There are three options available to you:

Option 1: This option will allow families to keep an active login so that they can view their inactive child’s information.  This would be used if the child is leaving the service, and you would like to allow the family continued access to the child’s information.

(1)    Ensure the family member’s Login Record is still active (using the Login Edit screen).

(2)    Make the Child Record inactive (using the Child Edit screen).

(3)    Ensure the family member’s Login Record is still linked to the Child Record made inactive in step 2 (using the Family Logins tab on the Edit Child screen).

Option 2:  This option only allows families to view information about their children with active records.  This would be used if the family has at least one child with an inactive record and one child with an active record, and you only want them to view the active child’s information.

(1)    Ensure the family member’s Login Record is still active (using the Login Edit screen).

(2)    Make the Child Record inactive (using the Child Edit screen).

(3)    Remove the link between the family member’s Login Record and the Child Record being made inactive (using the Family Logins tab on the Edit Child screen).

Option 3:  This option will prevent families from having access to EarlyWorks.  This would be used if the family no longer has any active children at the service, and you do not wish them to have access to their inactive children’s records.

(1)    Make the family member’s Login Record inactive (using the Login Edit screen).

(2)    Make all of the family member’s Child records inactive (optional – using the Child Edit screen).

(3)    Remove all links between the family member’s Login Record and any existing Child Record (optional – using the Family Logins tab on the Edit Child screen).

The post How to provide continuing access to families of children leaving your service appeared first on EarlyWorks.

EarlyWorks offers a feature that restricts login access for educators (Team Leaders and Educator Assistants), ensuring they can only log in while connected to the centre’s computer network. To enable this feature, a Static IP Address is required. If your service doesn’t already have one, your internet service provider can assist you in setting it up.

If you’d like this feature activated for your service, simply email your static IP address to support@earlyworks.net.au, and we’ll take care of the rest.

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There are a number of functions within EarlyWorks that will be of assistance to services as they adopt the National Model Code for Taking Images or Videos of Children while providing early childhood education and care.

• To help ensure images and videos are used as evidence of learning and form a valuable part of documentation, educators can include captions with each photo or video, highlighting the learning evidenced in the photos. The National Guidelines make clear that images need to have a targeted purpose in order to discourage increased expectations from families of frequent updates.  The captions make clear this targeted purpose.
  
  
• To ensure images and videos are only shared with the family of the child photographed, educators can restrict access just to that family.  So, when creating group observations and journals, educators can create one document, and customise the photos shared with each family.  The National Guidelines state that images and videos are not to be inappropriately posted online or shared through an application in a way that is not for the purpose of sharing with a child’s family or carer.  Having control over the inclusion of images in documentation assists services in adhering to this requirement.
  
  
• As an added protection, if families do not want their child’s image shared, or their photo taken, EarlyWorks automatically restricts access.
  
  
• Each time documentation that may include images (observations, journals, child comments, room documents) are shared with families, administrators on EarlyWorks receive notifications, allowing the management team to keep informed of what is being shared with each family and ensure the National Model Code is being adhered to.

While we know that images can play an important role in sharing the children’s learning journeys with families and developing partnerships with families, particularly when English is not a first language, we also know that we need to keep children safe.  EarlyWorks has and will always make this a priority.

To request a demonstration of EarlyWorks visit https://getearlyworks.com.au/get-started.

The post Implementing the ACECQA National Model Code for taking images of children while providing early childhood education and care appeared first on EarlyWorks.

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Being an educator is a busy role. What we don’t have time for is complicated documentation practices.  With EarlyWorks, documentation is kept simple, it is as easy as one, two, three.

One: Record observations of children engaged in planned and unplanned activities. These observations might be individual, group, or might include journals sharing an overview of all the fun and learning that has happened during the week.

Two: Review and reflect on observations, journals, and experiences, and plan activities for the following week building on learning, interests, and outcomes noted in observations and journals.  Add new experiences to EarlyWorks, and with the tick of a box, link them to the observations and journals from the week before.

Three: Deliver the new planned activities (this is the fun part) and start the process all over again.

