EDEC310 Professional Issue draft

Name: Simran Shrestha

Student no: 2043465240

Unit: EDEC310

Assessment 02: Professional Issue draft

Lecturer: Fiona Liddell

Issue 01: Staffing Issues

In relation to staffing issues, I have observed that the team members had communication issue, meaning that it was more about responsiveness to communication and because each staff had different communication styles, I analysed how it was affecting the routine. For e.g., a room leader asked a permanent staff member to contribute towards just to copy and write online incident report on a behaviour chart. However, the staff refused and mentioned that she wouldnt like to do the same thing two times.

Another scenario was when a particular staff didnt give any response while an educator was communicating with her and refused to do her duties. This kept ongoing for at a few days, almost a week. As Im part of this team, I thought that Id have to communicate with my educational leader.

Significance of this issue:

I believed that this issue was utmost important for us to resolve as it was impacting on the learning and routine of the children. When communication doesnt go two ways, there will be significant impact on the daily routine. For instance, transition of indoor/outdoor learning, delay in childrens rest time, lunch time and nappy changing. Children are the ones to suffer and endure.

This issue is important to resolve as we can clearly see the breakdown of communication. EYLF says responsiveness to communication for children, but I think it should be both for educators to educators and staff and children and then only there will be transparent communication so that we know we are all in the same page.

If this issue keeps ongoing, and no one communicates about it, there might potentially be conflicts among staffs which may influence a negative environment for staffs and children which shows disorganised work culture.

Action required:

• Action required to resolve this issue is to have and initiate open communication. There should be clear communication between the staffs involved.


• Communicate about expectations at workplace and reflect on our philosophies.


• If theres already a lot of friction between them, then someone else must intervene. This is where educational leader should intervene.


• Ed leader should review the processes, listen to both parties with fairness and integrity.


• Lastly, might require team building and critically reflect on our practice and analyse what areas needs more improvement?

Leadership model & approaches adopted:

After having in-depth conversation with my educational leader, we then looked at what leadership model could be beneficial for our team. We then adopted transformational leadership approach. This entails leaders to inspire and motivate their team members so that we can all perform in a higher level to achieve shared goal for the organisation. Transformational leadership also fosters open communication promoting and influencing a positive work culture.

Documents we referred for this issue:

• Educators guide to the EYLF


• Victorian Early Years Learning & Development Framework Evidence paper:

Principle 2-Partnerships with professionals

• ECA Code of ethics, especially expectations in relation to colleagues.


• Our centre Explore & Develops policies and procedures.

Stakeholders & consultation:

• Approved Provider


• Nominated Supervisor


• Educational leader and management


• Staff members

Issue 02: Supporting the inclusion of a child and family:

A child named Priyana from Nepalese ethnicity had recently joined our centre in preschool room. She had an interesting personality, observing everyone and was mostly quiet. Educators communicated with her, but she didnt talk and was silent. As I started my shift, educators were waiting for me to communicate with Priyana in Nepalese. So, I approached Priyana and when I communicated, her eyes sparked. She looked interested and communicated fluently with me both in English and Nepalese. I then instantly analysed an issue of supporting inclusive and diverse families as we didnt have any resources (books, flashcards) in their home language.

Significance of the issue:

• This issue of inclusion impacts on childs routine and their learning.


• This issue is important to resolve so that we can provide an inviting, and welcoming environment where the child feels belonged, is confident and have that sense of autonomy.


• Its necessary to resolve because it might be huge risk for child as they experience discomfort or get frustrated as they arent able to communicate.


• Working at this issue will support language development as well as cultural identity.


• Ensuring resources to support for multilingual families.

Action required:

• We need to adapt resources in diverse languages (Nepalese, Indian, Chinese, etc).


• We need to build and establish communication pathways so that we can get feedback and offer support to diverse families.


• We must enhance our partnership with different organisations that serves numerous ethnic backgrounds.

Leadership approach:

We adopted transformational approach of leadership as it emphasizes in creating an inclusive environment by collaborating with different parties, communities. It fosters cultural competence which is integral to our organisations goals.

Documents referred:

• EYLF practices- Cultural responsiveness


• NQS- Quality area 6 Collaborative partnerships with families and communities


• Explore & Develops policy of diversity and inclusion.

Stakeholders:

• Children and families


• Educators


• Management team (NS, Ed leader & admins)

3. Program change in your teaching room:

In terms of program change in my teaching room, I observed that we have been doing the same topic for two months now and educators are running out of ideas. While I understand that our centre is a play-based learning, recently Ive seen this issue of children having less attention span for those activities as they were repetitive, and they exceled on it. Children need numerous engaging activities that sparks their curiosity and interests.

Significance of this issue:

• Its impact on childs engagement in daily learning and its outcomes.


• Possibility of disinterest and dissatisfaction from repetitive activities.


• It might lead to high risk of shorter attention span.

Action required:

• We need to review how we plan our program and create activities that caters childrens interest.


• Educators need to collaborate and seek assistance from each other to implement new ideas or activities.


• Educational leader can assist to communicate about different teaching methods and centre can offer professional development.


• We need to frequently evaluate and change program based on childs feedback/responsiveness.

Leadership approach:

We adopted instructional leadership because then educational leader can set a goal, clearly communicate about it to all educators and keep monitoring the progress on it. Identify areas where educators might need extra support and provide feedback both constructive and positive. Lastly, keep track of programs and evaluate it.

Documents referred:

• NQS- Quality area 1: Educational Program & Practice


• EYLF

Stakeholders:

• Children and families


• Education leaders and administrators


• Educators


• Providers for professional development