I had limited understanding of the principles and professional commitments outlined in the Early Childhood Australia (ECA, 2016) Code of Ethics. After exploring the Code and reading Stamopoulos and Barblett (2018), I developed a greater understanding of how ethical principles guide educators’ professional responsibilities and decision-making. The Code highlights the importance of respecting children’s rights, building respectful relationships and promoting inclusive and equitable practices. Stamopoulos and Barblett (2018) further emphasise the importance of acting with integrity, considering different perspectives and addressing unethical practices. The Community Early Learning Australia (2025) resource, Professional and Ethical Practice in Action, will help me strengthen my ethical decision-making and respond appropriately to challenging situations. I recognise that applying the Code of Ethics also requires educators to advocate for children when their rights, wellbeing or inclusion may be compromised. This includes speaking up about unethical practices, challenging assumptions and ensuring decisions reflect children's best interests.

Through my experience working in early learning settings, I understood the importance of organisational policies and procedures but had limited knowledge of legislative and administrative processes. Reading Kilderry and Raban (2020) and Waniganayake et al. (2023) expanded my understanding of ECEC governance, including legal accountability, risk management and how organisational structures influence compliance with legislative and quality requirements. Furthermore, Waniganayake et al. (2023) developed my understanding of pedagogical leadership and the role educational leaders play in guiding curriculum and pedagogical decisions. I now recognise that effective leadership involves supporting educators to implement purposeful teaching practices that promote children's learning and development.  

The National Alliance (2012) resource, How to Series: Plan Effective Transitions for Children, demonstrates how governance and quality requirements inform everyday practice. As a preservice teacher, I can contribute to well-managed learning environments by collaborating with educational leaders and colleagues, engaging in reflective practice and using professional guidance to inform my teaching decisions. These practices will help me create safe, inclusive and responsive learning environments that prioritise children's learning and wellbeing.

Through my experience working in early learning settings, I understood the importance of building relationships with families but had not fully considered how my unconscious bias could influence my communication. Nicholson et al. (2020) and Fenech and Skattebol (2021) expanded my understanding of social justice and the importance of equitable family partnerships. Fenech and Skattebol (2021) highlight the need to recognise and address barriers to family participation, while Arthur et al. (2020) emphasise respectful two-way communication, avoiding assumptions and maintaining confidentiality. This strengthened my understanding that educators must recognise diverse family circumstances and provide equitable opportunities for families to contribute to children’s learning. Griggs and Rollo’s (2023) resource will inform my future practice by guiding professional conversations with families, sharing observations and learning about children’s experiences at home.