Body B Quality Framework

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Body B Quality
The definition of quality is the childcare settings is not a fixed and simple process but an on-going and evolving process. Moss (1994) suggested that the process to define quality has embedded the stakeholders’ values and beliefs, and it is subjective inherently. Accordingly, although the National Quality Framework (NQF) may offer benchmarks for childcare settings to achieve, every childcare service can have their own definition of quality and their methods to evaluate quality in the centre (Waniganayake et al., 2012). When I asked the director about her definition of quality early childhood education and care, she first highlighted that she regarded the NQF requirement as benchmarks, so the centre uses the NQF as a guide …show more content…
There are three rooms in this centre and each room has one ECT. For each position in the centre, there are job descriptions available for them to read to understand their role and responsibility, which include the Educational Leader. Drawing on the job description, there is a qualification requirement for the educational leader, which is to have a minimum qualification of a Diploma in childcare settings or Bachelor of Education degree. The Educational Leader has responsibilities to the other teachers including provide direction for them and guide them in curriculum planning and critical reflection, mentoring them in learning the EYLF and implementing the practices, facilitating the staff’s growth and development through providing professional support, ensuring teachers write records of all the …show more content…
This centre has developed a formal system of governance and made the governance information available and transparent which can be applied to the decision-making process in the centre (Waniganayake et al., 2012). The management structure and the role of the members of the Management Committee are displayed at the office door, which shows the lines of authority in making decisions. The director has the responsibility to act as an intermediary between staff and the Management Committee. This centre has rules for decision making. According to the centre’s rules, all staff members should try the idea after the decision is made, evaluate after the trial period, brainstorm all angles and look at the issue from different perspectives. If they have problems with a decision which has been made, they can discuss with the director. Although the Management Committee holds the power for making decisions that directly affect the children, distributive leadership is adopted in this centre where the director and the staff team can make decisions about urgent matters and lead the team by sharing their specific knowledge and understanding (Waniganayake et al.,
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