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  2. Guide to the NQF
  3. Section 3: National Quality Standard and Assessment and Rating
  4. Quality Area 1: Educational program and practice
  5. Standard 1.1: Program
  6. Element 1.1.2: Child-centred

Table of contents

Element 1.1.2: Child-centred

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program

 

National Law and National Regulations underpinning Element 1.1.2

Section 168 Offence relating to required programs

What Element 1.1.2 aims to achieve

Educators seek information from families and use a variety of methods to gather information about each child’s knowledge, strengths, ideas, culture, abilities and interests as the foundation of a child-centred educational program. The diversity of family experiences means that children and young people experience ‘belonging, being and becoming’ in many different ways. Children’s unique and diverse experiences, perspectives, expectations, knowledge and skills contribute to their learning (Early Years Learning Framework; Framework for School Age Care). For Aboriginal and Torres Strait Islander children, their spirituality is connected to Country, and the connection is strong. Providing opportunities for Aboriginal and Torres Strait Islander children to see themselves, their identities and cultures reflected in their environment is important for growing a strong identity, and a critical consideration in curriculum decision making (Early Years Learning Framework; Framework for School Age Care).

As children and young people participate in everyday life, they develop interests and build their identities and understanding of the world (Early Years Learning Framework; Framework for School Age Care). Learning about these unique aspects of each child and young person and identifying their individual strengths, capabilities and curiosities assists educators to make informed decisions about how to further support their learning development and wellbeing. Educators recognise and are responsive to children’s expertise, cultural traditions and ways of knowing, and the multiple languages spoken by some children, including by Aboriginal and Torres Strait Islander children. Educators are also aware of and respond to strategies used by children with additional needs to negotiate their everyday lives (Early Years Learning Framework; Framework for School Age Care).

With support from the educational leader, educators plan and engage with children in a range of experiences where all children are active participants and decision makers. This supports the achievement of child-centred learning outcomes and promotes children’s learning, development and wellbeing.

Assessment guide for meeting Element 1.1.2 (for all services)

Child-centred program

Assessors may observe:

 

  • educators:
    • observing, listening and talking with children for sustained periods of time and paying close attention to what they are saying, thinking and doing
    • demonstrating flexibility in program delivery to incorporate children’s ideas, culture and interests to ensure that experiences are relevant and engaging
    • integrating children’s emerging ideas to support their participation in the program
    • demonstrating that they know each child’s individual learning styles and dispositions, temperament and interests
  • children:
    • initiating and contributing to play experiences that emerge from their own ideas and interests
    • repeating, revisiting and adding to projects or experiences that they have initiated
    • developing strong foundations in the culture and language of their family and in that of the broader community, without compromising their cultural identities
    • indicating their deep involvement in experiences that are rich and meaningful to them through verbal and non-verbal responses, and sustained concentration
    • exploring ideas and testing hypotheses and theories in play by using their imagination and creativity
    • engaging in play during long periods of uninterrupted time.

Assessors may discuss:

 

  • educators’ current understanding of individual children’s knowledge, skills, strengths, culture, abilities, ideas and interests, and how they have developed this understanding of each child
  • how educators’ curriculum decision-making builds on each child’s knowledge, strengths, ideas, culture, abilities and interests
  • how the educational leader and educators support decision-making, and review and discuss program planning
  • how educators support children to actively participate in experiences and guide their own learning.

Assessors may sight:

 

  • examples of how educators plan programs that are responsive to children’s knowledge, skills, strengths, culture, abilities, ideas and interests
  • evidence that information about each child, their family, culture and community is collected and used to plan programs
  • if required by the regulatory authority, evidence that information about each child, their family, culture and community is collected and used to plan programs that promote children’s learning, development and wellbeing.