Get to know your AO: Corinne Mitsch
Corinne Mitsch, a Senior Field Officer in the South-West Regional team, based in Deniliquin on the Lands and Waters of the Wamba Wamba Perrepa Perrepa peoples, shares her insights on Quality Area 1.
29 April 2022
With over 18 years of experience in the early childhood education and care sector, Corinne has worked in multiple roles across long day care, preschool and mobile services including nominated supervisor and educational leader roles.
We sat down with Corinne to get her insights on Quality Area 1 and how educators can contribute to children’s learning and development outcomes through curriculum decision-making.
“The curriculum in an early childhood education setting encompasses the children’s whole day,” Corinne said.
“It is the intentional teaching moments educators plan for, and the children’s interactions with their peers and with their educators. It is the daily routine, the planned and the spontaneous.”
“All of these moments make up a service’s curriculum which supports, builds and encourages children’s identity, sense of community and love for learning.”
As a Senior Field Officer, Corinne visits and works with many services in rural communities that embed a strong sense of identity, community and local history into their curricula.
“Educators are basing their curriculum decisions on what they know about each child, the child’s family, their community and what opportunities exist for the children in their community,” Corinne said.
“One service I visited has a little nook in a playroom that is a small replica of their town. All the walls are covered in photos of major landmarks in their community like the hospital, the local primary school, and the local footy/netball club.”
“It’s this educator’s commitment that builds children’s capacities to understand where they come from, celebrate who they are and explore how they fit into their communities.”
“When children can begin to see where they fit it in the wider community, it supports their individual identity, and builds self-belief and confidence and capability to learn.”
Building this readiness and enjoyment of learning is, in Corinne’s view, the first step in children’s transition to school.
Corinne’s main piece of advice for supporting children’s confidence as learners is to focus on element 1.1.2 – to ensure learning is child-centred by focusing on what children are already achieving, but also by creating challenges.
“Educators role-modelling excitement, interest, wonder and respect for learning and learning environments supports children’s confidence and engagement in learning.”
“It’s also really important for educators to plan for and encourage children’s enjoyment in play and to provide a sense of fun.”