Sample EDEC360 Professional Identities in Early Childhood Report 1

EDEC360 Professional Identities in Early childhood Report 1 Sample

Childcare – Report Ass 1

Assessment Description

There are three parts to this assignment. You are required to:

- a) develop a centre philosophy statement - (no references in this section. This should be written for everyone who comes into the centre to read and understand)

- b) a supporting statement of reflective practice that takes into account key elements of this unit (this is where you write your justifications and decision making for your centre philosophy. Include all references used to write it including data, literature, theories etc.)

- c) include an appendix of your Module Book One, Two and Three Topic Activities (A screen shot of your contribution of the labelled Topic Activities underneath the green Module Books eg. Whiteboard, quiz, forum etc.)

a) You are required to develop a centre based philosophy statement. You will undertake drafting, review and peer feedback throughout the modules with those in your collaborative leadership group to refine your centre philosophy statement. Undertake the ACECQA self assessment tool to determine appropriate NQS to follow up for inclusion in your statement.

Give consideration to the impact of learning outcomes for children in relation to the complexity of their social and cultural world, families and learning environments. Include a range of stakeholder perspectives and ways communication strategies foster interaction and collaboration for a broad range of learning communities within an early education and care centre (e.g. leadership, teaching staff, children, parents, community members, legislative
authority, and transdisciplinary professionals). It is important to keep in mind that this is not the teachers’ or the staff’s philosophy but the centre’s philosophy. This means that all parties need to have a ‘voice’ in the document.

The statement must be reflective of the nature and importance of professional advocacy, leadership roles, responsibilities, legislative requirements, and practices early childhood teachers play in the development an maintenance of a well-managed learning environment in which educators work in collaboration with others.
Give consideration to the following key issues as located in the NQS when developing the philosophy statement:

• Ways children, families and teachers and their complex social and culturalcommunities learn in their complex learning environments;

• discourses of professional identity for early childhood teachers

• professional advocacy, leadership, roles and responsibilities of early childhood teachers in maintaining learning communities and learning environments.

• how do teachers, young children, their families and broader community members communicate together with transdisciplinary workers.

The philosophy statement must be reflective of key theories and literature of early childhood education and care
but would not actually refer to these theories and literature.

b) The supporting statement of reflective practice must demonstrate understanding of the above mentioned key theories and key elements of this unit through the use of early childhood literature drawn from the required text, set readings and other materials presented throughout the semester and referenced in the reference list.

c) Include evidence of your completion of Module Book One, Two and Three Topic Activities as an appendix at the back of your assignment

Word count - 2000 words total. This is entirely up to you to make a professional decision about how you will use the word count. You can choose to do 1000 each, or

a) 800 words centre philosophy

b) 1200 words supporting statement

Other people might like to complete Part A 500 and Part B 1500.

Either way, the total will be 2000 words.

References - expected at least 20 from a variety of sources as suggested throughout this book in Part b regardless of how you choose to break up the word count in Part A and Part B. All ideas from Part A and B must be referenced in Part B.

Solution

Part A- Centre Philosophy

Our keen respect is for Australian community children who belong to Aboriginal groups. Those people are considered the root of the community and we value their growth through our community school philosophy. We value a collaborative partnership among the community and families so that we can make the best environment for children. The vision we chose to work is that every child is our responsibility so we are committed to promoting diversity and inclusion in every sphere of organization. Looking at our mission statement we value the environment in which children are growing so it needs to be family value-oriented. The reason for our philosophy statement is developed on the issue potential that people face the gap of family in child learning. So, to keep the learning less disruptive we are planning to engage the community and family so that growing partnerships at the organization can spread the support for society. The plan we developed for the Australian child directly encourages the social value by which they can receive a fair chance of living. The benefits of empowering community children and sharing support for identity creation are possible.

