MY TIME, OUR PLACE - FRAMEWORK FOR SCHOOL AGE CARE IN AUSTRALIA
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My Time, Our Place
Framework for School
Age Care in Australia
Contents
Introduction: 3
A VISION FOR CHILDREN’S LEARNING THROUGH PLAY & LEISURE 5
PRINCIPLES 10
PRACTICE 13
OUTCOMES FOR CHILDREN 18
Outcome 1: Children have a strong sense of identity 19
Children feel safe, secure and supported
Children develop their autonomy, inter-dependence, resilience and sense of agency
Children develop knowledgeable and confident self identities
Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world 24
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights
and responsibilities necessary for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing 29
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Outcome 4: Children are confident and involved learners 32
Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflexivity
Children use a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating
Children transfer and adapt what they have learned from one context to another
Children resource their own learning through connecting with people, place, technologies and natural
and processed materials
Outcome 5: Children are effective communicators 37
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children collaborate with others, express ideas and make meaning using a range of media
and communication technologies
GLOSSARY OF TERMS 41
BIBLIOGRAPHY 43
MY TIME, OUR PLACE Framework for School Age Care in Australia 1
Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. © Commonwealth of Australia 2011 ISBN 978-0-642-78069-0 [Print] ISBN 978-0-642-78070-6 [PDF] ISBN 978-0-642-78071-3 [RTF] This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca
Introduction
A new vision for Australia Educators guided by the Framework will reinforce
in their daily practice the principles laid out in the
The Council of Australian Governments has
United Nations Convention on the Rights of the
developed My Time, Our Place – Framework for School
Child (the Convention). The Convention states
Age Care in Australia (The Framework) to assist
that all children have the right to relax and play,
educators to provide children with opportunities
and to join in a wide range of cultural, artistic and
to maximise their potential and develop a foundation
other recreational activities. The Convention also
for future success in life. In this way, the Framework
recognises children’s rights to be active participants
will contribute to realising the Council of Australian
in all matters affecting their lives and respects their
Governments vision that:
family, cultural and other identities and languages.
“All children have the best start in life to create
The Framework acknowledges the importance
a better future for themselves and for the nation.” 1
of play and leisure in children’s learning and
The Framework has been designed for use by development and that their learning is not limited to
school age care educators working in partnership any particular time or place. Developing life skills and
with children, their families and the community, a sense of enjoyment are emphasised. The Framework
including schools. It represents Australia’s first recognises the importance of social and emotional
national framework for school age care to be used development and communication in learning through
by school age care educators, and aims to extend and play and leisure, and it forms the foundation for
enrich children’s wellbeing and development in school ensuring that children in all school age care settings
age care settings. engage in quality experiences for rich learning,
personal development and citizenship opportunities 4.
This Framework is linked to the Early Years Learning
Framework 2 which focuses on children from birth
to five years. It extends the principles, practices
Children in school age care settings
and outcomes to the contexts and age range of the
are challenged to be curious about
children and young people who attend school age
what is of interest to them while at the
care settings. Further, the National Quality Standard
same time developing self-identity and
for Early Childhood Education and Care and School
social competencies.
Age Care 3 supports the implementation of this
national framework by ensuring that necessary (adapted from Stig Lund, Danish National Federation of
environments, facilities, staffing arrangements, Early Childhood Teachers and Youth Educators and Nordic
Teachers Council)
resources and management structures are in place.
1. On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education,
Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians.
2. Australian Government Department of Education Employment and Workplace Relations (2009). Belonging, Being & Becoming: Early Years
Learning Framework for Australia. Canberra. Commonwealth of Australia.
3 Australian Government Department of Education Employment and Workplace Relations (2009). National Quality Standard for Early
Childhood Education and Care and School Age Care. Canberra. Commonwealth of Australia
4 Investing in the Early Years - a National Early Childhood Development Strategy, Council of Australian Governments
MY TIME, OUR PLACE Framework for School Age Care in Australia 3
The Framework draws on conclusive international
evidence that children learn and develop the skills Educators:
and behaviours required for active citizenship in a the term used to refer to practitioners
wide range of settings. It has been developed with
whose primary function in Australian school
input from children, families, the school age care
sector, academics and the Australian and State and age care settings (before and after school
Territory Governments. and vacation care) is to plan and implement
programs that support children’s wellbeing,
More broadly, the Framework supports Goal 2 of the
development and learning.
Melbourne Declaration on Education Goals for Young
Australians 5, that:
All young Australians become:
Meaningful play and leisure:
• Successful learners
a context for learning through which children
• Confident and creative individuals
organise and make sense of their social
• Active and informed citizens. worlds, as they engage actively with people,
The Melbourne Declaration also commits to objects, ideas and the environment.
improved outcomes for Aboriginal and Torres Strait
Islander young people.
5 ib.i
4 MY TIME, OUR PLACE Framework for School Age Care in Australia
A VISION FOR CHILDREN’S LEARNING
THROUGH PLAY AND LEISURE
My Time, Our Place to the My Time, Our Place – Framework for School
Age Care in Australia.
