Professionalism Dimensions: Quality early childhood education relies on professional relationships between the educator and their colleagues and families (Rodd, 2019). I available myself to everyone at work by introducing myself professionally to the staff members and to the children, underwent a professional approach to the communication among the educators and families during the drop-off, and asked insightful inquiries during a team meeting concerning the room routines and expectations.

National Quality Standards - Quality Area 5 (Relationships with Children): Quality relationships with children refer to warm and respectful relations with the child This is established within the concept of (relating to) mutual respect, friendship, and trust (Australian Childrens Education and Care Quality Authority (ACECQA), 2020). I noticed the warm respectful greetings with the children, I saw that teachers go down into the level of eye-contact with children, to talk to them and I saw frequent positive language use and encouragement.

Professional Teaching Standards - Standard 4.1 (Support Student Participation): To ensure that the environment of a kind of learning is inclusive, each and every need of children must be taken into deliberate consideration (Australian Institute for Teaching and School Leadership [AITSL], 2018). I watched the way materials were organized to be available to every child and could detect some modifications regarding a child with hearing difficulties (use of visual signals, sign language), and also could observe inclusive approaches when children were engaged in group sessions.