Historically the early childhood sector within Australia, including childcare services such as family day care, kindergarten and pre-school services, has been fragmented, with little consistency across the various states and territories (Elliott, 2006). Due to the lack of a clear federal or state based framework regulating staff qualifications, and the lack of consistency in approaches to curricula and programming (Elliott, 2006), each state became responsible for the development of its own curricula framework (Lee, 2007).
Stimulated by a new generation of policy makers and educators interested in the development of standardised national policies and regulations governing the early childhood sector in Australia, the focus of early
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Legislation introduced compels all early childhood workers to undertake formal training in early childhood education, which includes existing and new early child-hood workers entering the early childhood sector. Through the implementation of this ini-tiative and its linking with the National Quality Standards introduced in 2009, the early childhood sector can now be formally incorporated into Australia’s education system and thereby recognized as an integral part of our educational …show more content…
Examining whether obtaining a credential in the early sector will change the untrained early childhood workers status, the work they perform, their level of remunera-tion and their standing within the early childhood sector and the community in general.
This research addresses the gap in existing literature on early childhood workers’ educa-tion and training, which in the main, has concentrated on the trained teacher’s role in the early childhood service, their education and training. With limited research or literature examining the untrained early childhood worker, their role in the education and care of children, and their contribution to the children’s overall development and well-being. It highlights the need for early childhood worker accreditation, with standardised, transport-able credentials recognized nationally.
1.2 Research
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
“Teachers are missing in at least two ways, a four year degree and certification, teachers and their work are largely missing from the early care and education literature and they are missing in terms of omission: of not having the knowledge and skills necessary for supporting
Prochner, L. & Howe, N. (2000). Early Childhood Care and Education in Canada. Vancouver & Toronto: UBC Press.
Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage.
Driscoll, Amy; Nagel, Nancy G. (2008). Early Childhood Education, Birth -8: The World of Children, Families, and Educators. Pearson education Inc.
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.
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.
..., & Hammer, M. (2006). The foundations of early childhood eduction: Historically situated practice. In M. Fleer, et al. (Eds). Early childhood learning communities: Sociocultural research in practice (pp. 193-208). Frenchs Forrest, Australia: Person Education Australia.
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.
Teaching young children is becoming more complex and the demands placed on educators are increasing. By taking part in continuing education, and integrating current research and practices, educators and administrators will be better able to promote innovation and improvement in both managing, and teaching. Since early childcare educators are keenly aware of the needs of children and are able to see trends in early the child care and development system and their impact on children and families, they have a responsibility to engage in informed advocacy for children (Mevawalla & Hadley, 2012). By getting involved in the public policy-making process, they can help educate the public and build support for early childhood issues that will help improve the lives of children and families. Early childhood professionals have many important roles and responsibilities. “Teaching young children is serious work that requires high-quality, dedicated, professional teachers who see the importance of what they do and are eager to increase their effectiveness, knowledge, and skills” (Phajane, 2014, p.
Dever, M. & Falconer, R. (2008). Foundations and Change In Early Childhood Education. John Wiley & Sons, Inc. (p. 3-4, 12). 111 River Street, Hoboken, NJ
My beliefs and values about early childhood education is based upon understanding that all children are unique individuals who need a caring, nurturing, and secure environment in which to grow and develop socially, emotionally, cognitively, and physically. Children under the age of three are in critical stages of development, it is my belief that a quality child care environment will have a positive impact on a child’s development and make a significant difference in the life of a child and his or her family. My philosophy of early childhood education and the elements I believe are necessary in developing a developmentally appropriate child care environment is rooted in my views and beliefs about experimentalism, progressivism, multiculturalism, and the influence of philosophers such as Dewey, Piaget, Montessori, and Vygotsky. Furthermore, I believe young children will thrive and grow in developmentally appropriate child care programs that possess the following elements: (1) teachers who see themselves as intentional, responsive and respectful facilitators of learning, (2) the ability to build a community of learners, (3) implement an effective curriculum that allow children to explore their natural curiosity about the world.
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.
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
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.