In school age care settings educators collaborate
with children to provide play and leisure • Experiencing belonging – knowing where and with
opportunities that are meaningful to children and whom you belong – is integral to human existence.
support their wellbeing, learning and development. In school age care, and throughout life, relationships
School age care settings pay attention to the needs are crucial to a sense of belonging. Children belong
and interests of individual children within a context first to a family, a cultural group, a neighbourhood
that promotes collaboration and active citizenship. and a wider community. Belonging acknowledges
Children in school age care settings have choice children’s interdependence with others and the
and control over their learning as they collaborate basis of relationships in defining identities. Belonging
with educators to extend their life skills and develop is central to being and becoming in that it shapes
dispositions towards citizenship. who children are and who they can become.
From before birth children are connected to • Childhood is a time to be, to seek and make
family, community, culture and place. Their earliest meaning of the world. Being recognises the
development and learning takes place through these significance of the here and now in children’s
relationships, particularly within families, who are lives. It is about the present and them knowing
children’s first and most influential educators. themselves, building and maintaining relationships
As children participate in everyday life, they develop with others, engaging with life’s joys and
interests and construct their own identities and complexities, and meeting challenges in everyday
understandings of the world. As children transition life. During the school age years children develop
to school their social worlds expand to include a their interests and explore possibilities. School
wider range of relationships particularly with children age care settings give children time and place to
of a similar age. Children’s learning in school age care collaborate with educators to organise activities
settings complements their learning at home and and opportunities meaningful to them.
at school. In school age care settings there is great • Children’s identities, knowledge, understandings,
importance placed on relationships and developing capacities, skills and relationships change during
and strengthening children’s talents and interests. childhood. They are shaped by many different
Children learn to know, to do, to be, to live together events and circumstances. Becoming acknowledges
and to transform oneself and society 6 (UNESCO). children’s ongoing learning and development.
It emphasises learning to participate fully and
All children experience meaningful and actively in society.
joyful learning, enriching their childhood.
The view of children’s lives as characterised by
belonging, being and becoming that underpins the
Early Years Learning Framework is fundamental
6. United Nations Educational, Scientific and Cultural Organization (UNESCO), Five Pillars of Learning, http://www.unesco.org/new/en/
education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/five-
pillars-of-learning/
MY TIME, OUR PLACE Framework for School Age Care in Australia 5
The Framework conveys high expectations for all ELEMENTS OF THE FRAMEWORK
children’s play and leisure activities in school age care
The Framework puts children’s wellbeing
settings. It communicates these expectations through
and learning at the core and comprises three
the following five Outcomes:
inter-related elements: Principles, Practice and
• Children have a strong sense of identity Outcomes (see Figure 1). All three elements are
• Children are connected with and contribute fundamental to pedagogy and program decision-
to their world making in school age care. A school age care program
• Children have a strong sense of wellbeing encompass all the interactions, experiences, routines
and events, planned and unplanned, which occur in
• Children are confident and involved learners
an environment designed to support wellbeing and
• Children are effective communicators. foster children’s learning and development.
The Framework provides broad direction for school The emphasis in the Framework is on the planned
age care educators in settings to facilitate children’s or intentional aspects of the program which includes
play, leisure and learning. supporting spontaneous play and leisure experiences
It guides educators in their program decision-making initiated by children.
and assists in planning, implementing and evaluating Children are receptive to a wide range of
quality in school age care settings. It also underpins the experiences. What is included or excluded from
implementation of more specific experiences relevant the program affects how children learn, develop
to each local community and school age care setting. and understand the world.
The Framework is designed to inspire conversations, Working in collaboration with children and in
improve communication and provide a common partnership with families, educators use the
language about children’s play, leisure and learning Outcomes to guide their planning for children’s
among children themselves, their families, the broader wellbeing and learning. In order to engage children
community, school age care educators and actively in learning, educators identify children’s
other professionals. strengths and interests, choose appropriate strategies
and design the environments. The Framework
supports a model of program decision-making as an
Outcome: ongoing cycle. This involves educators drawing on
a skill, knowledge or disposition that their professional knowledge, including their in-depth
educators can actively promote in school age knowledge of children. In collaboration with children
care settings, in collaboration with children and families, educators carefully evaluate to inform
and families. further planning.
Program:
School age care settings: in the school age care setting ‘all the
outside school hours care services, family day interactions, experiences, activities, routines
care, long day care, Multi-purpose Aboriginal and events, planned and unplanned, that occur
Children’s Services and similar services. in an environment designed to foster children’s
wellbeing, development and learning’.
Pedagogy:
educators’ professional practice, especially
those aspects that involve building and
nurturing relationships, program decision-
making, teaching and learning.
6 MY TIME, OUR PLACE Framework for School Age Care in Australia
CHILDREN’S LEARNING Educators’ practices and the relationships they form
with children and families have a significant effect
School age children experience learning in a
on children’s sense of identity and wellbeing which
wide range of settings. Family, school and the
impacts on children’s involvement and success in
community (including school age care settings)
learning. Children thrive when families, educators
provide diverse opportunities for children to explore
and the wider community (especially schools)
relationships and ideas, and build competence and
work together in partnership to support children’s
skills. The diversity in family and community life
wellbeing and learning.
means that school age children experience belonging,
being and becoming in many different ways. They bring The Outcomes section of the Framework provides
their diverse experiences, perspectives, expectations, examples of evidence of children’s learning and the
knowledge and skills to their learning. educator’s role in school age care settings.
Children’s learning is dynamic, complex and holistic.
Physical, social, emotional, personal, spiritual, creative, PEDAGOGY
cognitive and linguistic aspects of learning are all
The term pedagogy refers to the holistic nature
intricately interwoven and interrelated.
of educators’ professional practice (especially
Play is a context for learning that: those aspects that involve building and nurturing
relationships), program decision-making, teaching
• allows for the expression of personality
and learning. When educators establish respectful
and uniqueness
relationships with children and families, they are
• enhances dispositions such as curiosity
able to work together to develop programs and
and creativity
experiences which are relevant to children and build
• enables children to make connections between on individual and groups interests. These experiences
prior experiences and new learning create possibilities for children’s own ideas and
• assists children to develop relationships activities, allowing them to celebrate their own
and concepts interests and friendships and express themselves
• stimulates a sense of wellbeing. in different ways.
Children actively construct their own understandings Educators’ professional judgements are central
and contribute to others’ learning. They recognise to their active role in facilitating children’s learning.
their agency, capacity to initiate and lead learning, In making professional judgements, they weave
and their rights to participate in decisions that affect together their:
them, including their learning. • professional knowledge and skills
• knowledge of children, families and communities
Leisure time experiences constructed by children
and supported by informed educators promote • awareness of how their beliefs and values impact
children’s dynamic, complex and holistic learning. on children’s wellbeing and learning
Children’s happiness, optimism and sense of fun are • personal styles and past experiences.
dispositions that are significant to their emotional
They also draw on their creativity, imagination and
wellbeing and resilience. In school age care settings,
insight to help them improvise and adjust their
children’s sense of responsibility for their learning
practice to suit the time, place and context of learning.
is co-determined and skills and attitudes towards
life-long learning are consolidated. Children actively Different theories about childhood inform
involved in community building develop common approaches to children’s learning and development.
interests and learn about citizenship. School age care educators draw upon a range of
perspectives in their work which may include:
Viewing children as active participants and decision-
makers opens up possibilities for educators to move • developmental theories that focus on describing
beyond pre-conceived expectations about what and understanding the processes of change in
children can do and learn. This requires educators children’s learning, development and wellbeing
to respect and work with children’s unique qualities, over time
abilities and interests. When children are given
choices and control they experience connections
between actions and consequences.
MY TIME, OUR PLACE Framework for School Age Care in Australia 7• socio-cultural theories that emphasise the
central role that families and cultural groups Agency:
play in children’s wellbeing and learning, and the being able to make choices and decisions, to
importance of respectful relationships, provide
influence events and to have an impact on
insight into social and cultural contexts of learning
and development one’s world.
• socio-behaviourist theories that focus on the role
of experiences in shaping children’s behaviour
• critical theories that invite educators to challenge Involvement:
assumptions about programs, and consider how is a state of intense, whole hearted
their decisions may affect children differently
mental activity, characterised by sustained
• post-structuralist theories that offer insights
concentration and intrinsic motivation.
into issues of power, equity and social justice
Highly involved children (and adults)
in childhood settings.
operate at the limit of their capacities,
Drawing on a range of perspectives and theories leading to changed ways of responding and
can challenge traditional ways of seeing children,
understanding leading to deep level learning.
facilitating learning, and encourage educators, as
(adapted from Laevers 1994)
individuals and with colleagues, to:
• investigate why they act in the ways that they do
• discuss and debate theories to identify strengths
and limitations Dispositions:
• recognise how the theories and beliefs that they enduring habits of mind and actions, and
use to make sense of their work enable but also tendencies to respond in characteristic ways
limit their actions and thoughts
to situations, for example, maintaining an
• consider the consequences of their actions for
optimistic outlook, being willing to persevere,
children’s experiences
approaching new experiences with confidence.
• find new ways of working fairly and justly.
(Carr, 2001)
8 MY TIME, OUR PLACE Framework for School Age Care in AustraliaFigure 1: Elements of the Framework for School Age Care
This figure is a diagram showing the relationship between outcomes, principles and practice which
centres on children’s learning. The three themes of Belonging, Being and Becoming are included,
thereby overlapping all of these elements.
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Holistic approaches Learning
Play-based curriculum and intentional environments
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Responsiveness to children
Physical Cultural competence
and social learning environments
Learning through play
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Continuity of learningContinuity of learning and transitions
and transitions
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MY TIME, OUR PLACE Framework for School Age Care in Australia 9PRINCIPLES
Refer to Figure 1 on page 9 2. Partnerships
The following are five Principles that reflect School age children are involved in a range of
contemporary theories and research evidence activities throughout their day. Children have the
concerning children’s play, leisure and learning and potential to be affected by people, places and events.
pedagogy. In school age care settings the Principles Families, schools and local communities contribute
underpin practice that is focused on collaborating to the opportunities provided for this age group.
with all children to make progress in relation to Children feel positive when there are strong links
the Outcomes. between these settings and outcomes are most likely
to be achieved when educators work in partnership
with these contributors. Educators recognise that
1. Secure, respectful and families are children’s first and most influential
reciprocal relationships teachers. They create a welcoming environment where
all children and families are respected and actively
Mutually supportive relationships are very
encouraged to collaborate with educators about
important in school age care settings. Secure,
program decisions in order to ensure that experiences
respectful and reciprocal relationships between
are meaningful. Further, educators recognise the
children; between children and adults; and amongst
school setting and the significance of the learning and
adults provide the foundation upon which the
teaching opportunities provided for children. They are
community in school age care settings is established.
sensitive to the conduit role they provide between
When children feel safe, secure, respected and given
families and schools. Educators also recognise and
appropriate responsibility 7 they feel like valued
explore community activities. These partnerships shape
members of the school age care community.
children’s dispositions towards citizenship.
Children who are supported to understand
themselves in this positive way, experience a sense Partnerships are based on effective communication
of belonging that nurtures the development of which builds the foundations of understanding about
their self esteem. Self esteem is critical to children’s each other’s expectations and attitudes, and build on
capacity to develop positive images about their the strength of each others’ knowledge.
abilities, interests and personal future.
In genuine partnerships, children, families, schools,
Educators who are attuned to children’s thoughts and communities and educators:
feelings support the development of a strong sense of • value each other’s knowledge
wellbeing and social competencies. Exhibiting qualities
• value each other’s contributions to
of fairness, humour, sympathy and understanding
and roles in children’s life
builds respectful and trusting relationships with
children, families, colleagues and other professionals. • trust each other
Educators foster independence and initiative thereby • communicate freely and respectfully
nurturing children’s agency and leadership skills. with each other
• share insights and perspectives with
and about children
• engage in shared decision-making.
7 Kennedy, A., & Stonehouse, A. (2004). Shared visions for school age care (2nd ed.). Melbourne,Victoria: Department of Human Services.
10 MY TIME, OUR PLACE Framework for School Age Care in AustraliaPrINCIPLES
Partnerships also involve children with additional histories, cultures, languages, traditions, child rearing
needs, educators, families and support professionals practices and lifestyle choices of families so they
working together to explore the potential in every can better support children in their care. They value
day events, routines and play so that children are children’s different capacities and abilities.
provided with opportunities to learn from active
participation and engagement in these experiences. Educators recognise that diversity contributes to
the richness of our society and provides a valid
evidence base about ways of knowing. For Australia
“Our focus should be on
it also includes promoting greater understanding of
recreation and fun, as families Aboriginal and Torres Strait Islander ways of knowing
and the community are entrusting and being. When school age care educators respect
the diversity of families and communities, and the
their children to us and they have aspirations they hold for children, they are able to
the right to expect that their nurture children’s wellbeing and foster children’s
children will be cared for in an development. They make program decisions that
uphold all children’s rights to have their cultures,
appropriate manner. “ – Judy identities, abilities and strengths acknowledged and
valued, and respond to the complexity of children’s
and families’ lives.
3. High expectations
and equity Educators think critically about opportunities and
School age care educators who are committed to dilemmas that can arise from diversity and take action
equity believe in all children’s capacities to access to redress unfairness. They provide opportunities
opportunities and succeed, regardless of diverse to explore similarities and difference and consider
circumstances and abilities. They nurture children’s interdependence and how we can learn to live together.
optimism, happiness and sense of fun. Children
progress well when they, their parents, educators 5. Ongoing learning and
and the community hold high expectations for
achievements and contribution to the society. reflective practice
Educators continually seek ways to build their
Educators recognise and respond to barriers to professional knowledge and develop learning
children achieving a positive self identity, sense of communities. They collaborate with children, families
purpose and positive view of personal future. In and community, and value the continuity and richness
response they challenge practices that contribute to of local knowledge shared by community members,
inequities and make decisions that promote inclusion including Aboriginal and Torres Strait Islander Elders.
and participation of all children. By developing their
professional knowledge and skills, and working in Reflective practice is a form of ongoing learning that
partnership with children, families, communities, involves engaging with questions of philosophy, ethics
other services and agencies, they continually strive and practice. Its intention is to gather information and
to find equitable and effective ways to ensure that all gain insights that support, inform and enrich decision-
children have opportunities to experience a sense of making about children’s wellbeing and development.
personal worth and achieve outcomes. As professionals, educators examine what happens in
their settings and reflect on what they might change.
4. Respect for diversity Critical reflection involves closely examining all
There are many ways of living, being and of knowing. aspects of events and experiences from different
Children are born belonging to a culture, which perspectives. Educators often frame their reflective
is not only influenced by traditional practices, practice within a set of overarching questions,
heritage and ancestral knowledge, but also by the developing more specific questions for particular
experiences, values and beliefs of individual families areas of enquiry.
and communities. Being aware of and understanding Overarching questions to guide reflection include:
diversity in school age care means taking into account
• What are my understandings of each child?
the context of different family practices, values and
beliefs. Educators endeavour to understand the • What theories, philosophies and understandings
shape and assist my work?
MY TIME, OUR PLACE Framework for School Age Care in Australia 11PrINCIPLES
• Who is advantaged when I work in this way?
Who is disadvantaged?
Collaboration:
• What questions do I have about my work?
involves working together cooperatively
What am I challenged by? What am I curious
about? What am I confronted by? towards common goals. Collaboration is
• What aspects of my work are not helped by the achieved through information sharing, joint
theories and guidance that I usually draw on to planning and the development of common
make sense of what I do? understandings and objectives.
• Are there other theories or knowledge that
could help me to understand better what I have
observed or experienced? What are they? How
might those theories and that knowledge affect
my practice?
A lively culture of professional inquiry is established
when educators and those with whom they work
are all involved in an ongoing cycle of review through
which current practices are examined, outcomes
reviewed and new ideas generated. In such a climate,
issues relating to program quality, environment
design, equity and children’s wellbeing can be raised
and debated.
12 MY TIME, OUR PLACE Framework for School Age Care in AustraliaPRACTICE
Refer to Figure 1 on page 9 respect the broader social environment and to be
world-wise; and as well understand and appreciate
The principles of school age care pedagogy underpin the natural environment and the interdependence
practice. Educators draw on a rich repertoire of between people, plants, animals and the land.
pedagogical practices to promote children’s learning by:
• adopting holistic approaches Educators recognise the connections between
children, families and communities and the importance
• collaborating with children
of reciprocal relationships and partnerships. They see
• planning and implementing play and learning as a social activity and value collaborative
leisure activities activities and community participation.
• acting with intentionality
Each school age care setting can be considered as
• creating physical and social school age care
a community itself, just as it is also part of the local
environments that have a positive impact on
and global community. As such the school age care
children’s development, wellbeing and
community has the power to affect and be affected
community-building
by issues within and outside the setting. School age
• valuing the cultural and social contexts of children care educators consider children’s needs including
and their families nutrition and safety. They see children as capable and
• providing for continuity in experiences and responsible, and provide places for them to socialise
enabling children to have successful transition and play with friends and to relax and have fun.
• using reflection and documentation about School age care settings are places to learn about self,
children’s wellbeing and learning to inform and others and the world – in other words learning about
evaluate programs and to support children in living and learning through living8.
achieving outcomes.
Collaboration with
Holistic approaches children
School age care educators take a holistic approach School age care educators are responsive to all
to their roles and responsibilities recognising the children’s strengths, abilities and interests. They value
connectedness of mind, body and spirit. They focus and build on children’s strengths, skills and knowledge
attention on children’s physical, personal, social, to ensure their wellbeing and motivation and
emotional and spiritual wellbeing as well as cognitive engagement in experiences. They respond to children’s
aspects of learning as it pertains to lifelong learning. expertise, cultural traditions and ways of knowing,
They are particularly concerned with how children’s the multiple languages spoken by some children,
social and physical development and wellbeing particularly Aboriginal and Torres Strait Islander
impacts on capacity and potential to become effective children, and the strategies used by children with
citizens. Each outcome is viewed as being integrated additional needs to negotiate their everyday lives.
and interconnected.
Responding to children’s ideas and play forms
An integrated, holistic approach focuses on an important basis for program decision-making.
connections to the social and to the natural world. In response to children’s evolving ideas and interests,
Educators foster children’s capacity to value and
8 Kennedy, A., & Stonehouse, A. (2004). Shared visions for school age care (2nd ed.). Melbourne,Victoria: Department of Human Services.
MY TIME, OUR PLACE Framework for School Age Care in Australia 13PRACTICE
educators assess, anticipate and extend children’s School age care educators take on many roles in play
ideas via open ended questioning, providing feedback, and leisure activities with children and use a range
challenging their thinking and guiding their actions. of strategies to enrich development. They allow time
and create spaces that encourage children to explore,
Responsive relationships are significant features of build relationships, solve problems, create and
school age care settings. This form of collaborative construct. They also recognise spontaneous ‘teachable
engagement is evidenced between educators and moments’ as they occur, and use them to build on
children, among children, between educators and children’s experiences.
parents and various stakeholders including
schools, working to support children, families Educators actively support the inclusion of all children
and the community. in play and leisure activities. They also help children to
recognise when play is unfair and offer constructive
Responsive relationships are strengthened as ways to build a caring, fair and inclusive community.
educators and children share decisions, respect and
trust each other and learn together. Responsiveness
“My philosophy is that children
enables educators to respectfully enter children’s play
and ongoing projects, stimulate their thinking and have a structured busy day
enrich their growth and development. Responsive and that we need to be as
relationships with families and the local community
including schools, enables educators to establish safe
unstructured as we possibly
and secure environments for children. can within the bounds of reason.
We give the children choice and
“Our program is child orientated.
freedom to play. We do things
We have group discussions with
based on children’s interests.
the children to find out what it
We have a lot of fun.” – Jackie
is that they want to do. How can
you plan for that? I don’t spend
Intentionality
hours writing things up but we Intentionality refers to actions that are deliberate,
do what the children suggest. purposeful and thoughtful. Educators who engage
We use a simple evaluation form in intentional actions recognise that learning
occurs in social contexts, and that interactions and
to record the children’s ideas. conversations are vitally important for learning.
The children’s comments are They actively promote children’s learning through
worthwhile and challenging experiences and
insightful.” – Whitney interactions that foster high-level thinking skills and
they seize opportunities in activities and conversations
Learning through play to extend or affirm children’s learning. They listen
with intent to the conversations of children and use
Play and leisure activities provide opportunities for
strategies such as modelling and demonstrating, open
children to learn as they discover, create, improvise
questioning, speculating, explaining, engaging in shared
and imagine. When children play with other children
thinking and problem solving to extend children’s
they create social groups, test out ideas, challenge
thinking and learning. Educators move flexibly in and
each other’s thinking and build new understandings.
out of different roles and draw on different strategies
Play provides a supportive environment where
as the context changes. The documentation and
children can ask questions, solve problems and
monitoring of children’s wellbeing and engagement
engage in critical thinking. Play can expand children’s
with learning life skills and citizenship supports
thinking and enhance their desire to know and
effective program planning. Intentionality utilises
to learn. In these ways play can promote positive
professional knowledge and strategies that reflect
dispositions towards learning. Children’s immersion
contemporary theories and research concerning
in their play illustrates how play enables them to
children’s play, leisure and learning.
simply enjoy being.
14 MY TIME, OUR PLACE Framework for School Age Care in AustraliaPRACTICE
School age care educators are conscious of making School age care settings are commonly located in a
the most of opportunities to follow up children’s variety of venues and many are in shared facilities.
needs and interests. They make use of spontaneous The space should be flexible enough to allow for
‘teachable moments’ to scaffold children’s the range of activities necessary for children to
development. These incidental opportunities are participate in opportunities to achieve the Outcomes.
significant and meaningful to children’s being and Educators demonstrate high level communication
becoming and achievement of the Outcomes. skills with all stakeholders to ensure the environment
supports children’s wellbeing, development and
enriched experiences.
Environments
School age care environments are welcoming spaces “In this room with vinyl floor
when they reflect and enrich the lives and identities
of children and families participating in the setting in
and sinks we do all our craft.
response to their interests and needs. Environments Out there is our adventure
that support wellbeing and development are vibrant playground. We use the verandah
and flexible spaces that are responsive to the welfare
and abilities of each child. They cater for different as well for activities. We keep two
needs and interests and invite children and families rooms clear for group projects
to contribute ideas and questions. Educators can
or games and dancing. It works
support engagement by allowing time for meaningful
interactions, by providing a range of opportunities really well. “ – Wendy
for individual and shared experiences, and by finding
opportunities for children to go into and contribute
to their local community.
Cultural competence
Educators who are culturally competent respect
School age care is characterised by opportunities to multiple cultural ways of knowing, seeing and living,
develop relationships. Some children develop social celebrate the benefits of diversity and have an ability
skills through quiet play such as talking to friends. to understand and honour differences. This is evident
Accordingly, space needs to be available for small in everyday practice when educators demonstrate
and large groups of children to gather. Other children an ongoing commitment to developing their own
socialise through physical play requiring open spaces cultural competence in a two way process with
to develop physical skills and social skills such as children, families and communities.
team building and leadership. Indoor and outdoor
environments support all aspects of children’s Educators view culture and the context of family as
learning and invite conversations between children, central to children’s sense of being and belonging, and
school age care educators, families and the broader to success in lifelong learning. Educators also seek to
community. They promote opportunities for sustained promote children’s cultural competence.
shared thinking and collaborative activities.
Cultural competence is much more than awareness
Resources need to reflect the breadth of age groups of cultural differences. It is the ability to understand,
and interests and capabilities that are sharing the communicate with, and effectively interact with people
environment and be accessible to children so they across cultures. Cultural competence encompasses:
can choose and be responsible for their actions. • being aware of one’s own world view
Access to digital technologies can enable children • developing positive attitudes towards
to locate global connections and resources, and cultural differences
encourage new ways of thinking and communicating.
• gaining knowledge of different cultural practices
School age care environments and resources can and world views
also emphasise accountability for a sustainable future • developing skills for communication and
and promote children’s understanding about their interaction across cultures.
responsibility to care for the environment, day to day
and for long term sustainability. These spaces promote
the development of life skills such as growing and
preparing food, waste reduction and recycling.
MY TIME, OUR PLACE Framework for School Age Care in Australia 15PRACTICE
“It is naive to assume that there “You don’t just have children
is a unified approach that we can for one year like a classroom
take in order to determine the teacher. At after school care,
needs of children and families. children are in your service for
Each family and each community at least seven years.You see
has unique traditions specific to them grow up.” – Jan
their cultural backgrounds. Just as
non-Indigenous families are not all Evaluation for wellbeing
alike there is also diversity within and learning
Indigenous families.” – Miranda. Educators gather knowledge about children’s
wellbeing and learning as they reflect and engage
in processes such as scanning, monitoring, gathering
Continuity and transitions and analysing information about how children feel
School age care settings are situated in and what children know, can do and understand.
complementary relationships with homes, schools It is part of an ongoing cycle that includes planning,
and community spaces with different places documenting and evaluating children’s wellbeing,
and environments having their own purposes, development and learning.
expectations and ways of doing things. In learning
It is important because it enables educators in
life skills children draw on the understandings, skills
partnership with children, families and other
and attitudes from the range of settings in which
professionals to:
they engage. Educators work with children, families,
other professionals and the broader community to • plan effectively for children’s wellbeing
ensure successful transitions between settings and • plan collaboratively with children
that children feel secure and confident. They assist • communicate about children’s wellbeing
children to understand the traditions, routines and and development
practices of the settings to which they are moving
• determine the extent to which all children are
and to feel comfortable with the process of change.
progressing toward realising outcomes and if not,
Children are likely to engage with other children what might be impeding their progress
and the educators in school age care settings over a • identify children who may need additional support
significant period of time. Ensuring children have an in order to achieve particular outcomes, providing
active role in preparing for transitions helps them to that support or assisting families to access
feel motivated to contribute and become engaged specialist help
with the activities within settings. As children make • evaluate the effectiveness of environments and
transitions between settings (including school) experiences offered and the approaches taken
educators from school age care settings, schools and to nurture children’s wellbeing and to enrich
other children’s services, support the transitions by children’s development
sharing appropriate information about each child’s
• reflect on pedagogy that will suit the context
capabilities and interests. and children.
”The garden is tended by children Educators use a variety of strategies to collect,
document, organise, synthesise and interpret the
in the afternoons and during
information that they gather about children’s wellbeing
vacation care. It is a great source and enrichment to evaluate the effectiveness of their
of fresh herbs and vegetables programs. They search for appropriate ways to collect
rich and meaningful information that depicts children’s
for the school tuckshop and our wellbeing and development in context, describes
cooking activities, especially for their progress and identifies their strengths, skills
and understandings. When school age care educators
afternoon teas”. – Sian and children collaborate about their wellbeing and
experiences they use approaches that have become
powerful ways to make the process visible to children
and their families, educators and other professionals.
16 MY TIME, OUR PLACE Framework for School Age Care in AustraliaPRACTICE
The five Outcomes in this Framework, as outlined • the opportunities which build on what children
later, provide school age care educators with already know and what they bring to the school
key reference points against which children’s age care setting
experiences can be identified, documented and • evidence that the experiences offered are
communicated to children, families and other inclusive of all children and culturally appropriate
professionals. Educators can reflect on children’s
• not making assumptions about children’s
wellbeing and how children have developed, how
development or setting lower expectations for
they have engaged with increasingly complex
some children because of unacknowledged biases
ideas and participated in increasingly sophisticated
experiences. All children demonstrate their learning • incorporating pedagogical practices that reflect
in different ways. Approaches to evaluation that are knowledge of diverse perspectives and contribute
culturally and linguistically relevant and responsive to children’s wellbeing and successful learning
to the social, physical and intellectual capabilities will • whether there are sufficiently challenging
acknowledge children’s abilities and strengths, and experiences for all children
allow them to demonstrate competence. Evaluation, • the evidence that demonstrates children feel
when undertaken in collaboration with children can safe and secure, and are engaged
support and empower them to see themselves as • how they can expand the range of ways they
capable and foster independence and initiative. debrief and reflect to make evaluation richer
When educators reflect on their role in children’s and more useful.
lives they reflect on their own views and
understandings of theory, research and practice “Sometimes I am so absorbed in
to focus on: what is happening that to take
• the experiences and environments they provide a step back and reflect is very
and how that links to the intended outcomes
• the extent to which they know and value the
difficult. I want to know things
culturally specific knowledge about children that like … Do staff have time to talk
is embedded within the community in which they to children? Are staff implementing
are working
• each child’s opportunities in the context of
routines effectively? Do children
their families, drawing family perspectives, feel relaxed when they come to
understandings, experiences and expectations after school care?” – Jene
MY TIME, OUR PLACE Framework for School Age Care in Australia 17OUTCOMES
Refer to Figure 1 on page 9 The following Outcomes demonstrate how the three
elements of the Framework: Principles, Practice and
The five Outcomes are designed to capture the Outcomes combine to guide program decision-
integrated and complex wellbeing, development and making and assessment to promote children’s
learning of all children. The outcomes are: opportunities for belonging, being and becoming.
