EDU40003 assignment 2
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Swinburne University of Technology *
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Course
40003
Subject
Philosophy
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by EarlGiraffe1193
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EDU40003 Identity: The Early Childhood Profession(al)
Assignment 2: Reflective philosophy
Part A- Philosophy brochure (484 words)
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Part B- Philosophy strategy statement (545 words).
I align with the notion that children are active participants in their own learning journey and educators should facilitate an environment where children can actively question, explore, and create by employing several strategies like asking open ended questions to stimulate their critical thinking. This can be done by providing hands on experiences that allows children to explore their interests and manipulate materials and by designing a flexible classroom environment, with various learning centres that encourage exploration. Rotating the materials and activities every so often can lead to new discoveries and interests (Katz & Chard,2000). I acknowledge that relationships significantly influence children’s learning and life outcomes. Early childhood educators play a crucial role in nurturing positive relationships that significantly influence children's learning and life outcomes. They help children attain this by establishing trusting relationships with them by engaging in meaningful conversations with children, valuing their thoughts and feelings, which in turn strengthens attachment and social-emotional development (Shonkoff & Phillips, 2000). Promoting peer interactions and collaborating with families also help fostering
relationships.
I acknowledge the importance of continuous professional development, advocating for ongoing learning, and growth to enhance our collective expertise. The
efficacy of practise is enhanced when early childhood professionals actively engage in professional learning and skill development that aligns with the priorities for improvement within their respective settings, services, or networks (VEYLDF P.8). The educators can engage in continuous professional development to stay informed about the latest industry trends, technologies, and best practices. By placing a strong
emphasis on ongoing growth and learning, we are able to empower both ourselves and our teams to adapt, excel, and make meaningful contributions in our respective areas of expertise. I am inspired to foster a supportive and inclusive work environment where colleagues feel heard, respected, and valued for their unique contributions. This can be fostered by ensuring that workplace policies promote diversity, equity, and inclusion and establishing open channels of communications where educators can share their ideas, concerns, and suggestions (Insight
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Global,2023). Celebrating educators’ unique contributions and achievements through
recognition programs, awards, or simply expressing gratitude can also help foster positive work environment. I value the partnership between families and educators, recognizing that together, we create a strong support system for children's development. Forging partnerships with families in early childhood settings is crucial for holistic child development and a smooth transition into the learning environment. Educators can do this by establishing regular channels of communication with families, such as newsletters, emails, or parent-teacher conferences (Epstein, 2018). They can create
a welcoming and inclusive environment in their settings by displaying diverse family structures, cultures, and languages. Involving families in their child’s learning by constantly seeking parents input or feedback on the learning program can also help them feel belonged and valued. I understand that community involvement provides children with a broader perspective and a sense of belonging beyond the classroom. This can be done by organizing open houses, family fun days, or cultural festivals to allow members of the
community to visit the early childhood environment. Such activities can be excellent way to promote the programme and create partnerships. When the settings collaborate with local organisations, businesses, or artists to engage children, parents, and community members in joint initiatives (Epstein, 2018), it not only facilitates the learning experiences but also fosters the development of community bonds.
Part C: Reflection statements (276 words)
As an Early Childhood Education professional, I strongly believe in the importance of
recognising children as decision makers and active learners who have the ability to take full control of their own learning process. As an early childhood educator, my role is to provide support and guidance to help children develop confidence and actively engage in their learning experiences. I am committed to help every child become a confident, active learner. I will actively involve the children in decision-
making, provide a variety of learning tools, and encourage them to choose what they
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want. In the teaching process, it is crucial for me to prioritise the use of open-ended materials in my classroom. These materials should encompass a wide range of options, including both natural items and manufactured items. Children are provided with ample opportunities to explore and engage with these valuable resources independently and alongside their fellow peers. I will also provide opportunities for them to participate in setting up the learning environment, allowing them to choose the resources for the experiences. This will foster children's active participation in the
learning process and cultivates their enthusiasm for learning. Additionally, I will foster
the development of children's self-help skills and independence by actively encouraging their participation in everyday tasks such as serving their own food and putting sunscreen on (ACECQA, 2020). As an Early Childhood educator, my goal is to actively engage children in their learning journey. I do this by actively listening to their thoughts and ideas and participating in meaningful conversations about their experiences. By doing so, I am able to build upon their interests and expand their language skills.
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References
Allen, M. (2003).
Millionaire Course: A Visionary Plan for Creating the Life of Your Dreams
. New World Library.
Australian Children’s Education & Care Quality Authority. (2020). National quality standard. ACECQA. https://www.acecqa.gov.au/nqf/national-quality-standard
Department of Education and Training and Victorian Curriculum and Assessment Authority. (2016). Victorian Early Years Learning and Development Framework: For All Children from Birth to Eight Years. East Melbourne, VIC: State of Victoria (Department of Education and Training). http://www.education.vic.gov.au/Documents/childhood/providers/edcare/ veyldframework.pdf
Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2018). Everyday activity settings, natural learning environments, and early intervention practices. Journal of Policy and Practice in Intellectual Disabilities, 15(1), 11-18.
Insight Global. (2023). How to Promote Diversity, Equity, and Inclusion in the Workplace.
How to Promote Diversity, Equity, and Inclusion in the Workplace (insightglobal.com)
Epstein, J. L. (2018).
School, family, and community partnerships: Preparing educators and improving schools
. Routledge.
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Katz, Lilian G., & Chard, Sylvia C. (2000). Engaging children’s minds: The project approach (2nd ed.). Stamford, CT: Ablex
Shonkoff, J. P., Phillips, D. A., & National Research Council. (2000). Nurturing relationships. In
From neurons to neighborhoods: The science of early childhood development
. National Academies Press (US).
State Government of Victoria. (2023). Victorian Early Learning and Development Framework. Victorian Early Years Learning and Development Framework (VEYLDF) | Victorian Government (www.vic.gov.au)