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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 …show more content…
However, in this scenario it is apparent that the other children lack a strong sense of belonging, as positive interactions are limited due to one child’s behaviour. This individual child is hurting others, causing the other children to distance themselves from their peers. Thus, creating a non-harmonious environment filled with anxiety, worry and fear of being constantly hurt. Arthur, Beecher, Death, Dockett & Farmer, (2005) explain the importance of creating a sense of belonging and inclusiveness within early childhood setting, describing such as a distinguishing aspect of a developing and successful child. This centre fails to generate a positive learning environment as it struggles to promote positive health, wellbeing and interactions in a safe and supportive environment. UNICEF (1989) describes these features as basic human rights. Thus, this is a contributing reason as to why so many parents have made complaints to staff. Feeling apart of the early childhood community is vital in a child’s life, as failure to feel included often leads to a child becoming disengaged and isolated from their peers (Cooper & Simonds, 2003). As a result, their self-esteem decreases which can create negative implications to the mental health and wellbeing of a growing child (Pendergast et. al,
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 relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
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.
Caregivers and early childhood educators often deal with value-based decisions and encounter issues, frequently referred to as “ethical dilemmas,” daily. In fact, the ability of the early childhood teachers and the caregivers to promote professional ethics and adhere to moral values is becoming dire in the controversial society (Feeney, Freeman & NAEYC, 2012). However, it is apparent that most professional development sessions do not include either tackling of the relevant dilemmas or the instruction on professional ethics as part of the learning experience. The ethical dilemmas always require the caregivers and the early childhood educators to make tough and occasionally unpopular decisions (Feeney, Freeman & NAEYC, 2012).
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.
The Waldorf Approach Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper.
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.
Equity in early childhood education is a key as it is interconnected with diversity, inclusion, and social justice. People come from all sorts of different backgrounds. Some are more privileged than others and are able to receive more attention and care when it comes to education. Although there should be fairness throughout all stages of education, I think it is crucial to have anti-bias equity implemented in education since kindergarten. Furthermore, ensuring equity in learning along with achieving excellence, promoting well-bing, and enhancing public confidence are the goals for education in Ontario. As educators, we should work to identify and address the barriers and also work towards inclusive education to scaffold their learning.
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.
Development of a positive understanding and regard for the identity and rights of others in early childhood is a primary objective of Early Childhood Care and Education. Article 29 of The United Nations Convention on the Rights of the Child states that a child’s education should be directed to the “preparation of the child for a responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes and friendship of all ...” (UN, 1989). It is crucial that ECCE practitioners address the challenges of a diverse society, and empower all children with a strong sense of self and group identity, and the skills to challenge injustice. Children have rights and responsibilities as active citizens, and the adult role in ECCE is to create an environment which fosters children’s positive identities and promotes each child’s sense of belonging in the setting and in the wider society. By engaging in an active approach to issues of difference, and presenting a learning environment which is representative and respectful of the diversity of society, ECCE practitioners can support children as they become world citizens. Boutte (2008) acknowledges that promoting social justice and active citizenship among children presents practitioners with challenges and requires both self knowledge and professional knowledge. Understanding how and why children develop prejudicial attitudes can support practitioners as they face the challenge of counteracting discrimination and promoting equality and diversity.
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.
At this stage, the child’s behaviour is also associated with Bronfenbrenner’s “bi-directional influences” (Paquette & Ryan 2015). For example, the parents may affect child’s behaviour and beliefs; however, the child’s behaviour also affects the belief and behaviour of her parents. Curriculum, teaching strategies and resources play main role in addressing children’s behaviour in learning environment (Conway, 2009). Implementing the appropriate strategies and developing positive relationship between educator, parents and other significant adult is very important for the child to understand a sense of belonging, identity and able to recognize herself as significant and valued (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). Proactive and Reactive strategies can be utilized in guiding the child’s behaviour. The reactive approaches can be implemented after the child’s inappropriate behaviour that helps her to understand about ‘punishments’ and endeavor to stop her inappropriate behaviour (Conway, 2009). For example, “if you punch him
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.
The purpose of this study was comparing infants and toddlers in segregated and integrated programs and whether this would affect the development of the children. A childcare program moves the same -age children from room to room every year known as “segregated” (41, Rutherford & Whitington). If infants and toddlers had the same educator “until the age of three”, a secure attachment will development (41, Rutherford & Whitington). Segregation creates stress for the child such as being exposed to a new environment, caregiver and losing a secure attachment with the educator. The more children in the room, the educators are less likely to respond which creates biological stress and can have lasting effects on the children. Children in an integrated
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