• Children have a strong sense of identity
Key components in each outcome are expanded
• Children are connected with and contribute to
to provide examples of evidence that educators
their world
may observe in children as they engage in play and
• Children have a strong sense of wellbeing leisure activities. Examples of practice to promote
• Children are confident and involved learners children’s wellbeing and enrichment are also included.
• Children are effective communicators. There will be many other ways that children
demonstrate wellbeing and capabilities within
The outcomes are broad and observable. and across the outcomes. Educators understand,
They acknowledge that children in school age engage with and promote children’s wellbeing and
care settings have choices and opportunities to development. They talk with families and communities
collaborate with each other and educators. Children to make locally based decisions, relevant to children
learn in a variety of ways and vary in their capabilities and their community.
and pace of learning. Considerations need to be given
to time and place. Children engage with increasingly There is provision for educators to list specific
complex ideas and learning experiences, which are examples of evidence and practice that are culturally
transferable to other situations. and contextually appropriate to each child and
their settings.
Learning in relation to the outcomes is influenced by:
• each child’s wellbeing, current capabilities, The points described within each outcome are
dispositions and preferences relevant to children of all ages. Knowledge of
individual children, their interests, strengths and
• educators’ practices and the environment
capabilities will guide educators’ professional
• engagement with each child’s family and judgement to ensure all children are engaging in
community including school a range of experiences across all the Outcomes in
• the integration of wellbeing and development ways that optimise their wellbeing and capabilities.
across the outcomes.
Children’s wellbeing, development and enrichment
is achieved in different and equally meaningful ways.
Development is not always predictable and linear.
Educators plan and collaborate with children and the
Outcomes in mind.
18 MY TIME, OUR PLACE Framework for School Age Care in AustraliaOutcome 1:
Children have a strong sense of identity
Belonging, being and becoming are integral parts their relationships. When children feel safe, secure
of identity. and supported they grow in confidence to explore
and learn.
Children learn about themselves and construct their
own identity within the context of their families The concept of being reminds educators to focus on
and communities. This includes their relationships children in the here and now, and of the importance
with people, places and things and the actions of children’s right to be a child and experience the
and responses of others. Identity is not fixed. It is joy of childhood. Being involves children developing
shaped by experiences. When children have positive an awareness of their social and cultural heritage,
experiences they develop an understanding of of gender and their significance in their world.
themselves as significant and respected, and feel a
sense of belonging. Relationships are the foundations Becoming includes children building and shaping their
for the construction of identity – ‘who I am’, ‘how identity through their evolving experiences and
I belong’ and ‘what is my influence?’ relationships which include change and transitions.
Children are always learning about the impact of
In school age care settings children develop a their personal beliefs and values. Children’s agency,
sense of belonging when they feel accepted, develop as well as guidance, care and teaching by families and
attachments and trust those that care for them. educators shape children’s experiences of becoming.
As children are developing their sense of identity,
they explore different aspects of it (physical, social,
emotional, spiritual, cognitive), through their play and
MY TIME, OUR PLACE Framework for School Age Care in Australia 19Outcomes
Outcome 1: Children have a strong sense of identity
• Children feel safe, secure, and supported
• Children develop their autonomy, inter-dependence, resilience and sense of agency
• Children develop knowledgeable and confident self identities
• Children learn to interact in relation to others with care, empathy and respect
Children feel safe, secure, and supported
This is evident, for example, Educators facilitate this, for example,
when children: when they:
• establish and maintain respectful, trusting • spend time interacting and conversing with
relationships with other children and children, listening and responding sensitively
educators as they express their ideas and needs
• use effective routines to make • support children’s attachment through
predicted transitions consistent and warm nurturing relationships
• sense and respond to a feeling of belonging • support children in times of change and bridge
• openly express their feelings and ideas in their the gap between the familiar and the unfamiliar
interactions with others • recognise that feelings of distress, fear or
• respond to ideas and suggestions from others discomfort may take some time to resolve
• initiate interactions and conversations with • acknowledge each child’s uniqueness
trusted educators in positive ways
• confidently explore and engage with social and • support the development of
physical environments through relationships children’s friendships
and play • acknowledge the importance of opportunities
• initiate and join in play and leisure activities for children to relax through play and leisure
Add your own examples from your context:
20 MY TIME, OUR PLACE Framework for School Age Care in AustraliaYou can also read
