National regulatory considerations
On my second day at the centre, I took the practices of the national regulatory considerations. Through my observations, I witnessed high-quality education and care standards throughout the centre. Hence, the National Quality Framework was continuously taken into consideration in all circumstances, such as their daily practices and through all seven quality area standards (Australian Children's Education and Care Quality Authority, 2025). I witnessed the professionalism of the hosts as they adhered to national laws and Regulations. Most importantly in areas such as supervision, my room hence included a boy who was diagnosed with Autism and a boy with a stutter. Hence, Educators, along with shadow educators and therapists, provide children with support in their development, helping them feel safe and part of the room. My room included 21 children, hence the centre paid attention to the staff-to-child ratio. As I was a placement student, I was not taken into consideration.
Furthermore, regarding the emergency procedures, the room contained three children with anaphylaxis (Australian Children's Education and Care Quality Authority, 2020). To prevent any allergies, the staff maintained good communication with the kitchen staff. Furthermore, the EpiPens and emergency kits were organised with the images and names of children to prevent any wrong actions by the educators. The room also included a list of foods that each child was not allowed to have, which included both vegetarian and non-vegetarian options. Furthermore, the room consisted of an elaborate, well-maintained board that detailed what educators must do during different emergencies, each with a different colour to help staff identify the type of emergency, including a marked pathway for exit in case of an unforeseen situation (Victoria State Government, 2024).
The lead educator held meetings every Wednesday with the staff to explain and establish policies, and review them to ensure smooth operation by the National Quality Standard (Australian Children's Education and Care Quality Authority, 2020). Ensuring the safety, health, well-being, and effective learning of children. These practices provided me with valuable insights and an understanding of the national regulations, as well as the importance of structure, consistency, and accountability in an early childhood learning centre (Meggitt et al., 2016).
National quality standards
Through my work experience at Amiga Montessori, I had the privilege of gaining a comprehensive understanding of the National Quality Standards that were embedded in the centre’s everyday practices. The centre was able to deliver child centred programs based on the Early Years Learning Framework. For example, after observing that children show a lot of interest in different methods of transportation, the educators in my room incorporated a practical environment for children to explore methods of transportation as an inquiry project supporting Quality Area 1 (Australian Children's Education and Care Quality Authority, 2018b). This allowed children to explore, engage, and make choices that were meaningful in their learning experiences.
Quality Area 2 was another area of focus – Children’s health and safety (Australian Children's Education and Care Quality Authority, 2018b). Hence, the centre followed reasonable hygiene procedures before and after mealtime and ensured that nappy changes were performed only when necessary for the children, according to the educator's availability. Furthermore, the equipment in the room was sanitised, and water was changed daily where necessary. Furthermore, the management conducts regular safety checks, including inspections of door locks and shelves. Moreover, I witnessed educators having respectful and responsive relationships with children while prioritising their development and wellbeing. This reflects the Quality Area 5 (Australian Children's Education and Care Quality Authority, 2018b).
I was further inspired by the management's commitment to fostering a relationship with families and educators, and to continue improving the centre in Quality Area 7, Governance and Leadership. Hence, the staff worked collaboratively as they followed the policies clearly (Australian Children's Education and Care Quality Authority, 2018b). Furthermore, it supported my learning by allowing me to take turns reading books and even conduct a lesson on sustainability to teach children the importance of composting. This allowed me to experience how the National Quality Standard ensures accountability in an Early Childhood Setting (Australian Government Department of Education [AGDE], 2022).