FDCAQ Regulated Education and Care

FDC operates under government law, regulation and quality standards.

The Family Day Care Service employs Coordination Unit staff who support the provision of quality education and care by regular contact with Educators in their homes. This may be through visits to the home while children are in care and through other communication methods. Coordinators support Educators in curriculum decision making, planning for children’s learning and development and in their interactions with families and children. The Coordination Unit supports Educators to participate in ongoing professional development on a range of topics relevant to children’s development and learning. They support the acquisition of learning tools, equipment and resources that reflect the ages of children and meet National Quality Standards. All equipment used within the Family Day Care Service will meet Australian
Standards. The Coordination Unit also administers Child Care Benefit (CCB) and Child Care Rebate (CCR) for
Commonwealth Department of Education on behalf of eligible families.

The maximum number of children a family day care Educator may care for at any one time (ratio of children) is seven, with not more than four children not yet at school. The Educator’s own children are included as part of this ratio.

The Early Years Learning Framework and School Age Care Framework provide the principles, practice and learning
outcomes which the Educator must demonstrate as part of the National Quality Standards. The Framework forms the foundation for ensuring that children in all early childhood and school age education and care settings experience quality teaching and learning. It has a specific emphasis on play-based learning and recognises the importance of
communication and language (including early literacy and numeracy) and social and emotional development. The Framework has been designed for use by early childhood educators working in partnership with families, children’s first and most influential educators’ (EYLF, 2009).

 

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