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.

We live in a world where technology rules, and we’re used to relying on it 24/7, especially phones. Most people will use their phone daily to tell the time, search for information, take photos and keep connected.

In the workplace, we can sometimes use our phones for valid reasons such as to take notes, check emails and access documents. But do phones belong in the world of children’s services?

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: