AGENCY: PART 3

CRITICAL REFLECTION AND CONTINUOUS IMPROVEMENT

Educators are encouraged to reflect on the following points when considering how the service involves children in decision making:

                What is an appropriate level of autonomy for children in the age range?

                How are children involved in program decision making and contributing to the environment? How do they assist everyday routines and transitions? How are they involved in menu planning and food preparation?

                What responsibilities do children have? How does this contribute to their sense of agency?

                What strategies do you employ to capture the voices of children in planning and seek their feedback?

                How will children know they have been heard?

                How are children’s interests pursued and celebrated?

                Does the physical environment and culture of the service allow for educators and children to chat about ideas?

                   

WHAT TO CONSIDER FOR ASSESSMENT AND RATING

Authorised officers may look for and discuss a range of different behaviours which demonstrate that educators value children’s agency. They might also look for how this is reinforced through the service’s policies, the educational program and educator’s practice.

Observing educators:

                Encouraging children to try new things

                Positively impacting children’s self-esteem and belief in their own ability

                Bolstering children’s motivation to try new things

                Encouraging family’s expectations for their child

                Making a positive difference to children’s sense of wellbeing and agency.

Discussing with educators about:

                Believing all children are competent and capable

                Having an awareness of their own beliefs, culture and the values they hold around children’s learning and considering how this may influence the opportunities they provide for children to promote agency

                Having high expectations for all children regardless of their age, gender, ability, cultural, linguistic or family background

                Valuing and showing respect for children’s autonomy and independence.

Sighting:

                Philosophy and policy that recognises children’s rights and describes their role in decision making

                Documentation and planning for children’s wellbeing, decision making and supported self-regulation.

REFERENCES AND RESOURCES

Early Childhood Australia’s Professional Learning Program e-Learning videos, Connecting with practice – EYLF & NQS, Doing your own thing—Child’s agency at www. earlychildhoodaustralia.org.au/nqsplp