The National Quality Framework for Early Childhood Education


Standard 11: Professional practice

Practising in a professional manner requires that individuals have skills, knowledge, values and attitudes appropriate to their role and responsibility within the setting. In addition, it requires regular reflection upon practice and engagement in supported, ongoing professional development.

Component 11.1 | Component 11.2 | Component 11.3 | Component 11.4 | Component 11.5

Component 11.1 - All adults working within the setting can provide evidence that they have achieved levels of skills and knowledge appropriate to their role and responsibilities.

Signposts for Reflection


What levels of qualifications have been attained by adults working in the setting?

Think about (e.g.)

  • National Framework for Qualifications
  • Professional qualification requirements


Can you demonstrate that you have skills and knowledge in core areas appropriate to your role and responsibilities?

Think about (e.g.)

  • Special Needs


What evidence can you provide to demonstrate the levels of skills and knowledge you have achieved?

Think about (e.g.)

  • Formal learning (e.g., qualifications, certified learning, etc.)
  • Informal learning (e.g., portfolios of learning, experience, etc.)

Component 11.2 - All adults subscribe to a set of core principles, which inform all aspects of their practice in early childhood care and education settings.

Signposts for Reflection


What are the key principles which guide and determine practice in your setting?

Think about (e.g.)

  • Philosophy statement
  • Professional code of ethics
  • Voluntary code of practice
  • National principles/standards
  • National practice organisations' guidelines
  • International guidelines
  • National legislation and regulations See 15.1


What processes demonstrate how your principles/vision statement influences practice in your setting?

Think about (e.g.)

  • Parental involvement processes See 3.2
  • Consultation processes See 4.1
  • Observation based practice See 7.6
  • Curriculum/programme
  • Research processes (e.g., library, internet, etc.)

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Component 11.3 - The setting supports and promotes regular opportunity for practitioners to reflect upon and review their practice and contribute positively to the development of quality practice in the setting.

See 8.1

Signposts for Reflection


Do you take time to reflect on your practice in order to identify areas where obtaining additional knowledge or changing approaches is necessary?


How do you link up with other practitioners to share your experience and ideas regarding practice in your setting? See 16.1

Component 11.4 - Adults within the setting are encouraged and appropriately resourced to engage in a wide variety of regular and ongoing professional development.

Signposts for Reflection


In what type of professional development activity do you participate?

Think about (e.g.)

  • Conferences
  • Workshops
  • Cluster groups
  • College level courses and seminars
  • Online courses and Internet resources
  • Observation in other ECCE settings
  • Mentoring and coaching
  • Childminding networks


Do you have an achievable, realistic, professional development plan?


How do you use cooperative working relationships with other community services to support your own professional development? See 16.1 / 16.3

Component 11.5 - Adults demonstrate sensitivity, warmth and positive regard for children and their families.

See 5.3 See 9.6

Signposts for Reflection


How are individual children's efforts and ideas acknowledged and encouraged? See 5.3 / 5.4


How do you communicate this information to parents and families? See 3.1


How do adults encourage children to interact with, and turn to, one another for assistance throughout the day? See 5.1 / 5.2


How do you respond sensitively to the needs of parents for information and reassurance on the well-being of their child? See 3.3 See 12.2

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