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Interim Practicum Summary: think as a placement student and i am writing this report on following issues happening in the early childhood centre Internship Report Service Name: Futuro Childcare and Education Location: 135 Kelly Street, Austral, NSW Report Prepared By: Samiksha Sharma Date:18/05/2025 1. Provide a brief overview of the issues within your service Service Philosophy and Vision: Briefly state the service’s philosophy and how it aligns with the changes being proposed. Futuro Early Learning Centre, dedicated to giving children the quality care environment where they can develop their learning and reach their full potential. This centre believes in creating safe, loving, and nurturing environment where children feel safe, secure ,respected and valued. This centre is Reggio Emilia inspired approach, which sees children as capable, creative, and full of potential with rights.The centre work as a collaborative partnership with families, respecting all backgrounds, value our educators and believe a strong, supportive team creates the best environment for children also build meaningful connections within our community while teaching children to care for the environment through sustainable practices. The philosophy supports the need for proposed changes that promote a more inclusive,safe and engaging environment for the children, families, and educators.There are some issues I have observed in the centre. I believe that these identified issues can be addressed through the positive collaboration. Current Challenges identify challenges or area of growth that prompted for change 1.Staffing Issue – Inadequate indoor and outdoor supervision During my placement, I observed the issue about the supervision in both indoor and outdoor environments. In the preschool room, children were sent to the to the toilet and handwashing area without proper educator supervision which may cause incidents also unsafe behaviour. Similarly, during outdoor playtime in the share outdoor play area, I noticed that in the sandpit area some children were snatching toys and throwing sand to each other, but educators were not showing active supervision and not engaging with the children to guide safe and respectful play. 2.Inclusion Issues – Supporting the inclusion of a child and family Non-English background child and family I have got change to visit the toddler room where I found the one child who is from spanish background chid B. As I observe in the room child was playing alone, I got the chance to know more about the child and family from the one of the educators in the room as they said they both parents were from non-English background as they come to pick up the child this is hard to talk for the educator as well as parents to understand much about the child’s day in the centre. Where the child and family can feel left out in the programme, misunderstood the conversation if there is not enough support for the child and family. 3.Program change in preschool Room Sleep /rest time Engagement issue As I notice in the preschool room only some of the children sleep during the sleep and rest time other children left with no planned activities as they come to the slept children and disturbing them. They feel bored and unsettled which make the gap in engagement and learning opportunities which is not supporting for their learning needs. External Influences: Early Learning Framework(EYLF) and National Quality Standards(NQS) These documents emphasize that children’s safety , importance for the adequate supervision to the children in safe environments, inclusive practice and meaningful engagement .These external framework guide centres to improve their practices to ensure children’s wellbeing and support family effectively, support the need for inclusive practices Challenges such as inadequate supervision, communication barriers with non-English speaking families and child, lack of structured rest time activities highlight the need for improvement to meet the quality standards. “The identified issues align with NQS Quality Area 2.2.1, which emphasises the need for adequate supervision to ensure children’s safety. Additionally, Quality Area 6.2.2 supports the inclusion and participation of all families, particularly those from non-English speaking backgrounds. Quality Area 1.2.1 highlights the importance of intentional teaching during rest time to ensure continuous engagement and learning.” To address the issue of inadequate supervision, I will begin by identifying high-risk areas such as the bathroom and sandpit and share supervision posters with the team as visual reminders to promote consistent and active supervision. For the inclusion issue involving child B and their Spanish-speaking family, I will collaborate with the family to learn basic Spanish words and create visual communication cards to support language development and help the child feel included. To resolve the rest time engagement problem, I will set up quiet activities for non-sleepers, such as drawing, puzzles, or yoga, and observe their engagement levels to adjust the activities according to their interests. These targeted actions aim to create a safer, more inclusive, and engaging learning environment for all children. 4o 2. Outline the specific steps driving the change. Short-term Steps: For issues 1 – supervision Have a discussion with the room leader and other educators about the identified issues in respectful way, offer to supervise high risk areas indoor in bathroom and outdoor sandpit area. For issues 2 – inclusion Use of simple language and visual aids when talking to the family also learn basic Spanish greetings to make the family and child feel welcome in the environment. Use online translation tool or apps to support communication For issues 3 -Rest time engagement Set up quiet play space away from sleeping area and introduce quiet, independent activities like, drawings, puzzle, yoga. Long-term Steps: For issues 1 Establish consistent supervision routines for all transition and play areas and Print and display supervision poster as visuals reminders. Include supervision responsibilities in daily programming and staff roles. For issue 2 Plan a culturally responsive learning space that displays cultural languages, learn few Spanish words, and include visuals cues in teaching practice, work collaboratively with families for creating inclusive learning environments. For issue 3 Develop a flexible rest time program which consider each child’s needs Include rest time planning in the daily curriculum to ensure engagement and learning. 3. Describe the proposed changes in detail, including strategies and actions to achieve these changes. Action Plan: Issue 1 Identify high risk area and share supervision poster with the team. Issue 2 Collaborate with families to learn some Spanish words and create a visual card to support child B language development. Issue 3 Set up the activity for children during rest time for non-sleepers, Observe and adjust activities based on children’s interest and engagement. Strategies for Involvement: Discuss the proposed changes in team meeting and ask feedback. Conduct family meetings or survey to understand children’s home routines their needs. Include family suggestion when planning inclusive activities. 4. Detail how you plan to involve and engage key stakeholders: Staff Involvement: How will you foster collaboration and support from the teaching team? Encourage open communication during team meetings. Foster a positive and supportive team environment that values collaboration and shared responsibility. Discuss the rest time challenges and share strategies for managing mixed routines Family and Community Engagement: Share information with families about routines and how they support learning. Ask families about their child’s rest need and preferences. Include cultural knowledge in planning learning experience. External Partnerships No currently planned 5. Discuss how the progress of the leadership initiative will be monitored and evaluated. Success Indicators: What metrics or benchmarks will be used to measure success (e.g., quality improvement, child outcomes, staff feedback, parent satisfaction)? Fewer incidents related to supervision in indoor and outdoor high-risk area. increased family satisfaction measured through survey and feedback Improved child engagement during rest time Positive staff feedback and teamwork. Evaluation Methods Regular observation, surveys and informal interviews with families and staff, Team meetings to discuss progress and challenges. Timeline for Evaluation: Evaluation take place within 2 to 3 weeks. Share progress and outcomes through staff meeting and communication tool. 6. Identify potential challenges or risks that could affect the success of the leadership initiative. Challenges: What barriers might arise during the implementation of change (e.g., resistance to change, resource limitations, time constraints)? Refusal from staff due to busy schedules and lack of enthusiasm to change Communication difficulties with families who speak different languages.Lack of resources Risk Strategies: How will these challenges be addressed or mitigated? Clearly explain the purpose and benefits of changes, offer staff support and involve them in decision making. Use translation app and visual aids to improve family communication. by following these issues make a internship report on this topic a) Professional Issue , identify 3 Early Childhood/Professional issues and a Quality Improvement Plan. The following issues should be considered: Staffing Issues Supporting the inclusion of a child and family Program change in your teaching room Explain the significance of the issues or items What action is required for each issue? What references or documents were used in arriving at the above actions? Who are the stakeholders and how have they been consulted? b) Leadership report. Discuss the effectiveness of the implementation, any challenges faced and reflections on effectiveness of the action plans. c) Reflections on practice.

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