TCHR5010 Portfolio of Planning Cycle Report Sample

TCHR5010 Portfolio of Planning Cycle Report

Task 1: Anecdotal record and learning experience

Anecdotal record

View the video of pre-schoolers provided under the link "Video for Assessment 2" and complete a detailed anecdotal record of the children’s learning (use the template provided). The link for the video is also here: https://youtu.be/sjon4rRQ_08

Learning experience plan

Based on the anecdotal record, write a plan on the planning template of a learning experience to follow up on and enhance the pre-school children's learning and development.

Task 2: Reflective Practice

This is a real-world project based on scenarios for MBA assignment expert or ethical dilemmas that you are likely to encounter in your professional work with preschoolers. It is important that you develop skills and understanding of these issues, and reflect on how to address them, with reference to your theoretical understanding, the National Quality Standards (NQS), the Early Years Learning Framework (EYLF) and current research in the field.

Background for the Scenario

You are the trained teacher in a room with 25 children aged 3-5 years. The other educators in the room include one trained with a Diploma in Children's Services, Michelle, and the other educator, Zarla, is working towards Certificate III in Children's Services. Your centre is open for ten and a half hours per day from 7.30am until 6pm. You work full time on a variety of eight-hour shifts. The centre is licensed for 79 children and is a for-profit early learning centre.

Scenario

One of the children, Ishmael, in your room, who is 4.0 years old, sleeps for one hour per day at your centre. The child arrives at the centre every morning at 7.45am and is picked up at 5.45pm five days per week. Both parents work full time. The parents come to you, as the teacher in the preschool room, and say they do not want Ishmael to sleep anymore at the centre because she is not going to sleep at home until 11pm. They need their sleep, as they are both busy working. How do you respond to the parents, and what do you do to ensure that the parents and the children are achieving the best outcomes possible? Address the unit material, the relevant principles of the EYLF V2.0 (AGDE, 2022) and the NQS (ACECQA, 2018)- especially Quality areas 1, 2 and 6.

Solution

Task 1

Anecdotal observation record and analysis

Task 2

Introduction

In early childhood education, it is important to meet the individual needs of children while working with families. This reflection will explore how to respond to parents if they raise concerns in regard regard to sleep routines. This will be through the Early Years Learning Framework and National Quality Standards. This reflection will also assist with Ishmael's sleep routine to help support his well-being.

Reflective Practice Response (4R Model)

Scenario Summary (Reporting): Ishmael sleeps for an hour every day at the centre. He is a four-year-old in the preschool room. Due to Ishmael sleeping very late at home, until 11 pm, his parents say he can no longer sleep at the centre. Since they work full-time, they also need to get their own rest.

Response to Parents (Respond): I would answer Ishmael’s parents empathetically and professionally while acknowledging their concerns regarding Ishmael’s late bedtime. I would also acknowledge their tiredness. I would explain how much rest and sleep are ideal for the preschool age group while giving reference to studies that show how sleep helps children regulate emotions, learn, grow and more. I am also happy to work with the parents on a plan of action that supports Ishmael's health and family situation. For example, I would ask if the sleep routine at home can be modified slowly at all, or if not, whether the centre can find an alternative that works for Ishmael and the family.

Action Plan to Ensure Best Outcomes.

Individualised Sleep Practices: I would use a child-centred approach in keeping with the “Respectful Relationships” principle of the EYLF (EYLF Outcome 1: Children have a strong sense of identity) to consider Ishmael’s individual sleep needs (Team, 2023). If the parents ask that he doesn't sleep, I will direct him to a quiet, restful activity (looking at books or quiet play) during rest time so he will still have a calming, restorative break.

Collaborate with Educators and Parents: I would involve Michelle and Zarla to ensure we are consistent in their care of Ishmael, as well as discuss regularly with the parents so they do not feel left out of any decision made in regard to Ishmael's sleep.

Promote Health and Wellbeing (EYLF Outcome 3): Ishmael sleeps at the centre to support his well-being with rest and recovery during a long day (EYLF, 2022). A better option would be to refer to research on current findings, which prove that not getting enough hours of sleep hurts young children. I would advise the parent to try to settle the child at home to an early bedtime.

Reflect on Room Environment and Schedule (NQS Quality Area 1: Educational Program and Practice): I would check the schedule for the room to ensure that it provides a suitable balance of "rest" and "active" learning periods for all children while taking into account individual needs and best practices (Quality Assurance and Regulatory Services, 2023).

Quality Area 2: Safety and Well-Being of Children. Note: Legislative Requirements: If Ishmael doesn't want to sleep, I will make sure he is safe and quiet while resting or doing quiet things throughout rest time so that he gets a chance to recharge himself without being forced to sleep.

