Data collection in Out of School Hours Care: What data looks like and how it informs programs and practice

EDUCATION AND CARE

Data collection in Out of School Hours Care: What data looks like and how it informs programs and practice

By Fi Stevenson, OSHC Co-ordinator and Alexandra Ibbotson, OSHC Assistant Co-ordinator

WHAT IS OSHC?

OSHC stands for Out of School Hours Care. This includes Before-School Care, After-School Care and Vacation Care. OSHC is also referred to as schoolage education and care. In an OSHC setting, educators work in collaboration with children to provide play and learning opportunities that are meaningful and support their wellbeing, learning, and development. OSHC aims to promote collaboration by simultaneously focusing on the needs and interests of each child. Children at OSHC have choice and control over their learning as they work in partnership with educators to extend and acquire life skills.

As children move from preschool to school, their world is expanding. Children’s learning in a school-aged care setting complements their Play-based learning: A context for learning through which children learning at home and school. At organise and make sense of their social OSHC, great importance is placed worlds, as they engage actively with on strengthening children’s interests, people, objects and representations. developing secure respectful and reciprocal relationships and providing opportunities for children to learn through play. Angela Xiong in Kindergarten (2019), with Educator Evie Charles

OUR CURRICULUM: NATIONAL QUALITY FRAMEWORK *

The Australian Children’s Education and Care Quality Authority developed the National Quality Framework that includes National Quality Standards. These standards set a national benchmark for the quality of education and care services and include seven quality areas. In each quality area, there are two or three standards. Under each standard are elements that describe the outcomes that contribute to the standard being achieved. The quality standards are also underpinned by regulatory standards. Services are assessed and rated by their regulatory authority against the National Quality Standards and given a rating for each of the seven quality areas and an overall rating based on these results. MY TIME OUR PLACE FRAMEWORK **

This framework was designed to be used by OSHC educators working in partnership with children, their families, the school community and the wider community. This framework is linked to the early years framework. It extends the practices and principles and outcomes to the age range of the children and young people that attend school-age care settings. The framework guides educators’ practice to provide children with opportunities that develop a foundation for future success in life and emphasis a sense of enjoyment.

*information from National Quality Framework **information from My Time Our Place framework

EDUCATION AND CARE

THE PROGRAM OF PLAY

At Pymble Ladies’ College OSHC, play is the medium by which all aspects of learning and development are facilitated. Learning that occurs in the context of play and the program we provide at OSHC is informed by the My Time Our Place framework. Our program is made up of a collection of planned activities, interactions, experiences, and routines but is not limited to these events. Catering for approximately 80 to 90 children each afternoon, our program also incorporates an array of spontaneous experiences. These planned and spontaneous activities are designed to support wellbeing and facilitate learning. Our approach to program decisionmaking welcomes, respects and draws on the voices, interests, experiences, backgrounds, and

Helping our gardens to grow with OSHC

Learning is generated through staff and children engaging in meaningful interactions and developing secure, reciprocal and respectful relationships that are achieved through planned and spontaneous activities.”

cultures of the children and families utilising our service. Our program reflects a strong commitment to meaningful, regular engagement with families and the community that promotes strong connections between each child’s diverse learning environments.

CHILDREN’S VOICES

Children’s voices underpin all aspects of our program. Child-directed learning promotes children’s agency by enabling them to make choices and decisions that influence events and their world. In order to develop a child-centred educational program, we draw on children’s interests, knowledge, ability, ideas and culture. The child-directed play and learning that occurs at OSHC is evident to any visitor to the Centre. They will see the children leading their learning through exploring, experimenting, investigating and being creative in ways they initiate and control. By observing and actively seeking out the views, perspectives, and voices of the children, educators are able to develop a program that is child-centred. To enhance the children’s learning, our program also draws inspiration from geographical, cultural and community contexts.

EDUCATION AND CARE

The program GUIDING EDUCATORS’ and activities REVISION OF PRACTICE are generated from the child’s OSHC educators, under the particular interests. guidance of the educational This direct leader, contribute their daily involvement observations from each encourages activity to our observation children to be and reflection sheet. These confident and selfobservations are used to directed learners.” inform the next stages of the play cycle, possible lines of development and new activity lines. Using observation and reflection sheets enables us to learn from everyday experiences. Our reflective practice is about learning from ordinary and interesting situations and from the issues and problems that are part of our daily experiences. It is a critical examination of not only what happened, but why. For example, an educator may reflect on the original objectives and expected outcomes of a plan and consider how they evolved. Observing what they have noticed, seen and heard throughout morning and afternoon sessions is a vital skill for the educators. Our observations are important as they can provide insight into the children’s social and emotional connections, as well as their fine and gross motor skills. By sharing details of the children’s behaviours, actions, and interactions with each other, the team is better able to plan and program for the children.

THE PLANNING CYCLE

The planning cycle process includes observation, analysing learning, documentation, planning, implementation and reflection. This ongoing process is used by educators, with support from the educational leader and in partnership with families and other professionals, to design programs that enhance and extend each child’s learning and development. Children: We look at what interests the children, their current knowledge (what they know, what they don’t know, and what they would like to know), their abilities and strengths, and what and who influences them, their

Children

Revision of practice

Feedback

THE PLANNING CYCLE

Program Development

Practice

Modifications

Program Development: Our program is child-centred and developed following the National Quality Framework and guided by My Time Our Place framework. We endeavour to provide opportunities for the children to extend and enhance their learning. Practice: The practice is the program in action. It is comprised of creating experiences and activities that are child-centred and that encourage positive and diverse interactions. Another key aspect of successful practice is backgrounds, culture, and community.

continuity and routines. Modifications: Modifications are made before and during the practice. Modifications that are made beforehand usually relate to the physical environment, such as changes in the weather, or being unable to use a certain space. During the practice, modifications are often made by the children or educators. The children regularly like to experiment and explore, thus extending and following their own interests at that time. The educators may modify an activity so it better suits the children participating, to follow children’s ideas or suggestions, or to provide more opportunities for each child.

The Educators are focused and engaged with each child throughout the learning process. This is achieved through intentional teaching, scaffolding, reflective practice and child-initiated outcomes. High staff-to-child ratios allow time for interaction with children and development of programs that reflect the interests and well-being of all children, families and communities.”

EDUCATION AND CARE

Feedback: Feedback from the educators comes in the form of our observation and reflection sheets. These sheets are completed daily and ask the educators to look at and critically reflect on what worked and what did not work during the afternoon, as well as to document any relevant observations from that period. Children’s feedback is often received verbally and occasionally nonverbally (such as thumbs up, down or in the middle) and educators document this feedback on their observation and reflection sheets. Feedback from families and community members can also be gained via email.

Lia showing interest in bug catching

Introduction of wildlife Wednesday

Children wanted more time looking for bugs/at

THE PLANNING CYCLE

the farm

in action – Lia with bugs

More children participated/took catcher to the farm

Include bug catching in afternoon program

Bug catching

Revision of practice: Using the observation and reflection sheets the Educational Leader will revise the program and the practice. They determine whether we should do this activity again and how to extend this activity, such as including possible lines of development.

LEARNING THROUGH PLAY – AUSTRALIA TERM

During the nine weeks of Term 2 2019, our program had an underlying focus on Australia. We incoporated games, craft, dance, reserch and books that would help the children learn and develop their understanding of Australia into our weekly programs.

Intentional teaching: National Quality Areas

1.1 The educational program enhances each child’s learning and development and 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

From this

I developed activities that would provide opportunities for the girls to learn through play about Australia.

One of the most popular games that we made was Australian Bingo. The girls had to cover Australian themed images and the first to cover them all was the winner. The girls adapted this game to suit their needs by adding challenges like having to cover a diagonal line or to go around the outside rather than the whole board. 5.1.10 We participate in play opportunities that

promote social interaction with each other.

For the first two weeks we looked at Australia as a whole and following this, each week we looked at a different state or territory, with activities specific to that state or territory.

The Junior School girls relished the opportunity to use the iPads to look up information on each state and territory. The Year 5 and 6 girls then worked together to make fact sheets with the information on their laptops, which were displayed around the map of Australia that Years 3 and 4 made with Veronique, our Junior Educator.

2.1.4 We broaden our understanding of the world in which we live and 5.3 Children collaborate with others, express ideas and make meaning using a range of media.

Amari in Year 1 enjoyed learning about Western Australia this week. She used bright oranges, yellow and pink watercolours to make a sunset over the ocean. Anika in Year 2 used the iPad to look up images of central Australia. She then, with the help of her friends, enjoyed making a diorama of the Northern Territory. The children collected sand and small rocks from the Riverbed and made cacti and animals out of the free craft supplies.

This program stemmed from a conversation I had with one of the children. She was going to the Gold Coast for the holidays and was very excited, but she did not know that the Gold Coast was located in Queensland. Some of the other younger girls also needed guidance in knowing what state we were in.”

Throughout the term the girls continually modified the program, made suggestions and developed their ways of doing and being.

2.4.3 We participate with others to solve problems and contribute to group outcomes.

Partnerships. Riley in Year 1 enjoyed making koala masks. She made one for herself, one for her mum and one for her dad. Meanwhile the Junior School girls enjoyed making imprints of gum leaves on clay and painting them the following week. The girls also made Australian fauna and flora out of airdry clay with Evie, as well as testing their fine motor skills when doing challenging colouring-in sheets. However, the highlight was The Junior School girls, with the Issy and Shakira spent the last four

starting to make our Australian flag out of mosaic tiles. Following the completion of the Australian flag, the girls also made the Aboriginal and Torres Strait Islander flags.

NQA 5.2.1 Children are supported to collaborate, learn from and help each other.

During National Reconciliation Week (27 May to 3 June 2019) the girls worked with Joss to make a reconciliation tree. The leaves on the tree were made from cut outs of the girls’ handprints with words they had chosen. Written on them was “we are one”, “thank you” and “sorry”. This activity was thought provoking and the girls asked many questions. It was encouraging to see them show interest and start to cultivate an

EDUCATION AND CARE

Learning through play. 1.4.5 We 2.2.1 We use opportunities to express a wide range of emotions, develop understandings about thoughts and views constructively; the diversity of culture, heritage, 5.2.5 we recognise and engage background and tradition. with written and oral culturally Respect for diversity.

constructed texts. Connecting with our Dance Day, understanding of Australia’s history.

help of Year 12 2019 Graduates and Wednesdays of Term 2 2019 teaching Junior Educators, Shakira Tyson and the girls a traditional Indigenous Issy Docker, used the iPads to look dance. The dance is handed down up different words of from one generation to the next. welcome and greetings used by different Indigenous Australian communities. 2.4.7 We appreciate social, cultural linguistic and religious diversity. Following this feedback, we incorporated some new activities into our program 1.3.7 We develop our social and cultural heritage through engagement with elders and community members. Each week more and more of the After-School Care girls Issy and Shakira and modified old participated. It was shared with the girls activities to suit this lovely to see the girls the greeting and terms project.” who had learnt the welcome words used dance teach their peers. in their communities.

Key: MTOP outcomes, MTOP practices and principles, National Quality Areas

Shakira Tyson, Junior Educator and Year 12 (2019) student with Ella Gao Year 3 (2019)

Feedback from the girls was positive, with some questions about Australia’s history. Issy and Shakira suggested that they would be happy to share some of their culture with the girls’ through art and dance.

EDUCATION AND CARE

Emily Boyd – Preparatory School teacher, former OSHC educator

“My desire to work with children began when I worked in Pymble’s Out of School Hours Care (OSHC) program. The four years that I spent working in this program played a large role in shaping my educational philosophy and teaching practices. My goal in teaching is to enhance and teach the whole child – the cognitive, emotional and behavioural elements of the student. Children require a secure, caring and stimulating atmosphere in which to grow and mature in all aspects. This prepared me for the realistic happenings and challenges that would be faced each day within the classroom. It taught me that there are numerous ways to engage, excite and involve students in their learning. A key approach, particularly in the Preparatory years, is via play-based learning. Creating authentic learning experiences in which the students can make sense of their social worlds while learning new concepts in an interactive play dynamic. The skills that I developed while working in OSHC cemented my beliefs that working with Primary-aged children is my passion and confirmed my beliefs that educators, whether they be teachers or OSHC workers, are instrumental in developing the lives of our young people.”

