The purpose of this Professional Portfolio is to document and provide examples of evidence and reflection against the AITSL Teaching Standards. Whilst completing practicum placements in both a long day care setting and an Early Childhood classroom, I was able to reflect on the experiences that had been implemented and engage professionally with those in the education settings as well as in the wider community.  

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The AITSL Teaching Standards not only guided my planning and reflections, but also allowed me to view my own teaching practices through both a critical and holistic lens. This approach was one that recognised the interconnectedness of the mind, body and spirit (DEEWR, 2009) as well as the importance of reciprocal relationships between children, families and communities (DEEWR, 2009).   

 

The Early Years Learning Framework Principles, Practices, Outcomes and Planning Cycle informed and underpinned all of the planned and unplanned experiences. This allowed for the development of the children’s sense of self-worth, identity and a sense of belonging. But more importantly, it gave them the comfort to take risks, not matter what the challenge may be. The planning cycle also allowed me as an educator to continuously reflect, evaluate and question the experiences I implemented. I then gained a deeper understanding as to why certain outcomes became a focus and where the learning journey may lead to in the future. 

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Australian Children’s Education and Care Quality Authority (2018). Guide to the National Quality Standards. Commonwealth of Australia.

Department of Education, Employment and Workplace Relations (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Commonwealth of Australia.