When it comes to documentation, there is no minimum number of observations. And, there’s no one ‘right way’ to document learning.

So, how do you know whether your documentation meets the NQS? Start by asking yourself whether your observation explains a child’s learning. Did you think ‘wow’ about what you were documenting – or did you write the observation just so you had another one?

Think about how you can interpret the child’s learning, and draw on research to support your interpretation. If you have extended on this learning, make sure you document that too.

Let’s take a moment to reflect. If a child speaks their native language with another educator or child, do you stop them?

Think about all the benefits this situation presents:

• A sense of identity and belonging
• Observers (other children) experiencing Australia’s rich cultural diversity
• An opportunity to foster connection and relationships

Isn’t this something we want for our teams too? What a beautiful environment to create.

Nothing is trickier than addressing a family’s concerns about another child’s behaviour in your program. It can be easy to get defensive or feel unsure about how to advocate for each child in a way that maintains their privacy, dignity and rights.

When I’m hiring educators I look for emotional intelligence – a balance of self-awareness, self-regulation, motivation, empathy and social skills. Emotional intelligence is one of the rarest and most desired traits in education and care, but it’s also difficult to identify.

When I interview, I ask questions like:

Start by asking yourself these questions:

1. Do we listen to the children?
2. How do we support them to express their views?
3. How do we take their views into account?
4. How do we share power and responsibility for decision-making with the children?
5. Do we need to change our current documentation practices to ensure the above processes are captured?

Here are some practical examples of how to highlight children’s voices:

Critical reflection means ‘closely examining all aspects of events and experiences from different perspectives’ (Approved Learning Frameworks – EYLF p. 13, FSAC p. 12).

For example, some children in your program are all about superhero play, but you have educators who are concerned it’s too aggressive. Thinking critically about the different needs, perspectives and theories surrounding the situation will support you to make an informed decision, inclusive and responsive of everyone.

The role of educational leader can be tricky. Being assigned the role is no guarantee that you’ll feel empowered, confident in your knowledge and skills or 100% prepared to support the educators you work with – and that’s perfectly OK. There are several things that can help this situation.

I’ve observed many programs where children are left waiting in lines for other children to join them. Is this what’s best for the children, or is it being done because it’s easy for educators?

A clear example is during packup to transition to outside. The efficient children get their tasks done quickly and get to the door, only to be left waiting for the others. As a team, I’d be reflecting on why they need to wait. Where are the educators? Can one educator head outside while another supports the children still packing up?

This is a question that I often reflected on during my time as a centre director and – to be honest I never quite resolved it. You will need to reflect with your team on why you are considering this and whether it will work for all stakeholders in your community.

The most obvious benefit of a shoe-free room is that floors are kept clean where babies crawl around, as we know that shoes carry a lot of germs.

That being said, there are a few challenges you’ll need to consider: