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Ethical rules in early childhood education centers
Ethical rules in early childhood education centers
Ethical rules in early childhood education centers
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My experience at the Brock Learning Lab tutoring a grade one student relates to the Ethics of Care mainly through the following:
• Responsibilities to Children (ECEC, 2011)
This section of the code calls early childhood educators to be “caring, empathetic, fair and act with integrity” as well as “foster the joy of learning through play-based pedagogy” (CECE, 2011, p. 11). I felt that I showed these values and beliefs throughout my experience by creating lessons based on my students developmental needs and personal interests.
• Responsibilities to Families (ECEC, 2011)
This section of the code calls early childhood educators to “establish and maintain reciprocal relationships with family members” and to base these relationships on “trust,
Interestingly it was through this process of sharing our professional experiences that we established the central idea of our exhibition. We had determined that the importance of play in the Early Years was a theme that was often debated by parents, colleagues and policy makers. By choosing this as our topic we hoped to have an enhanced understanding of the historical implications of play in Early Years Education, resulting in professional competence and the ability to guide and mentor others on the significance of play. Rodd (1996) endorses this importance of Early Years Professionals having the skills to build, establish and maintain credibility in the fast-changing sector of Early Years.
A requirement in being an early childhood teacher, is to fulfill the needs, of the children and families I will work for. In chapter one, you have the Lawrence and Ashley Family. In the Lawrence family, they are a married couple, which means more income for the family. Whereas the Ashley family has one income. In addition, to the Ashley family, having one income and dealing with the state can bring heartache and struggles to buy food, clothes, housing, school supplies and other day to day activities. Therefore, I need to comprehend the lives of the families I work for and to be aware of the circumstances of the individual families. To the same degree. I need to respect the boundaries; of the families I work for. Trust is a must. With no trust, there is no communication and things get can get
The first section of the Code specifically addresses our responsibilities to young children. Its twelve ideals emphasize the importance of basing program practices on knowledge of child development and remind early childhood educators that they are responsible for creating programs that meet the developmental needs of all children in ways that respect their culture, language, ethnicity and family structure. The twelve principles in this section of the Code describe practices that are required, permitted, or prohibited as we work with young children. It is this section of the Code that I find the most challenging.
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.
A research by Gabriel, Doiron, Baldacchino, McKenna & O’Keef (2012) concluded that, early education investors may differ in how they believe play should take shape inside ECE centers. However, they cannot deny that fact that play does have a large impact on the development
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.
Dr. Seuss wrote, “You’re off to great places. Today is your day. Your mountain is waiting. So get on your Way”. The role of the early childhood educator, while rewarding, can sometimes feel as is you are climbing a mountain. Educators have to consider how to implement curriculum, instruction, management, and technology in the classroom. Educators also have to provide an environment where all children feel safe and nurtured. When creating a course of action, educators have to consider their role as well as the role of the student, parent, and community.
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
They are as follows:- • Security • Resourcefulness • Resilience • Reciprocity By identifying a toddler’s interest we as Early Childhood Educators can support, encourage and guide the children in our care on their learning journey at a much deeper level. We can do this by nominating for enquiry based learning for toddlers in our centers by conceding that our children are ready , willing and able to:- • Think • Persist • Contribute • Investigate • Be responsible for their own learning So by peeling back our own layers and re-examing our practice we can re-theories our own professional practice, define and refine our philosophy. Refining our own reflection on practice enables us as Early Childhood
...ng in the educational context requires teachers as the competent adults or instructors, it demonstrates the importance of teacher presence in all areas of the curriculum especially in play. Whether through Piaget’s cognitive constructivism or Vygotsky’s zone of proximal development, it is important for teachers to actively participate and interact with the children to foster their cognitive and social development. To scaffold children’s play, the teacher is important in roles such as creating the right play environment by preparing adequate materials, designing the playing space and ensuring adequate play materials, designing appropriate play experiences to structure and facilitate the children’s development and facilitating interactions among the children and between themselves and the children to facilitate and support meaning making (Module 2 & Module 3, 2012).
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
According to Honig, preschool teachers should teach students by engaging different kinds of play activities. Through their participation, young children practice gross motor skills; social skills; cognitive and language skills; number and time concept; space concept; reasoning of cause and effect; how to distinguish between real or fantasy; sensory and aesthetic appreciation; how to extend their attention span; and how to release their emotions. The benefits of play for young children’s early stages of development are numerous and powerful. Honig emphasizes that teachers should “provide the cognitive and social groundwork for children’s future learning” (p. 129). Play activity increases preschooler’s desire to learn. Young children are able to build strong foundations in early childhood, preparing for future academic learning.
I am very much the type of person that prefers hard copies such as books, magazines, or newspapers so I started there. I looked at past textbooks I have used during my time in school and found two that were extremely helpful; the first titled Play, Learning and the Early Childhood Curriculum by Elizabeth Wood and Jan Attfield, and the second titled Crisis in the Kindergarten: Why Children Need to Play in School by Edward Miller and Joan Almon. After finding two books, I decided it was time to look on the Internet. Instead of using the normal Google search, I decided to use Google Scholar as a way to find dependable sources. I used the key words pay based learning, childcare, and teaching styles. From those key words alone I found many scholarly articles and experiment papers. One article I really liked was by Ageliki Nicolopoulou, a professor from Lehigh University located in Pennsylvania. What stuck out about her article was that she also used the text by Miller and Almon. Another source I reference in this paper is How Dramatic Play Can Enhance Learning by Marie E. Cecchini, which I quickly mentioned above. Dolores A. Steglin wrote the last article I used. Her article Making the Case for Play Policy: Research-Based Reasons to Support Play Based Environments was really helpful when I started to link the NAEYC Code’s and Early Childhood Educator Competencies to play based learning strategies. I also used
Kostelnik, M. J., Soderman, A. K., Whiren, A.P. (2011). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (5th ed.).Upper Saddle River, NJ:Pearson Education.
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