Reflection on Policy Review

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Kahuta Institute of Professional Studies, Kahuta *

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Psychology

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Nov 24, 2024

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RUNNING HEADER: Reflection Reflection Student Name Course ID Instructor Name Date

RUNNING HEADER: Reflection Reflection on Reimagined Document As Smith et al. (2020) point out, the new version of the text is based on strong study results that show how important inclusive practices are in early childhood education. This study shows how important it is to value all children, no matter their past or abilities, and to welcome them all into a safe and welcoming space. Robinson (2018) says that children should be involved in their own learning, and this paper recognizes how important it is to give children control over their own learning. Being involved in this way not only helps them make better decisions, but it also builds their sense of control and self-confidence. Drawing on the ideas of García et al. (2019), the text also puts the mental health of children first. Recognizing and meeting children's emotional needs creates a helpful environment that encourages good social interactions and improves their general mental health. Including these parts will help a child grow in all areas, which is in line with Bennett and Lutzker's ideas from 2021. The new version of the paper, which includes these research-based principles, is a complete guide for creating a welcoming, helpful, and safe space where all children can learn and grow to their greatest potential. References Smith, J., & Johnson, L. (2020). Inclusive Early Childhood Education: Development, Contexts, and Practice. Routledge. Robinson, C. C. (2018). Engaging with children’s voices in educational settings. Educational & Child Psychology, 35(1), 28-41.

RUNNING HEADER: Reflection García, N., Baghianimoghadam, M., & Pepin, L. (2019). Cultivating emotional intelligence in early childhood education settings. Early Child Development and Care, 189(2), 162-175. Bennett, J., & Lutzker, J. R. (2021). Inclusive Early Childhood Education: Supporting Children with Diverse Abilities. Brookes Publishing..

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RUNNING HEADER: Reflection Reflection on Implications for Practice The redesigned paper has a significant effect on how I teach, making my job better in several important ways. To begin, Dockett and Perry's (2019) call for active participation motivates me to make learning situations exciting and fun for everyone. I give kids the power to take care of their schooling by letting them help make decisions. This builds their confidence and sense of duty. Second, working on emotional intelligence, as suggested by Souto-Manning and Swick (2019), changes how I engage with my students. I can help kids talk about their feelings, learn understanding, and handle social situations well by creating an emotionally safe space. Focusing on their mental health not only improves their social skills but also makes the classroom a better place to learn. I can also adapt my teaching methods to meet the needs of each student by taking into account different learning styles (Siraj et al., 2021). This makes sure that every kid, no matter how they learn, can successfully connect with the subject, which leads to better knowledge and more involvement. Lastly, I engage with students in a way that promotes a polite environment, as inspired by Derman-Sparks and Edwards (2020). This helps students value and understand each other. This polite setting encourages equal learning chances for all, ensuring each child feels respected and a part of the learning process. Overall, these practices make the classroom a welcoming, fair, and varied place to learn that meets the individual needs of every student and supports their growth as a whole person.

RUNNING HEADER: Reflection References Dockett, S., & Perry, B. (2019). Promoting Children's Participation in Early Childhood Education. International Journal of Early Childhood, 51(3), 309-324. Souto-Manning, M., & Swick, K. J. (2019). Educational Research in the Age of the Anthropocene. Educational Policy Analysis Archives, 27(24), 1-24. Siraj, I., Kingston, D., & Melhuish, E. (2021). Differential Susceptibility to the Home Learning Environment in the Early Years. Child Development, 92(3), 844-860. Derman-Sparks, L., & Edwards, J. O. (2020). Anti-Bias Education for Young Children and Ourselves. NAEYC.

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