The post Childcare Documentation: With EarlyWorks it’s as easy as one, two, three! appeared first on EarlyWorks.

Something I really like about EarlyWorks is that it provides educators with flexibility and options as to where and how they document what is happening at each stage of the cycle.  This is so important, as it is stated in the Guide to the NQF that “Documentation should occur at each stage of the cycle.” We all want to make sure that all that happens in the assessment and planning cycle process is clearly documented, particularly for assessment and ratings.

The diagram below shows the NQF Assessment and Planning Cycle and the ways you might document each part of that cycle in EarlyWorks.

During the first step of the planning cycle, observing and collecting information, it’s likely educators will be drawing on information from a variety of sources: conversations with families, conversations with children, work samples, photos, observations, journals, daily communications, information from allied health/education professionals, and the community.  Using EarlyWorks this information gathered during this step can be documented in Observations, Time Samples, Journals, Daily Communications, Child Documents, Photos with captions, and Child Comments.

The next step of the planning cycle process is analysing the learning.  Here we are asking ourselves what our observations and all the information we have collected tell us about the child? What do we make of all the information we have gathered? This is where, using EarlyWorks’ Observations, we can link to the learning outcomes and developmental milestones for each child.  In the reflection of learning, we can delve deeper into what learning has happened for all the children included in observations. What did we learn from the way they interacted with each other? How did the children learn from and with each other? What learning happened and how did it happen?

So far we have been focusing on what we have seen.  The next stage, planning, is all about what we are going to do. Using all the documentation created during the first two steps, observing and analysing, we can plan for future learning. We need to think about what we are intending to achieve (intentional teaching 1.2.1) and how we will achieve that. Using EarlyWorks, this will all be documented as an Experience.  In the narrative of the experience we provide a written account of what we are going to do.  How will we engage the children? What strategies will we use? What resources will we need? What preparation will we need to do beforehand? Under preceding observations we can make clear links to the observations and journals or non-program related elements that are informing our Experience. Using the Children Planned for, we can tick the children we are planning for. Under intended outcomes we can tick the outcomes we are intending to achieve. We can include images or documents as resources to help with the delivery of the experience. And finally, if we think this experience could be used as evidence of any of the NQS we can tick the appropriate standard or element for inclusion in the service’s QIP evidence list.

Experiences might be for individual children or groups of children. Experiences might even be changes we are making to the indoor and outdoor spaces. We may also use Experiences to document individual and group goals. These goals will likely be informed by all of the information collected and analysed in the first two steps of the planning cycle.

The next step is the most exciting! This is where we get to implement our planned experiences. While interacting with the children as we deliver the planned experiences, we will likely be looking for teachable moments, as well as ways to facilitate relationships, develop curiosity, extend on learning, and encourage persistence. We might also begin documenting through photos and jottings which can be included in our next observations.

The final step is reflecting and evaluating. Using the Evaluation of Experience in EarlyWorks, we might jot down how we think the experience went? Were the intended outcomes achieved? Were there some unexpected outcomes? Were the resources appropriate? Were the teaching strategies effective? How might we do things differently next time?

According to the National Quality Guide, reflecting and evaluating should happen at every step of the planning cycle process.  Using EarlyWorks you might use Program Comments to chat and reflect as a team about how the program is going. What is working? Where might you take the children’s learning next? Where can we improve? Are we living out the philosophy of our service?

Another place to critically reflect at any stage of the planning cycle process is in Reflections of Pedagogy.  Here educators can reflect individually on the Principles, Practices, NQS, theorists, and any other big or little questions related to our practice, the children and families in our care, or our community.

The Assessment and Planning Cycle is so much more than a set of steps to be methodically trodden through.  It is a vibrant process that is limited only by the creativity of the educators, children, families and communities involved.

The post EarlyWorks and the Assessment and Planning Cycle appeared first on EarlyWorks.

First, let’s get a shared understanding of ‘agency’ in the context of child learning.

According to ACECQA “agency is defined as being able to make choices and decisions to influence events and to have an impact on one’s world.”  So, agency means respecting each child’s right to make decisions and to initiate and direct their own learning.