Cassie Melrose – Preparatory School teacher, former OSHC educator

“I joined the OSHC team in 2010 when I was studying a Psychology degree at Macquarie University. During my four years at the Centre, I decided to further my studies and become a Primary teacher, as I had found a love for educating children during my time there. Working at the Centre while studying education was extremely beneficial, as I could practise the skills I was learning in an environment that was similar to a classroom.

Fi and her team are child-centred in the way they program their activities. There is an abundance of choice for the girls, allowing them to make, create, design, play, move or unwind. Being able to cater for all types of students’ needs during my time at OSHC was a valuable skill that I acquired and have used daily in my teaching. Observing and listening to the various ways in which children learn, and being able to identify their skills, is essential to providing differentiated learning, which as we know, is a pillar of a quality education.”

Evie Charles – Junior School teacher, former OSHC educator

“Throughout my four years at OSHC, I was able to develop safe, secure and consistent relationships with all the girls. Establishing rapport with Primaryaged girls has assisted me with fostering their wellbeing and resilience. Additionally, play-based experiences were a teaching tool that underpinned all learning. By having a greater knowledge of the key components of the play cycle, I have come to understand how vital play is for a child’s learning. In 2019, I had the opportunity to plan and program a Kindergarten induction for the summer holidays at OSHC. Using common activities enjoyed by Kindergarten girls in previous years, I was able to gather data to inform the play-based experiences necessary for the girls to have a positive experience at Pymble before even starting school. Through discussions, whiteboard suggestions and surveys, the girls were able to provide valuable feedback on what activities interested them during an afternoon at OSHC. The child-centred programming allowed each individual girl to feel a sense of ownership over their learning. This translates seamlessly to the classroom setting.”

Mandy Sun – OSHC staff member, Pymble ex-student, studying Bachelor of Arts and Secondary Education

“OSHC has taught me about the importance of child-centred programming and data collection. It not only benefits the children’s experience and learning but helps me develop my practice and skills. The collaborative approach and communication utilised in OSHC has helped shape my practice and interaction with the children.

The observation reflection sheets I complete after each afternoon with the children have helped me identify my strengths and weaknesses. I can collect data about the various experiences of educators I converse with, and then apply that to improve my practice and skills in the following week. Facilitating conversations with the girls to understand their interests and experiences during the school day helps me build a connection and a sense of trust so they are able to comfortably tell me what is working and what is not. Observing different behaviours and interactions helps me better understand each girl and how I can best communicate and engage her in different activities. Collecting data is essential to create stronger, more meaningful and more positive learning and play experiences.”

OSHC ORGANISATION CHART:

Co-ordinator / Director

Assistant Co-ordinator Educational Leader

Administration staff Full time Educators

Casual Supervisor

Casual Educator

Junior Educators

Volunteers / Duke of Edinburgh students Part time permanent

EDUCATION AND CARE

CONCLUSION

OSHC is open 49 weeks of the year and the educators would like to extend an open invitation to welcome staff and parents to spend time in the Pymble Ladies’ College OSHC Centre. We can guarantee you an excellent opportunity to rediscover play and witness firsthand the learning that is occurring. Our child-centred programming informs the entire approach at OSHC. This is an intensely creative process and one that has firm child-centred outcomes in creativity, wellbeing and learning through play. Reflective practice guides our educators in their task of gathering information (data) from different perspectives to gain insights that support, inform and enrich our decisionmaking about each child’s learning and our program. By providing time in our program for uninterrupted and unstructured play opportunities, the children have time to develop problem solving strategies and creativity that enhance their academic abilities and reduces stress and anxiety. Combining this with structured activities that are built on children’s interests and ideas, we see an increase in wellbeing, autonomy, teamwork and resilience.

Collaboration: involves working together co-operatively towards common goals. Collaboration is achieved through information sharing, joint planning and the development of common understandings and objectives.

Critical Reflection: reflective practices that focus on implications for equity and social justice. It involves examining and analysing events, experiences and practices from a range of perspectives to inform future planning and decision-making.

Child-directed: Child-directed play and learning occurs when children lead their learning through exploring, experimenting, investigating and being creative in ways that they initiate and control. Child-directed learning promotes children’s agency by enabling them to make choices and decisions that influence events and their world.