Edu40003 A2 Brochure

pdf

School

Swinburne University of Technology *

*We aren’t endorsed by this school

Course

40003

Subject

Communications

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by JudgeBee3923

In relation to children... EDU40003 – Identity: The Early Childhood Profession(al) Assignment 2 Philosophy Brochure (Part A) Figure 2. Children playing (Canva, n.d.). I believe children need to voice their ideas and views in a safe and supported environment. I believe children need to be given opportunities to make decisions which affect their well-being. I believe children learn best when they are interested to learn. I believe in embracing all children's cultural and linguistic diversity. I believe all children need to feel welcome and included in the classroom environment. I believe children need to take ownership and responsibility in their classroom environment. Figure 3. Happy Child (Canva, n.d.). "DO NOT TRAIN A CHILD TO LEARN BY FORCE OR HARSHNESS; BUT DIRECT THEM TO IT BY WHAT AMUSES THEIR MINDS..." (PLATO, N.D., AS CITED IN GOODREADS, N.D.).

In relation to families... In relation to colleagues... In relation to community... I believe families have a right to their privacy and confidentiality. I believe families need to feel secure about their children’s safety and well- being. I believe families have a right to participate in their children’s learning journey within the classroom environment. I believe families have a right to speak up about their concerns in regards to their children or other issues relating to the classroom environment. I believe families and teachers are in partnership to support children's holistic development. Figure 4. Family (Canva, n.d.). I believe it is important to build respectful, honest and professional relationships with colleagues. I believe it is important to not take part in workplace gossip with other colleagues in relation to issues to do with staff, children or families. I believe it is vital to support colleagues within the work environment and help each other when able to do so. I believe relationships between colleagues are influential and set a role modeling example to children. I believe it is significant to share workplace ideas and/or concerns with colleagues in order to collaboratively problem solve and work towards improvement as a team. I believe community influences a child's life through peers, neighbors and schools as stated in Urie Bronfenbrenner's Ecological Systems theory (1977, as cited in Mcleod, 2020). I believe when children have connections to their community, it helps them gain a stronger sense of belonging. I believe community has the power to help children respect concepts of diversity and learn about other cultures and languages. I believe community teaches children to coexist with their environment such as plants, animals and other people. I believe community helps children develop their social and emotional skills. Figure 5 . Team (Canva, n.d.). Figure 6. Community (Canva, n.d.).

Part B: Philosophy strategy statements I believe that all children need to feel welcome and included in the classroom, as Bucholz & Sheffler (2009) have stated, when children’s emotional wellbeing is met, they are better able to interact comfortably with others, express their thoughts and emotions as well as develop a greater sense of belonging to their community. Examples of how teachers can achieve an inclusive and welcoming classroom environment may consist of strategies such as; having a display of family photographs in the classroom to build connection between home and pre-school (Penn State Extension, n.d.). It is important to make the learning environment as visual and interactive as possible, for example, displaying children’s art work on the walls, planning group activities for shared learning/or discussions, providing books about cultural diversity and mixed-ability subjects and having a clear display of expected daily routines and transitions to ease children into the day (Brooks Publishing, 2021). I believe families have a right to participate in their children’s learning journey and should be welcomed into the classroom to take part in contributing to group experiences. According to Uri Bronfenbrenner’s ecological systems theory (1977), in the early stages of childhood, family members are the most influential people in children’s lives and children’s social and emotional wellbeing is significantly affected by the relationships they begin to form with their parents or guardians (Mcleod, 2020). Some examples of promoting family participation in the classroom may consist of strategies such as; organizing parent/or cultural events, inviting parents to volunteer for excursions, encouraging parents to share their special skills and talents in the classroom environment, for example; cooking, story-telling, playing a musical instrument and so forth (ACECQA, n.d.). I believe it is significant for colleagues to share workplace ideas and concerns with one another, in order to collaboratively problem solve and work towards progress as a team. In order to achieve progressive change toward quality improvement, it is essential “to create an environment where educators are able to express their views and feel confident to raise ideas” (ACECQA, n.d., p. 2). Examples of strategies for positive team collaboration consists of; recognizing one another’s strengths and skills, respectfully communicating and actively listening to colleagues point of views, having regular team meetings, alongside with management to discuss ideas as well as analyze areas to improve by setting goals collaboratively, reflecting on practice and being open to learn from one another and participating in professional development seminars to further professional knowledge and growth (ACECQA, n.d.).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

As stated in Urie Bronfenbrenner’s Ecological Systems theory (1977, as cited in Mcleod, 2020), I believe community influences a child’s life through interactions between peers, teachers, schools/early learning centers or other frequently visited services such as libraries and sporting clubs. The first layer in Bronfenbrenner’s theory is the microsystem which suggests that alongside people in the closest proximity to the child, the community in which children are raised in is also a significant influential factor in child development as it builds upon social skills and a sense of belonging (Vest Ettekal & Mahoney, 2017). Strategies for teachers to promote community engagement may include; taking children for a walk around the neighborhood to collect natural resources /or playing at the local park, organizing incursions such as having a librarian/or other influential members of community visit the classroom, organizing excursions for children to visit services around the community such as the local library, fire station, nursing homes and so forth (Raising Children, 2020). Part C: Reflection statements As an early childhood teacher, I am aware the profession comes with many fulfilling aspects as well as industrial challenges. However, personally, I will continuously reflect on my professional growth by developing awareness of effective and ineffective teaching methods, working towards achieving goals in regards to students, families, colleagues and management (Miller, 2010). I will be committed to build positive and trusting relationships with students by getting to know them individually, their backgrounds and understanding how they learn best to their ability (Aitsl, n.d.). I will create a welcoming environment for all children in the classroom to support every child’s learning journey, no matter what their cultural, religious or ability background may be, by focusing on their interests and providing experiences to encourage and support their learning and participation (UNICEF, 1990). I will be dedicated to engage with families through verbal and electronic forms of communication, to build on reciprocated trust and partnerships in order to offer holistic support for children between home and the learning environment (Aitsl, n.d.). I will aim to build respectful relationships with colleagues and work collaboratively to celebrate team achievements, solve problems and set positive examples to children by demonstrating effective communication, support and team work (Aitsl, n.d.). I will be committed to ignite children’s curiosity towards learning and plan experiences to encourage children’s participation in the curriculum, including incursions and excursions, with support of the community to help children develop an understanding of the world in which they live and gain a sense of belonging (ACECQA, 2008).

References Australian Children’s Education & Care Quality Authoity. (2008). Belonging, being & becoming: The early years learning framework for Australia . Retrieved September 23, 2022 from https://www.acecqa.gov.au/sites/default/files/2018- 02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Australian Children’s Education & Care Quality Authoity. (n.d.). How to generate family involvement in service management . Retrieved September 21, 2022 from https://www.acecqa.gov.au/sites/default/files/2021- 01/HowToGenerateFamilyInvolvementInServiceManagement.PDF Australian Children’s Education & Care Quality Authoity. (n.d.). Quality area 7: Educational leadership and team building. Retrieved September 23, 2022 from https://www.acecqa.gov.au/sites/default/files/2018- 04/QA7_EducationalLeadershipAndTeamBuilding_0.pdf Australian Institute for Teaching and School Leadership. (n.d.). Graduate career stage . Retrieved September 23, 2022 from https://www.aitsl.edu.au/standards/graduate Brookes Publishing. (2021). 8 ways to establish a welcoming learning environment for all children . Retrieved from https://blog.brookespublishing.com/8-ways-to-establish-a-welcoming-learning- environment-for-all-children/ Bucholz, L.J., & Sheffler, L.J. (2009). Creating a warm and inclusive environment planning for all children to feel welcome. Electronic Journal for Inclusive Education , 2 (4), 1-13. Retrieved from https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1102&context=ejie Canva. (n.d.). Children playing [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit# Canva. (n.d.). Community [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit#

Canva. (n.d.). Family [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit# Canva. (n.d.). Happy Child [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit# Canva. (n.d.). Pencils [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit# Canva. (n.d.). Team [image]. Retrieved September 11, 2022 from https://www.canva.com/design/DAFLhr80FPg/q_wHdLYPYv10311ydOwwcA/edit# Goodreads. (n.d.). Plato quotes . Retrieved September 1, 2022 from https://www.goodreads.com/quotes/46630-do-not-train-a-child-to-learn-by-force-or Mcleod, S. (2020). Bronfenbrenner’s Ecological Systems Theory . Retrieved from https://www.simplypsychology.org/Bronfenbrenner.html Miller, B. (2010). Brookfield’s four lenses: Becoming a critically reflective teacher . The University of Sydney. Retrieved from https://valenciacollege.edu/faculty/development/courses- resources/documents/Brookfield_summary.pdf Penn State Extension. (n.d.). Photographs: meaningful uses in early education and care. Retrieved September 14, 2022 from http://bkc-od-media.vmhost.psu.edu/documents/TIPS0712.pdf Raising Children. (2020). Community connections fir children: Friends, neighbours and local organisations . Retrieved from https://raisingchildren.net.au/school-age/connecting- communicating/connecting/helping-your-child-connect-with-others UNICEF. (n.d.). A simplified version of the united nations convention on the rights of the child . Retrieved September 23, 2022 from https://assets-us-01.kc-usercontent.com/99f113b4-e5f7-00d2-23c0- c83ca2e4cfa2/fc21b0e1-2a6c-43e7-84f9-7c6d88dcc18b/unicef-simplified-convention-child- rights.pdf

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Vest Ettekal, A., & Mahoney, L.J. (2017). The SAGE encyclopedia of out-of-school learning: Ecological systems theory . SAGE Publications. Retrieved from https://www.researchgate.net/publication/316046039_Ecological_Systems_Theory

Edu40003 A2 Brochure

Related Documents