Get families involved in deciding things (NQS Quality Area 6: Working Together with Families and Communities): I would write down what I agree with the parents and ask the parents for feedback and involvement in monitoring Ishmael's well-being and routines, thus building trust and partnerships (Selmar, 2021).

Theoretical and Policy Framework Connection. (Relating)

Early Years Learning Framework – V2.0 (AGDE 2022).

Principle: The EYLF's principle of partnerships with families and high expectations and equity encourages educators to work with families in a respectful way. A collaboration of families with centres ensures children get the best and most culturally appropriate care at the centre and the home. By working with families as partners, educators gain insight into children's individual routines and needs as well as important factors like their family contexts and family lives (Butler, 2025).

Outcome 1 (Children have a strong sense of identity): The first outcome is that Children have a strong sense of identity. This outcome emphasises the importance of each child's unique preferences, routine and culture being respected. By allowing Ishmael to sleep alone and with the blanket he likes, teachers help him feel secure, and this also makes him feel like he belongs. When kids feel that their identity and choices are respected, they are likely to build the confidence, autonomy and resilience necessary for lifelong learning.

Outcome 3 (Children have a strong sense of well-being): EYLF recognises that sleep and rest are important for young children's physical health, emotional regulation and well-being. Children's engagement in learning and socialisation is enhanced through rest periods (Lollies et al., 2022). Ishmael's sleep needs are met within the centre environment to help him regulate his emotions as well as support his physical health as he develops his ability to explore, learn and relate with others.

National Quality Standard (NQS): Educational programs must be delivered in a way that responds to the individual needs of all children (Quality Area 1). This means realising how important it is to allow children time to rest and sleep as part of their daily routine. To have an educator (actually the child’s teacher) who modifies the program and the routine according to what is required for children like Ishmael.

Quality Area 2: Safety, health and well-being are of primary importance for children's best care. When children are provided with adequate rest times and hygiene maintenance, their physical safety and comfort can be ensured. Protecting the physical and emotional well-being of children by creating spaces where they can rest without pressure is the responsibility of educators.

Quality Area 6: The relationships that services build with families are respectful and supportive, and the relationships that families build with each other are also valuable. These relationships are two-way. When educators build strong partnerships with families, they are able to better meet the needs of the child. Moreover, families feel valued and important in the centre’s practices. By working together, parents and caregivers of the centre can match the care routines provided at home.
Supporting Research. (Reason)

Research, it seems, consistently shows that preschool-age children need to sleep about 10–13 hours in a 24-hour period for best development (National Sleep Foundation, 2015). Preschool centres are essential because they give children the best opportunities to support their learning and well-being. Children who do not sleep enough feel testier, pay less attention and learn more slowly.

Conclusion

In working collaboratively with the educators, responding sensitively to the parents and ensuring best practices are implemented as per EYLF and NQS, I would be able to ensure that Ishmael's well-being and learning needs are met with the family's circumstances. It's all about flexibility and partnership to get the best outcome for Ishmael and his family.

References

Butler. (2025, February 21). Understanding the EYLF Principles in Early Childhood Education and Care. Butler Diaries. https://butlerdiaries.com/blogs/blog/understanding-the-eylf-principles-in-early-childhood-education-and-care?srsltid=AfmBOoqoewlAkG7-xWxUgDh1Ys1fzHK_6YAwIv0k0UxJEhEjChCZZ9j9

EYLF. (2022). EYLF Learning Outcome 3. Interestforest.com.au. https://interestforest.com.au/eylf-learning-outcome-3
Lollies, F., Schnatschmidt, M., Bihlmeier, I., Genuneit, J., In-Albnon, T., Holtmann, M., Legenbauer, T., & Schlarb, A. A. (2022). Associations of sleep and emotion regulation processes in childhood and adolescence - a systematic review, report of methodological challenges and future directions. Sleep Science, 15(4). https://doi.org/10.5935/1984-0063.20220082

Quality Assurance and Regulatory Services, E. C. (2023, August 17). Tips to meet Quality Area 1 - Educational program and practice. Education.nsw.gov.au. https://education.nsw.gov.au/early-childhood-education/leadership/news/tips-to-meet-quality-area-1-educational-program-and-practice

Selmar. (2021, September 10). Building partnerships with families. Selmar Institute of Education. https://selmar.edu.au/building-partnerships-with-families/

Team, A. C. N. (2023, January 26). EYLF Outcome 1 - Children Have A Strong Sense Of Identity V2.0 - Aussie Childcare Network. Aussiechildcarenetwork.com.au. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-outcome-1-children-have-a-strong-sense-of-identity-v2-0
YouTube. (2025). Connecting with practice: Making salad. Youtube. https://youtu.be/sjon4rRQ_08