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SITUATIONAL ANALYSIS

Information What does this information mean? Future directions for my professional experience (what
(Analysis) do I need to do?)
Community and families
 Local community is diverse with mainly  As there is a range of languages within  Use interpreters to translate and assist in improving and
English, Australian, Chinese, Lebanese and the community, the setting needs to extending family and community communication.
Korean families. English, Australian and consider how it will communicate  Provide visual displays- posters, photos etc. to
Chinese are the most common ancestries effectively with families and the communicate aspects of the program to families and
which made up to 15.8%, 15.6% and 13% community. community members.
accordingly (Australian Bureau of Statistics,  As there is a range of languages,  As there are families in the setting who are from diverse
2016). cultures and beliefs within the cultural backgrounds. Interview families about
 Common languages other than English community and families, the setting important practices, values and beliefs with their
spoken in the community are Arabic, should explore ways of including these families.
Mandarin, Korean and Cantonese, while in the program.  Include diverse cultural practices and lifestyles of
there is an emerging language of Hindi.  As there is a diverse community, the families within the total program in collaboration with
47.3% of the households speak a non- setting should draw on families to assist staff and families.
English language in the community in developing a program that reflects  Encourage interested families to share aspects of their
(ABS.2016). diversity and social justice issues. gamily culture with the children.
 Families using the centre are from  As there are currently families from  Include the diverse languages of families and the local
Australian, English, Chinese, Korean, Indian Aboriginal and Torres Strait Islander community in the centre, e.g. by including menus from
and Lebanese backgrounds. backgrounds enrolled, the setting should local restaurants, photographs of shop signs and posters.
 Most of the families’ nationalities are investigate ways of encouraging  Make connections with Aboriginal and Torres Strait
Australian and Chinese. connections with families in the Islander community organisations and groups.
 Some families speak their first language at community.  Explore practices that would appropriately reflect
home.  As the local environment is an Aboriginal and Torres Strait Islander culture within the
 Aboriginal and Torres Strait Islander people established residential area, and the setting.
made up to 0.3% of the population in centre is close to some local parks and  Organise brief informal family meetings that are social
Oatlands, while that made up to 2.8% of the library, the setting should take this into and informative, and fit in with parents’ working days.
population of Australia (ABS, 2016). account when preparing the program  Implement a balance of outdoor and indoor experiences.
 There are families of Aboriginal and Torres and planning the environment.  Implement more excursions to the local parks and
Strait Islander backgrounds currently  As most of the families are working, the library. And encourage families to participate.
enrolled in the setting. setting needs to take this into account  Gather feedback from families as to most effective
 Local community is predominantly middle to when planning any family participation forms of communication including use of technology
high- economic status. With 37.2% of the and in providing a relevant service to through email, Facebook and SMS texting.
households earn a high income- more than them.
$2,500 per week (City of Parramatta  As communication methods are
Council, 2016). dominated by written text, the
 There are mostly two-parent families with effectiveness of those need to be
both parents working (dad fulltime, mom evaluated.
parttime)
 Local community is an established
residential area.
 Local shops are located approximately 2
kilometres from the service. There are mini-
supermarkets, supermarket chains,
restaurants, cafés and takeaway food stores
representing the local cultures.
 There are several local parks approximately
2 kilometres away from the service
 Most families live close to the centre.
 Most families support and participate in the
centre.
 The communication method mainly used
with families is via Story Park, where they
share learning experiences, documentations,
news and so forth.
Information What does this information mean? Future directions for my professional experience (what
(Analysis) do I need to do?)
Centre
 Open 7:30a.m. to 6:00p.m.  As the setting is privately owned, it  Encourage families to donate resources that are not
 The service is privately owned. should contact the organization or being used at home (books, puzzles etc.) to facilitate
 The Centre is licenced for 42 children, and council to explore the resources that can children’s learning as the resources are limited in a
the number of children coming daily is 42 support the service. private owned setting.
with varying numbers in both room..  As the setting and organization was  Undertake yearly survey of community needs with the
 The setting is on the parramatta council area, built to suit the needs of the community, support of council.
and is located next to carlingford, north staff and management should constantly  Explore different ways to involve children and families
rocks, telopea. investigate current community needs in documenting children’s learning.
 Human resources: and how contemporary curriculum  Provide staff with support to evaluate the program and
- One owner, the educational leader. approaches might be implemented investigate how Early Years Learning Framework
-One director, also the nominated supervisor. within the setting. and/or continuums (Eclipse/ K-2 literacy/First Step)
-Two staff members with ECT qualification  As there is a range of experience, might be reflected further in the setting philosophy and
-six diploma staff members training, skills, strengths, cultures and practice.
-Two staff members with Certificate 3
languages within the staff, the centre  Promote staff professional learning in the area of new
can make use of these throughout the approaches to planning with professional reading,
-Two staff members studying towards program. networking with other settings, sharing skills and
certificate 3  As part of the team members are knowledge among staff.
 Material resources: continuing education, current  Utilise staff skills and languages more effectively within
-Purpose-built centre. knowledge from these studies could be the setting. Using different languages to communicate
-Decent and appealing outdoor area shared and investigated with other team with children and families by staff from different
-Artificial lawn, trees, decent sandpit, small member within the service to provide backgrounds to gather more information of the families
garden. quality care and education. and form positive relationships.
-built cubby house and gross motor area.  As there is a range of resources within  Evaluate the current use of resources, including wastage
-a range of play equipment and consumable the setting, staff should evaluate the use of any resources and recycling possibilities.
resources. of these resources, and how the issue of  Evaluate resources- books, music instruments, and dress
 Setting philosophy revised in 2018 (revised environmental awareness and up costumes. (cultural diversity-wise)
yearly) sustainability may affect this area.  Landscape outdoor area and resources and make plan to
 Currently rated as meeting quality standards  As staff currently plan separately, the use it more effectively.
of National Quality Framework. Exceeding effectiveness of the approach should be  Investigate the duration of time possible for staff to
in Quality Area two and six. (year 2016) investigated. discuss and plan for the curriculum as to have a stronger
 Planning:  As the children are grouped in two age- team work and clear direction among all staff.
-children age-grouped (0-3, 3-5) related groupings, staff need to explore  Provide learning opportunity for staff to gain knowledge
-staff working in set groups most of the time how the building may be more of different developmental theories and approach for
effectively used to meet the needs and children’s learning.
except during break whereas staff float
between rooms to maintain ratio. Each room challenges of different children.  Gather feedback from staff and families on the
documents and plans individually with possibility of using a combination of family or mixed
particular groups of children. grouping, same language and interest-based groups.
-Developmental approach to planning and
documentation, and children’s interest
focused planning currently used.

