Critical reflections:

ROOM: 2 to 3 years

WEEK 1

Day 1: Declarations, Conventions, Obligations, and Codes

Date: 27 May 2025
Activity Description:
Orientation and Relationship Building in the Toddler Room

I started my first day of placement in the 2- to 3-year-old toddler room. I arrived there a bit early so that I can familiarize myself with the center's environment, routines, and staff, which helped me big time to feel more prepared and confident. Throughout the day, all I did was, I observed the daily routines like transitions, mealtimes, rest time, and both indoor and outdoor play, and I also engaged in gentle, respectful interactions with the children which allow them to approach me at their own pace. Some children-initiated contact through eye contact, different gestures, or inviting me into their play, where it began the process of forming trusting relationships which supports EYLF Outcomes 1, 2, and 5 (Department of Education, 2022). I observed educators in the center and how they were using positive language with children, consistent routines in the room, and emotional responsiveness to support the children’s wellbeing, which is aligning with Bowlby’s Attachment Theory (1988), which highlight the importance of secure and supportive relationships. Vygotsky’s Sociocultural Theory (1978) further informed my understanding of how learning can unfold through interactions with more knowledgeable others, which I witnessed as educators scaffolded children’s learning through dialogue and shared experiences. During pick-up and drop-off, I got opportunities to engage with families as well and observed educators, how they built respectful and warm relationships with them. On my first day I felt welcomed by the team and appreciated the space to ask questions and understand center practices, aligning with the EYLF's which emphasis on belonging and relational pedagogy (Department of Education, 2022). One area I identified for growth is gaining more confidence in communicating meaningfully with families, especially during transitions. This experience was aligned with the Australian Professional Standards for Teachers (AITSL, 2011), which particularly Standard 1 knowing the children and how they learn and Standard 5 is about engaging in professional learning through daily reflection. Moving forward, I looking to deepen my professional relationships with children, educators, and families while continuing to reflect critically on my practice in my 6 week period.

References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers.

https://www.aitsl.edu.au/teach/standards
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (Version 2.0). Australian Government.

A09-057 EYLF Framework Report WEB.indd
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Day 2: National Curriculum Frameworks (EYLF)

Date: 28 May 2025
Activity Description:
Shared Book Reading – Group Literacy Experience

During a morning group story time with toddlers aged 2 to 3 years, I select a visually engaging picture book which feature animals and nature which support early literacy development, encourage social interaction, and promote engagement of children in activities. The children gathered around me on the mat with full of curiosity, and many actively participated where they were repeating key words, pointing at illustrations on the book, asking questions, and mimicking animal sounds which demonstrate both verbal and non-verbal communication which line with EYLF Outcomes 1, 3, and 5 (Department of Education, 2022). While reading book, I use expressive reading, use different gestures, and pauses to sustain their interest, which encouraged turn-taking, cooperation, and a shared sense of enjoyment. This experience reinforced Vygotsky’s (1978) Sociocultural Theory, which highlight the role of social interaction in language development in children, and Piaget’s (1952) theory of cognitive development, which emphasizes toddlers’ preference in symbolic play and imagination. I also observed how storytelling can help children to foster a sense of belonging and emotional wellbeing, as some children even brought extra books to continue reading. Reflecting on the experience, I plan to enrich future sessions by incorporating puppets on group time, props, and diverse language books to increase participation of children and which will also represent children’s cultural backgrounds. Talking about these experiences, they are aligning with AITSL Professional Standard 1.5, which can call for differentiation to meet diverse learning needs, and Standard 3.5, which focuses on using effective communication strategies (AITSL, 2011). Ultimately, this experience reaffirmed how these kinds of early literacy experiences can nurture not only language skills in children but also joy, build confidence on them, and meaningful connections within the group.

References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards
Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (Version 2.0). Australian Government.
Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Day 3: Play Pedagogies

Date: 29 May 2025
Activity Description:
Outdoor Sandpit Play – Sensory and Social Experience