Sample TCHR5003 Principles and Practices in Early Childhood Assignment

TCHR5003 Principles and Practices in Early Childhood Assignment Sample

Assignment Brief

Length: 1500 words (500 words per response)
Weighting: 50%
Referencing: APA 7th

Rationale

The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit. Develop a professional response to each scenario to demonstrate your knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit materials to support your points. The questions specify the minimum requirements for each response, and you may add additional points, however, ensure you remain within the word limit.

Scenario 1:

You are the educator in this toddler room. You want to allow the children to have more autonomy in the room, to make choices for themselves and take control of their
environment.

1. Describe what you might tell families about your improvement and why you are making these changes with justification using NQS Quality Areas.

2. What are one EYLF Learning outcome, Practice and Principle that align with your actions and why?

Scenario 2

You are the educator responsible for a four-year-old room in a long day care centre. You are wanting to implement a healthier eating program within your room to achieve Exceeding status in the Assessment and rating process. You have diverse family groups from a wide variety of cultures and preferences (including families who are vegan).

1. What NQS Quality Area and Standard does this relate to and what one EYLF Practice and one Principle would you use to justify your changes?

2. What are two ways you could involve the children in implementing these changes?

Use literature to support your ideas.

Scenario 3

You are the educator in the 18month old room. You have a number of new staff who do not understand why the children are so upset when their parents leave of a morning. You want to ensure they are aware that this is a normal stage of development.

1. Describe one theory you could refer to, to explain this separation anxiety?
2. Explain a strategy you could use to help the children build trust and settle each morning?
3. Outline to your staff an EYLF Principle and NQS Quality Area to justify why these actions are important for the child and family.

Solution

Scenario 1

Question 1

As an educator of toddlers, this is my responsibility to let them enjoy more autonomy in the environment that will help them expand their inner potential. I will follow the autonomy discussed in EYLF principles. I will let the child think, grow and prosper in his way. According to the National Quality Framework, some principles are set to develop early childhood and educational care. I will engage him in playful learning so that his interest will grow gradually towards learning.

I will focus on the holistic development of children in their early lives. The NQS quality area of physical health and safety has to be followed. Some changes are required to be brought into the life of the toddlers in terms of their safety and health. The environment must allow the child to grow in a safe and sound environment (Page, 2018). Only then, they can reach the stages of being, becoming and belonging. The toddler must be exposed to an environment of well-being, connectedness and moral values.

I must encourage the toddler so that he grows aware of their surroundings so that he will be interacting freely with each other. This is helpful for the entire development of the self and that triggers the innate drive for exploring different situations. The environment must be designed in such a way that they should be responsible for their physical, mental and emotional well-being.

Staffing arrangements require being good as that is also crucial to the responses and recreation of the children for assignment help.

I will try to foster the cordial relationship with the family too and try to maintain respect for diversity. The family has to be convinced of the changes that are to be brought onto the children too. The relationship must be respectful, reciprocal and based on sensibilities (Lu et al., 2020). They have to be encouraged so that they can get past the everyday challenges and stresses to cope with. I will undertake the role of proactive leadership in making development healthy, fruitful and sensible personality of the toddler.

Question 2

I think EYLF principles have to be incorporated into the learning strategies of the toddler I would like to use the EYLF ideas that Toddler must be infused with a strong sense of rootedness and identity. They perform their best when they feel secure, safe and supported. They would feel free if they create a sense of interdependence, resilience and autonomy (Kirk $ Barblett, 2022). Confidence will be enhanced in the children as they are given proper training and motivation. Children will get to learn with empathy and care and in this way they develop themselves as responsible citizens of the world with contributions.

Practice

The practice of effective communication is necessary when they feel valued and worthy and are willing to be actively involved in a positive outcome. This is based on the relationship between security and reciprocity. The understanding of their feelings results in the mental development of the child when they learn how to interact with other people. Equity must be maintained so that they do not feel part of the discriminatory environment. At the same time, the children must learn diversity in the growth of their well-being (Siraj et al., 2019). Traditions, culture and languages must be incorporated into the curriculum. Learning through play and cultural competence must be the main focus of EYLF in enhancing the quality of toddlers' education.

Principle

I must conform to the EYLF principle that invites the families to collaborate. Diverse practices are incorporated where they can get the chance to fully expand their inner selves. Regressive barriers must be removed that inhibit the growth of the child. Knowledge is built upon and set so that the children can be exposed to continual improvements and lifelong learning.

Scenario 2

Question 1

The healthier eating programme must be introduced and in this case, NQS area 3 can be employed that concentrates on the development of the physical environment. I will incorporate the widely rich, diverse range of experiences can be presented to the 4-year-old child so that he feels entirely secure and free; concentrated towards what is being served. In this way, he can develop the habit of healthier eating. A safe physical environment can be built up that act as the catalyst that would improve the behaviour of the child. This is also an indicator of effective child education practice. Healthier eating programmes will lead to effective orientations of the development

The EYLF principle of respecting diversity can be instilled into the child. It has to be informed that diversity is something to be celebrated and therefore traditions and cultures of all communities have to be accepted and o must have the adaptability to get with the flow of every culture (Mohammed Osman & Elbashir, 2019). Once respect for diversity has been achieved, the child can feel the confidence to exchange thoughts, beliefs and feelings with others.

I would like to justify the change where the EYLF practice of cultural competence must be introduced to the child and he will learn the sense of self with full consciousness, rootedness and knowledge of other cultures. Intercultural communication must be exercised and children must be conscious of cultural fairness. An open attitude would help the learner to imbibe the aspects of different cultures. The acceptance of behaviour, culture and thoughts engender respect in the child so that he will entertain the cultural norms and beliefs of different religions and practices.

Question 2

Children must be involved in the programmes and the effective ways that can develop the lifelong learning of children are

Collaborative teaching to the learner: The learners must be provided with sufficient care that has been based on mutual respect, care and lifelong learning. The learner can be shared with the cookbook, illustrative pictures so that he can be interested in the diverse practices of food taking. Cookbook can help them to identify different food items and develop their knowledge’s. The learner must feel belongingness and social connections to the family so that he can be prepared for any kind of venture in the future (Cumming, Wong & Logan, 2021). The collaborative techniques have been successful in imparting the right kind of education to the child. It is very important that the learners' needs have to be addressed correctly and the learning must follow the pattern in active ways.

Initiate the learning activities with a game: The learner will incorporate the active behaviours that will be advantageous to future growth. The children can be engaged in dynamic activities through jigsaw puzzles. This can help in the child’s cognitive development and psychological growth. The child must feel that he is part of the surroundings thus claiming his rootedness and belonging. The playful ways are interactive and developmental which can acquire learning fruitfully. The learner will be inspired to try out new things to learn and this is what attracts the learners to the next level of learning. Therefore, the strategy can be considered a pivotal one to draw positive responses.

Scenario 3

Question 1

Learning of a new theory: The separation theory can strategically explain the scenario as this highlights the emotional trauma that the child has to compensate for. The existential angst and the separation experience have filled the child with stress and flexibility issues. This might be the reason why the child is unable to form a mentally stable connection with the caretaker (Stroebe, 2021). The internalisation of the attitudes becomes negative and the caretaker also does not understand the dynamics of nature. As the parents go off early in the morning and the child is left with the caregiver facility, he might be experiencing suffering that he cannot express. The existential and psychoanalytic approach of the theory shows how the princess of interpersonal pain is involved in a scenario where constant anxiety and insecurity hampers the expected cognitive and intellectual growth. As human life is conceptualised as the sequences of successive experiences of separation, the limitations can be mounted and the child has to be ready for further crises and accidents.

Question 2

The collaborative strategy: Through the process of collaboration, the staff can boost the confidence of the learner. The sense of stability has to be engendered in the mind so that he would be away from negative responses and unaccepted attitudes. The personalised approach is encouraged that prioritises interdependence, accountability and sharing nature. The sense of interdependence might help the learner in attaining the ultimate goals of education through individual development (Page, 2018). The learner must have the sense and knowledge that through active participation in the learning system, the assimilation of ideas must be perfect. Through an effective culture, the learner can be responsible for their performance. At the same time, the staffs have to be equally active to motivate the learner according to their needs. The collaborative techniques are likely to mitigate all the issues and this creates a flexible environment across the culture that would make the purpose authentic. This might decrease the level of disagreements and this is how students can feel more engaged towards the tasks.

Question 3: EYLF Principle and NQS Quality Area

EYLF principle has to be accommodated which can entail showing reverence to the learner who is to be imparted the lessons (Cleland et al., 2018). The staff must maintain positive interaction with the learner so that he cannot feel de-motivated and lonely. All the challenges that can impact learning have to be removed urgently. The learner must be allowed to make decisions on his own and this can be effective for the development of the child on the tender level. The child feels valued and automatically shows positive trends in behaviours.

NQS area 1 where the educational practices can be employed to maximise opportunities for the learners can be applied in this context. The practices and principles add to the development of the child that can embrace the different techniques in triggering positive results. Stressful attitudes might be warded off as the researcher is integrated into the development practices of education.

Reference List