QKLG). Throughout the first day, I began developing relationships with the children through listening and engaging in discussion about their interests. I also attempted to learn all the names of the children to ensure I valued each individual child in discussion. This would also assist me with classroom management in the following days. This has been a significant factor in all of my professional experiences.

Developing respectful partnerships between educators and parents is noted in both EYLF and QKLG. I have attempted to achieve this through greeting the parents and introducing myself. This will hopefully be seen throughout the rest of my professional experience. I do however, acknowledge that this professional experience is only ten days, therefore making it quite difficult to gain these partnerships. The parents were also extremely busy, resulting in them leaving

These include a variety of observations including learning stories, jottings, anecdotal records and social interaction mind maps. This documentation provides evidence to support my short and long term planning to promote the children’s ongoing learning. In all my observations, the learning experience were analysed in relation to social, emotional, physical, cognitive and language development. This will allow me to identify children strengths and areas which require additional support. Additionally, it allows me to recognise and celebrate each child’s personal