Introduction Due to an increased demannd for standards and accountability in the early childhood education field, policy makers have increasingly turned to the development of effective professional practice among early childhood educators (ECEs) as the predominant approach in securing better outcomes for children. ECEs have thus found themselves under increased pressure to develop professional practices through professional development which has been demonstrated to have a profound impact on children’s holistic development and their performance prospects in society. This essay will focus on the development of effective professional practice among ECEs. The paper will critically evaluate the importance of developing professional practice among ECEs, how it is developed and the application in ECE’s practice. The essay will highlight how professional practice and core beliefs of ECEs are shaped by factors such as professional and personal identity, beliefs and values and regulatory documents and bodies. Development of Professional Practice The importance attached to the development of effective professional practice among ECEs can be seen in the Professional Support Coordinators Alliance of South Australia (PSCSA’s) definition of professional development. The PSCSA defines professional development as “continuous learning that enables practitioners to affirm existing understandings as well as acquire new skills and knowledge and thereby remain up-to-date with evolving developments in the field (PSCSA, 2008, p17).” The report also considers the development of professional practice among ECEs as any endeavor to improve service delivery to the families and the children that they are contracted to provide the service for. This def... ... middle of paper ... ...n The development of effective self practice among early childhood educators has become an increasingly important aspect of quality management and improved service delivery in the ECE sector. The significance of professional development for ECEs is that it enhances the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in professional practice. Professional development is mainly through continuous learning and training and is dependent on the educator’s core personal and professional values and beliefs. These beliefs are shaped by publications of regulatory and professional bodies and through constant self reflection and evaluation. This then enables ECEs work on their beliefs that shape their professional practice as regards mode of teaching and also professional relationships with family and community.
Vignette two: Families who previously had children enrolled in a nearby preschool have told you stories of what happened to their children in that center. They describe dirty sheets on the cribs, harsh punishments including withholding food, and ratios of twenty children to one adult. One day you drive by and see a lot covered with asphalt and dry grass. There are a few rusting pieces of playground equipment. Several children are standing along the chain link fence looking at the cars going by. There are no adults in sight.
A significant facet of an early childhood professional is the ability to work with families. This however can be an area in which many professionals entering into the field can feel inadequate. In order to fully support all areas of a child’s performance as a professional it is critical to work with their families. In order to effectively work with families, you must be able to understand the diversity and complexity of families.
Based on the research, teacher responsibilities are from the standards of professionalism in early childhood education is essentially based on the Six National Association for the education of Young Children (NAEYC) which include promoting child development and learning, building family and community relationships, observing, documenting, and assessing to support young children and families, using developmentally effective approaches with children and families, using content knowledge to build meaningful curriculum and lastly becoming a
Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children 's wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child.
The purpose of this article is to demonstrate how educators in the early childhood field can create an environment for children that is beneficial to development and enhance their thinking and learning skills. The author states that over the years, more and more observations of early childhood programs across the U.S. and some other countries to see what environments help to convey knowledge better for children. The authors states a caution that, “…we have seen: whether in Alaska, Florida or Massachusetts, all programs are starting to look like an early childhood catalog. Centers do not reflect the identity of the families and communities” (Curtis and Carter, 34). They then goes on to say that many programs apply
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Educators should reflect on their own practice regularly to ensure that they are effective. (Arthur,2010, p.1). By critically reflecting on ones own practice enables carers to make good curriculum decisions and support positive outcomes for children. (Arthur,2010; Mac Naughton & Williams, 2009). Educators need to make meaning of the things that are going on around them. Assessing practices will help educators understand their practices better and thereby deciding if these practices are of value or not. Moss (2001a, p.131) says that quality is related to a pedagogy of ‘conformity and normalization, control and management’, to make meaning it looks at choice and the way we interpret and understand things and thereby having a variety of different
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
In this assessment I will be talking about the principles and philosophy of Frobel and Montessori, what they have in common and differences, there contributions to Siolta and my own thoughts in relation to early childhood education and their impact on the learning environment
Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute