Reflection on Reimagined Document and Practice Implications

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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 on Reimagined Document and Practice Implications Student Name Course ID Instructor Name Date

RUNNING HEADER: Reflection Reflection on Reimagined Document The new version of the paper is a big step toward making early childhood places more welcoming and focused on the needs of children. It fits perfectly with existing studies in the field because it takes a broad view of inclusion. This agreement is apparent in how children's different rights are recognized, similar to the critical work of Vygotsky and Piaget (Björk-Willén, 2022). The paper focuses on giving children a voice and encouraging independence, similar to Vygotsky's ideas about how people connect and their cultural surroundings. The document's focus on the right to play and leisure also reflects Piaget's ideas about how important play is for cognitive and social growth (Björk-Willén, 2022). By following these guidelines, our redesigned paper ensures that each child's unique needs and abilities are considered, creating an environment where everyone feels welcome. The paper also goes against standard practices, which represents a mindset shift. Recognizing and protecting a more comprehensive range of children's rights encourages individuality and gives children a strong sense of belonging. This method fits with academic study and opens the door to a more caring and welcoming school environment where every child's rights are respected and protected(N., & Samuelsson, 2023). References Björk-Willén, P. (2022). Preschool children’s pretend play viewed from a Vygotskyan and a Piagetian perspective. Early Childhood Research and Education: An Inter-Theoretical Focus , 109–127. doi:10.1007/978-3-031-05747-2_7

RUNNING HEADER: Reflection N., & Samuelsson, V. (2023). Piaget and Vygotsky in XXI century: Discourse in early childhood education . S.l.: SPRINGER INTERNATIONAL PU.

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RUNNING HEADER: Reflection Reflection on Implications for Practice Our new paper discusses attentive teaching practices that stress inclusion, fairness, and diversity. These practices will have huge effects on how we do things every day. The fact that the paper aligns with the Early Years Learning Framework shows a dedication to a complete teaching method that supports kids' mental, emotional, and social growth. In line with NAEYC's standards, we ensure that children participate in their learning by pushing them to do so (Approved learning frameworks version 2.0 - communications toolkit 2023). Using these ideas in our classes allows kids to explore, ask questions, and speak their minds. It creates a place to learn where each child's unique skills are valued and where differences are seen as strengths. By recognizing each child's uniqueness and point of view, we make a community where all children feel like they belong (Winner, 2013). These activities help kids learn better and teach them essential life skills like thinking critically, showing kindness, and working together. As teachers, we play the part of guides who help kids find their potential. By using these flexible teaching methods, we help make society more inclusive, improving the lives of every child we meet.

RUNNING HEADER: Reflection References (2023). Retrieved from https://www.acecqa.gov.au/acecqa-approved-learning-frameworks- version-2.0-communications-toolkit Winner, M. G. (2013). Why teach social thinking?: Questioning our assumptions about what it means to learn social skills . San Jose, Califorina: Think Social Publishing.

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