As educators we have a responsibility to ensure each child’s agency is recognised, and this is made clear in Element 1.2.3 of the NQS: Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

There are several ways that you might support children’s agency, and the good news is, EarlyWorks makes it easy to document and share evidence of that support.  In this blog we focus on Daily Communications and Photos.

Facilitating Agency at Mealtimes

• Babies and toddlers might be encouraged to take more control of feeding by holding a spoon independently, eating finger food, being given a feeding cup with handles, or choosing when to eat.  This can all be documented in Daily Communications, shared with families, and with the green Extend button, turned into an observation to inform the program.

• Three to five year olds might be encouraged to take some ownership of the lunch time environment by picking flowers for the tables, making their own placemats, choosing background music, initiating conversations, or having input in menu planning. This can be documented as a Group Note in Daily Communications and shared with families.

Facilitating Agency through Photos

• Children’s agency can also be supported by involving them in self-evaluation of learning. One way of doing this is through photos.
  • A child could be given a choice of which drawing/painting/block construction best showcases their learning. With the child’s permission, a photo can then be taken of the piece, and a caption created by the child, in which they reflect on their learning.
  • The photo can then be included in an observation or journal, added to a comment, or simply shared with the family as a captioned photo. Regardless of how the photo is shared, families can comment on the photo, sharing in and contributing to their child’s learning.

Cultivating future decision makers

According to Aileen Ashford, the Commissioner for Children in Tasmania: “It is well evidenced in the literature that the accounts and lived experiences of children and young people regarding their world and how they experience it can contribute significantly and meaningfully to new knowledge and in doing so can enhance services that are provided to children.”

I wonder then, if we create an environment in which even very young children are encouraged to make choices, they will develop into confident little people who can contribute to the decisions we make at our services. By the time they leave our service, we will have given them the confidence to initiate and direct their own learning and have a positive impact on the wider community.

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Here are 7 reasons to consider a best-of-breed solution:

1. An expert solution.

Best-of-breed solutions are inherently specialised, excelling in one specific area. Adopting a best-of-breed approach allows childcare providers to carefully select applications based on their specific needs, ensuring they have the best tools available for each aspect of their organisation.

2. A more friendly, focused and secure user experience.

Designing solutions with users’ needs, behaviours and values at the core is the fundamental principle of a good user experience. Best-of-breed solutions, with their focused approach, excel at tailoring the user experience to meet the specific needs and preferences of all users.

In childcare settings, users typically have well-defined roles as educators or administrators. Even if someone’s responsibilities encompass both education and administration, they wouldn’t simultaneously assume both roles. With a best-of-breed solution, each user will only access the specific software they require. This approach fosters a more focused and secure user experience, ensuring that individuals have access to the tools necessary for their designated roles.

3.More frequent updates.

Best-of-breed software takes pride in being the “best” and maintains this status by continuously staying updated with consumer feedback and market trends. By promptly rolling out new features and improvements in response to these insights, the software ensures that customers are consistently delighted with the ongoing updates and enhancements they receive. As a user, it’s always gratifying to benefit from these continual updates, which keep the software at the cutting edge of performance and usability.

4. Easier to implement.

Best-of-breed systems are well-suited for teams seeking quicker results due to their streamlined training and go-live processes. With fewer stakeholders involved and specialized solutions, the implementation and onboarding requirements are lighter, enabling faster and more efficient deployment.

5. Scalability.

The ability to adapt to change is crucial for any system. Best-of-breed software is specifically designed to cater to various service types, accommodating both individual family day care providers and large-scale operations. Embracing a best-of-breed solution makes the process of incorporating new components easier and more cost-effective, providing businesses with greater flexibility for growth and evolution.

6. Seamless integrations and data transparency.

Using multiple best-of-breed solutions doesn’t necessarily lead to isolated data. Many best-of-breed systems offer substantial flexibility, enabling seamless connections between multiple systems through simple integrations or processes.

For example, EarlyWorks provides effortless integration and data exchange with Smart Central’s CCMS platform, dispelling the misconception that best-of-breed solutions require repetitive data entry. In some cases, the integration between various best-of-breed vendors is so advanced that it almost resembles a unified system, ensuring a coherent workflow with no double entry of data.

7. Vendor flexibility.

Another advantage of the best-of-breed approach is the freedom it offers regarding providers. Providers can easily remove or consolidate systems as needed over time. If an issue arises with one vendor, it can be swiftly replaced or paired with another, all while keeping the other systems intact.

In summary…

Ultimately, the decision of whether to opt for a best-of-breed solution or an all-in-one platform should be based on your specific business needs. Both approaches have their advantages and disadvantages. However, if you prioritize flexibility, control, and scalability, a best-of-breed solution is likely the better choice.

While a one-stop-shop tech solution might seem convenient for your childcare service, it’s essential to consider potential drawbacks. Providers may find themselves trapped with monolithic software that doesn’t fit their unique requirements, leading to cumbersome workarounds and manual processes outside the system. This not only reduces efficiency but can also compromise the integrity of your data. Therefore, carefully weigh your options to ensure the chosen approach aligns perfectly with your business goals and needs.

The post 7 Reasons to Choose Best-of-Breed Early Childhood Education Software  appeared first on EarlyWorks.

My perspective on this shifted after reading the feature article in the latest Early Childhood Australia Every Child Magazine, ‘Children’s empowerment in play and technology’.  After reading this article, I am wondering if EarlyWorks could be shared with everyone, most importantly, the children.

We know that children learn so much from the adults in their world and lots of their play involves copying the behaviour they see.  At day-care, children will notice Educators using devices to take photos and videos, jot down observations, record sleep times, nappy changes and food choices.  You may have even observed children using devices in their play, role playing an educator taking photos on a phone, or typing on a tablet. One of the suggestions made in this feature article is to build on this and allow children to participate in their documentation of learning.  “This ensures their voice, particularly their interpretation of the learning, is truly embedded in the documentation.” (Every Child Magazine, p. 7).

It also provides an opportunity for children to see devices being used in a meaningful way, and importantly, for the child to have control over what is recorded on that device.  A brilliant way of ensuring each child’s agency is promoted, enabling them to make choices and decisions that influence their world (NQS Element 1.2.3 Child directed learning).

Educators might intentionally involve children with EarlyWorks by sharing devices with children and:

• Allowing children to take photos and then choose which to share in EarlyWorks observations and journals.
• Asking children why they chose to include particular photos and videos? What learning did they see happen? How do those photos make them feel? Why are they important? Who do they want to share them with?  And then record these responses as captions for the photos and videos.
• Giving children the opportunity to create the narrative for observations and journals, and even the reflection of learning.
• Asking children what they would like to do next and include that as the next experience in EarlyWorks.

According to Early Childhood Australia, sharing technology with children, to participate in the documentation of learning may result in children feeling empowered, and promote positive mental health and wellbeing.

I cannot think of a better way to truly embed the standards and elements of Quality Area 5, Relationships with Children, into our every day.

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Sound familiar? The solution to this problem might be found in a quality improvement research project ACECQA commissioned that was carried out by Macquarie University, QUT, and ECU.  The findings showed that improvement was most often attributed to:

• effective leadership,
• teamwork, and
• involvement of every educator in quality improvement strategies.

The good news is EarlyWorks makes it easy for all educators to be involved in quality improvement strategies.  All educators can:

• contribute to the service’s QIP Evidence List with a click of a button,
• critically reflect on individual practice and be provided with feedback from the leadership team, and
• reflect as a team on the effectiveness of each planned experience, and the effectiveness of each program.

All educators can critically reflect individually in EarlyWorks, using the Reflections of Pedagogy, and can choose to have their reflection included in the service’s QIP Evidence List: clear evidence of every educator’s voice being heard in the quality improvement process.

Educators in each room can critically reflect as a team on the current program. Comments can be added and then responded to. Brilliant evidence of professional collaboration and teamwork!

Every educator in each room can also critically reflect on how effective the planned experiences were in achieving the intended outcomes.

All educators can contribute to the QIP Evidence List each time an observation, experience or journal is created.

EarlyWorks makes it easy to work as a team, reflect as a team AND showcase that teamwork in the Quality Improvement Plan.

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