Information What does this information mean? Future directions for my professional experience (what
(Analysis) do I need to do?)
Children
 42 attendance on one day)  As there is a range of ages, cultural  Encourage staff, children and families to use their
- Children are from diverse backgrounds, languages, religious home languages within the program.
background (e.g. Korean, Chinese, and family’s structures. The  Provide information to families on the importance
Indian, English, Australian). program has to be reflective on this of maintenance of children’s home language and
Majority of the children are of diversity in different program the development if literacy in the home language.
Australian, Chinses and Indian. elements, such as routines,  Develop strategies to include and support the needs
 Age Group: planning, experiences and and beliefs of families with different cultural and
Toddlers room (0-3 years old) grouping. religious backgrounds.
Preschool room (3-5 years old)  As the children have different life  Include strategies to support the transition to school
experiences and family process, e.g. visits to local schools and support
 Experiences and interests: backgrounds, these have to be social and emotional skills.
Children have access to TV, IPad, supported and reflected within the  Include print in children’s home languages, e.g.
computer and internet. Children like program. restaurant menus, posters, traffic signs and
popular culture TV shows such as paw  As there is a number of children magazines.
patrol. And characters from the shows transitioning to school in the  Observe and analyse children’s play and
mentioned are often part of children’s following year, this needs to be interactions for examples of gendered roles and
play. taken into account when developing children’s exercise of power.
 Many children exhibit gendered roles in the program.  Intervene to challenge gender stereotypes and
their play and interactions.  As many children are interested in unequal power relations.
popular media culture, ways of  Use children’s favourite shows in children’s home
including children’s favourite languages to introduce children those languages.
programs, characters and music in
the program could be investigated.
 As many children exhibit gender
bias, this needs to be addressed in
the setting’s program.
References

Australian Bureau of Statistics (ABS). (2016). Census QuickStats, Oatlands (NSW). Retrieved from

http://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/SSC10847

The City of Parramatta Council (2016). 2016 Economic Summary Report. Retrieved from https://www.cityofparramatta.nsw.gov.au/

The City of Parramatta Council (2016). My Neighborhood. Retrieved from https://www.cityofparramatta.nsw.gov.au/

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