A commitment to Children

Every child in society belongs to a unique nature which makes them different from each other. As we value every child, that child-centered program needs to be built based on strength, unique culture, and capabilities. At the time the program makes them learn social skills, the ability to use scope, and other chances of becoming active citizens is possible. The central thing of our philosophy of working is to make children capable of learning and using every skill we share through activity. As we planned to promote a connection for which the initial journey can begin with a simple friendship with children. The key principles we need to follow while we arrange a safer place of learning for children include-

- Prepare a bias-free culture for children's growth as we respect diversity in each step we make for learning program development.

- Always worked with influences of collaboration so that people can easily connect with the program arranged.

- The learning environment as always creates the push for their skill adoption so it needs to be mindful for the assignment helpline.

A Commitment for Educators

In the stand of applying the framework of ACECQA then the commitment of educators is needed. We aim for collaboration in which the role of the educator comes as a bridge to the connection for learning influences. One key value we considered for the educator role is intentional teaching so that children can view their interests and learn in an active form. Only bookish knowledge is not our type of education we always valued responsive teaching so that a sense of priority can be formed among the community. We planned to use the play learning method so that a scope of interaction is easily formed.

Commitment to Family and Community

As we planned for collaboration, children's first connection with their family comes. So, when we can make the connection with them by our responsible attitude, the outcome for better participation is generated. On the other hand, community is the key responsibility of our philosophy which we consider in each commitment. At the beginning of learning when the children are at the stage of brain architecture development, the relationship with the community shapes the adoption. We need to keep the regularity for community engagement so that a growth of professional values and support for child growth is generated automatically.

Commitment for Pedagogy

Every perspective we include in sharing the role and associated commitment to the philosophy of development makes sense for children's development support. Looking at the priority for the pedagogy involvement then social values, and beliefs all are managed for sharing with children. The actual importance this shareholder plays is to create positive influences for the children's learning that ensure an effective development plan. We planned to focus on cultural competence so that the values of being and belonging are shared by the organization. Only this sense of cultural values only makes the connection for the community by pedagogy communicator.

Environmental Commitment

Before concentrating on the quality of the environment needed for children's growth then its stimulation needs to be understood. The key aspects that a learning environment can promote for the children must be problem-solving, analytical thinking, and social value-oriented. A whole cycle of community is not except for the environment so children need to learn their responsibility from childhood. We planned the philosophy of collaboration. We also include children's knowledge which is planned by project-based activity. We value sustainability and respect for every single associate we face during the learning environment. The philosophy plan is developed by valuing the contribution that supports the future world from a community perspective.

Part B- Reflection

The stimulation we used for making our philosophy plan supportive as well as engaged application of quality areas of the National standard is used. As per the National Standard during children's learning stage skills and experience come from the community, and home (ACECQA, 2024). My knowledge of quality education I have applied to keep the standard high as Australian Child education demands for. From the perspective of the action area has been chosen by Australian Child Education then our philosophy matches with well-being. Furthermore, the importance of high-skill professional guidance notes for children's quality education priority of the early childhood education workforce is understood (Australian Government, 2024). As per Phillips and Boyd (2023), the early childhood environment always encourages the growth and well-being nature of children. I chose to work on quality so that our organization can earn the value of community.

Children

We realized that children are the most valuable as well as vulnerable part of society. Due to this, we need to keep safety as a priority while planning for service delivery in aspects of their development and learning. I choose to use Education and Care Services National Law 2010 to ensure the safety of every child's participation within our organization. The justified reason for the legislation is to make the education service effective (ACECQA, 2024). I am always concerned that the activity planned for the children should meet with quality as it makes the value of authenticity. As per Harrison et al. (2024), the Australian Quality Framework always monitored the service standards so that types, and efficiency all can be measured easily. The perception of valuing children always impacts the learning habits and adopted skills by the organization that provides services. As per the National Quality Framework, we choose collaboration so we ensure every sphere of collaboration can promote the value of safety as well. The location we have chosen to sustain our services causes the demand for fair treatment as legislation demands. The Convention on the Child Rights Act claims their rights to get fair treatment, healthy living, and others (Australian Human Rights Commission, 2024). In this way, we have planned for a safer environment that easily matches the collaboration in terms of the philosophy plan. The approach we chose for our organization ensures safety, well-being, and prosperity in the same way. However, the design of the National Quality Framework comes into practice to promote an equal chance of education for Australian children and families (Cross et al. 2022). We also used this in our philosophy so that we can support the positive growth from the learning plan.

Educator

As the role of educator is always linked with quality education offered in early life some quality determination is essential. We choose to work on that so that every connection we make through our services can extract benefits. In the sense of educational qualification, they need to be 50% in a diploma or higher category (ACECQA, 2024). As well as we choose to expand this qualification with responsive teaching and a sensible response approach. French and Watt (2023), stated that early childhood educators' efficiency comes with the intrinsic motivation they hold or receive from their surroundings that even impacts policy progression. Applying leadership theory Trait a leader's quality is assumed to be inherited nature which makes the preferable as per situation needed (Cherry, 2024). We linked that with early childhood educators as they always work with social value, update knowledge, and responsibility both come from their sense of belonging. As we choose to focus on collaboration, we need a supportive and situational leadership style that influences the educator role. The child rights approach is used to support Child safety within the organization Act of the Australian Human Rights Commissions 2018 (ACECQA, 2022). We also include the practices of safety by planning a safer environment that meets with the National Quality Standard of Australia. The most effective resources used by educators in their operation include child-centered programs and learning opportunity-based (Australia, 2024). Both of the nature helps to arrange qualified programs that match with educational excellence for educators.

Families

The social connection we considered under the approach and strategy of early childhood learning comes from family first. As per the Early Years Learning Framework children access the best development with the educator's assistance (ACECQA, 2022). It has been found that as much as the diversity they faced, the sense of belonging developed automatically. In our organization, we keep the program foundation based on family, culture, and other aspects. We always value safety, well being, and responsibility which is initiated by family. The principles we used for making the family part of children's development include being non judgmental about children's families. Always being understanding of family perception and keeping the environment welcoming (Veyldframework, 2022). The value we promoted for the family directly enhances the connected surroundings which we also valued in philosophy development. As per Phillips et al. (2020), children's early age learning always creates the nature of being a responsive senior citizen who lives with values. The sense of identity, playing an active learner role, and the ability to be an effective communicator all are generated through the Early Years Learning Framework (Only About Children, 2024). However, our organization also used this sense of belonging for which we considered family as a part of child learning.

Community

At the time we focused on collaboration and community relationships were the values that shaped children's growth outcomes (ACECQA, 2024). The quality of the promotion community offers a sense of belonging, identity as well as learning continuity. In our plan, we promote a community-based program where children feel a sense of belonging. As per Bronfenbrenner’s Ecological System Theory, the ecological environment and its relations with children make an impact on the capacity to discover, grow, and sustain (Crawford, 2020). Though the types are multiple for social position as microsystem, mesosystem, exosystem and others (El Zaatari & Maalouf, 2022). The focus of our philosophical aspect is to make children connected with social belonging with a safety of secured development.

Pedagogy

In the aspect of Early Childhood Learning Framework educator role for critical thinking always makes the simplicity of learning programs efficient (ACECQA, 2024). We choose to motivate the program with intentional teaching so that children can revive the purpose of learning. The ability pedagogy can hold for shaping surroundings to children thinking it crosses a wider dimension. For example, nature pedagogy always bridges the connection of children with nature like it makes the value for connection (ACECQA, 2024). Additionally, the sense of managing the commitment for the children and learning role of pedagogy need to be justified with a prepared learning environment.

Environment

At the point we discussed children learning from surrounding environment influences comes into consideration. The nature of sustainability makes them learn to being and belong to sourcing where they can socialize. It is not limited with dynamics of theoretical perspective; it leads the children to learn from influences. We planned to execute this connection by activity-based program when children are forced to face the need of learning. Additionally, we promote them with humanity which is required to make them responsible citizens of the society. However, this philosophical mindset and working flow helps us to engage with child supported learning promotion.

References