Introduction This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the diversity and differences with families of today. Gaining an insight into way that educators view and approach these important elements will enable the readers to understand that diversity and social justice is not only interwoven into today’s education system but also the educators themselves. Literature Review There is a significant body of literature in this area - reflecting families, diversity, difference, culture and values in today’s society and the role to be played by early childhood educators in today’s society. It is apparent that these areas are must be understood to be able to process the data within this research report. The first key element is families, families are considered far more complex than most would first think and in today’s society there is no one universal way of doing family (Robinson & Diaz, 2006) . Educators recognise that families are a child’s first and most significant link to the world around them. Respect of the family and their ways are essentially the fundamental ... ... middle of paper ... ...choolFrom Parents to Partners, Building a family-centered Early Childhood Program: Redleaf Press. Richardson, C. (2014). Respecting diversity- Articulating early childhood practice Retrieved from http://www.earlychildhoodaustralia.org.au/pdf/rips/RIP1101_sample.pdf Robinson, K., & Diaz, C. J. (2006). Diversity and Difference in Early Childhood Education: McGraw-Hill Companies,Incorporated. Schools World TV (Producer). (nd). Howard Gardner - Future Minds. Retrieved from http://www.schoolsworld.tv/node/1254 Southern Early Childhood Association. (2014). Valuing Diversity for Young Children. http://www.southernearlychildhood.org/upload/pdf/Valuing_Diversity_for_Young_Children.pdf Wardle, F. (2006). Diversity in Early Childhood Programs. Earlychildhood NEWS - Article Reading Center. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548
Tejada, E. (2010). The Promise of Preschool: From Head Start to Universal Pre-kindergarten. Education Review (10945296), 1-6.
The article, “Diversity in Early Childhood Education,” by Francis Wardle, was enlightening on how early childhood educators need to build a homogenous classroom environment that resembles the family and the community that children reside in. Educators and administrators need to evaluate the classroom environment to incorporate diversity in the classroom so, that young children can feel socially competent about their culture. It is essential for educators to assist young children to gain knowledge through classroom experiences an additionally by exploring their community to build tolerance of individual differences nonetheless we can all be friends. Early childhood development centers as well need to incorporate family involvement that will
Driscoll, Amy; Nagel, Nancy G. (2008). Early Childhood Education, Birth -8: The World of Children, Families, and Educators. Pearson education Inc.
In the end, as early childhood educators we want to fight the constant layers of oppression our generation currently encourages and condones into what America is made up to be. By identifying our personal biases, understanding our many social identities, examining institutional advantages and disadvantages, understanding internalized privilege and oppression, and finally learning how to take action we can change the way kids socially identify themselves and create a wholesome environment where we are all equal. By respecting and coaching healthy ways of life, our children can only grow to help future generations and facilitate a growing America with positive results.
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
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 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.
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.
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.
Deiner, P. L. (1999). Resources for Educating Children with Diverse Abilities: Birth through Eight (3rd ed.). Orlando, FL: Harcourt Brace & Company.
Quality early childhood educators are individuals whose teaching and learning pedagogies are based on values and beliefs that lead to positive relationships, embedded in trust and high standards of professional ethics (Boon, 2011). Creating this type of individual requires educators to adopt the necessary skills, which will enable them to meet the diverse academic, social and emotional needs of all children. Since diversity is guaranteed in all educational settings, educators will often encounter various ethical dilemmas when interrelating with children, parents and even colleagues. Thus, making it integral for educators to develop skills and approaches to help deal with these dilemmas. As such, educators need to understand ethics in order
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.
You have to have the education or the experience with cultural, race, ethnic groups, socio-economic and language in the children who are diverse. The workforce needs to have a diverse in their roles as a teacher. The families need to be involved in the development of their child. The should take part in the child’s professional development. The professional development of children should prove their knowledge and the skills in their learning development. Providers are to organize their place for the child’s learning experience and that focuses on any problems in the place. The questions who, what, and how organizes the framework in the plan and the evaluating of the professional development. The focus of the who, what, and how is the framework of professionalism (Inclusion., 2008). This is to make Early Childhood Education and this is to help educators to have the skills, knowledge, and dispositions to work closely to the practitioners to help with improvements in classrooms and to make it more better with the children with disabilities and the families (Inclusion., 2008). The point that I had new insight from is the who because it states that most of the consultants, and the technical providers had a bachelor’s or a Master’s and the experience in teaching children in ECE and that was in a state wide survey. This goes to show us that you need a degree of some kind to work with children, and to be in a teaching position. I see that is why I cannot be in the position as a teacher till I get a
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