Australian Professional Standards for Teachers

Wrap around care supports learning


About this Illustration of Practice

In this classroom comprising 3–5 year olds, the teacher and assistants greet each child warmly and help them settle to a learning activity. The focus teacher interacts with several children as they engage in different tasks. One child is constructing a car out of boxes, another is working on a mathematics activity to record large numbers, and a third is matching cards with visual similarities and differences. The teacher demonstrates quiet patience, courtesy and responsiveness as she scaffolds learning and encourages persistence. She then meets with a child’s carer for the scheduled twelve-weekly review so that together they can plan for the child’s ongoing development.

Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.1
Support student participation
Career stage
Proficient
Descriptor
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Other descriptors
Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Proficient
Descriptor
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.7
Engage parents/ carers in the educative process
Career stage
Proficient
Descriptor
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.
  1. How can you develop deep, personal understanding about each child and their family circumstances to support learning?
  2. What everyday strategies could you employ to help a child to feel belonging and connection before they engage with learning?
  3. How can you build collaborative relationships with family members to better support children’s learning progress?
The setting provides sensitive 'wrap around' care for vulnerable children and families who encounter multiple disadvantages and who would not normally access a preschool program. Educators work with the same group of children over two years, building trust and holistic knowledge of each child and family’s needs. Every day, they greet arriving families and establish a close attachment with each child before encouraging the child to move into self-selected spaces where they can play quietly and interact with an educator. Educators meet with each child’s carer on a twelve-weekly basis to review the child's learning and development and to plan how home and the learning setting can work together to continue the child’s progress. Learners at the Centre work towards learning outcomes from approved early years learning frameworks.
Content provider
Organisation
Early Childhood Australia (ECA)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.