I believe that being an educator who is involved with the education of children, in their early stages, particularly those who are of preschool age, the establishment of relationships on my part with respect to not only the children but also their parents plays a crucial role as far as the learning and development of the child are concerned. Building connections with children and their families which are strong and positive in nature influence and enhance the understanding I have associated with their experiences, backgrounds, needs and perspectives which are unique to each child and every family (Kokkalia et al., 2019). I feel that this process of forming relationships will help in playing a better role in providing support with respect to the learning and development of a child on an individual basis. In addition to this, this would also lead to the creation of an environment that is safe and promotes nurturing of children through which they feel respected, valued and supported (Cantor et al., 2019).
The quality of education is also vital for children who are in preschool as this is a time in their growing years that requires high-quality education. Moreover, studies indicate that brain development in children happens at a very rapid rate during their preschool years which necessitates ensuring that the learning and development of the child occur in the most optimal way possible (Essa & Burnham, 2019). Therefore, as an educator, it becomes my responsibility to provide education which suitable for the child’s development and is appropriately researched. In addition to this, it should be engaging for the children, provide them with sufficient opportunities for learning and encourage any kind of curiosity or inquisitiveness shown by the child (Krogh & Morehouse, 2020). I understand that this demands the presence of a curriculum or learning plan that acknowledges the diversity that exists among children concerning their needs and interests; along with their unique styles and abilities associated with their learning (Brenneman et al., 2019).
The next important aspect which I believe can significantly influence the development of a thinking pattern that is inclined towards exploring and discovering the world that they see every day around them is the concept of inclusion and diversity. It is important to ensure that the environment provided to children during their preschool years is inclusive in all aspects and believes in respecting and celebrating the diversity that exists within children and their families, irrespective of abilities or socioeconomic and cultural backgrounds (Nishina et al., 2019). In accordance with this, I feel that it is important that I create an environment and a curriculum for children in my care, which is inclusive of various cultural perspectives and takes into account the safety and emotional well-being of the children. Moreover, I should also ensure that it promotes the processes of learning and appreciation which come as a result of interaction with and acknowledgement of differences that are unique to each child.
Apart from this, an event that in my opinion, can act as a significant milestone both mentally and emotionally not only for children in their preschool years but also for their families, is the transition to school. As an educator, it is equally important for me to understand the psychology of the children under my care and deal with them in a safe and respectful manner. It is important that I ensure that no child feels unattended or isolated (Briggs, 2018). Moreover, it can be difficult for children to be comfortable in environments that are places other than their homes, in the absence of their parents. It is important to make them feel valued and comfortable. This involves encouraging a child to interact with other children and express any kind of challenge or discomfort without any fear of being judged or not being heard (Hipson et al., 2019).
Finally, the last component that I, as an educator believe needs attention is the concept of pro-social competencies which refer to behaviours exhibited by voluntary acts that can be beneficial to others and include helping, caring, sharing and comforting. This is also characterised by emotions of kindness, respect and empathy which would act as signature elements of my philosophy while dealing with pre-schoolers (Ramesh & Anbuchelvan, 2021). I realize that supporting pro-social competencies among children as they act as pillars of the foundation for becoming caring and responsible citizens promote the emotional and social development of a child. This can be done through social interactions, modelling and guided play and creating a learning community that is caring and positive (Broadfoot & Pascal, 2021).
Establishing strong connections with children as well as their families is one of the primary goals I will be focussing on while working with children in preschool. I feel that the relationships built in this process will play an essential role in the learning and development of the child. This would help me to understand the learning needs of children on an individual level. Moreover, this goal is also in coherence with NQS quality area 6 which deals with collaborative partnerships with families and communities and recognises that establishing relationships with families is crucial for the generation of quality outcomes (Australian Children’s Education & Care Quality Authority, 2023). In addition to this, by creating a sense of belonging for every child individually, the goal also fits well with learning outcome 2 of the EYLF which states that children have a connection with their world and contribute towards it (Aussie Childcare Network, 2020). Having said that, I also realise that time management might pose a challenge to achieving this goal. To deal with this, I plan to engage in parent-teacher meetings and use active listening to understand the needs and concerns of both the child and their parents.
The second goal as an educator would be to focus on the quality of education received by the
Children in preschool. I would also ensure that the learning material developed for the children is engaging as well as appropriate. I aim to create a syllabus that is in accordance with the diverse needs of all children in my care. This goal aligns with the quality area 1 of the NQS which deals with programs and practices associated with education and aims to develop a program that is engaging and stimulating which results in the overall enhancement of a child (Australian Children’s Education & Care Quality Authority, 2023). Moreover, the goal of the creation of a curriculum that acknowledges diversity also matches the EYLF learning outcome 1 which emphasises the sense of identity in children (Aussie Childcare Network, 2020). However, ensuring that the created curriculum meets the objectives of the NQS and the EYLF. Overcoming this challenge would require being updated and reviewing the curriculum regularly along with seeking feedback from colleagues and families of the children in my care.
The creation of an environment that is diverse and inclusive, in my opinion, is important when it comes to supporting the development of children studying in pre-schools. It is essential that the diversity among children and their families is respected and celebrated. This creates a sense of open-mindedness and acceptance among children and promotes a sense of well-being. Moreover, this goal is in coherence with quality area 5 of the NQS which promotes the establishment of relationships among children which is respectful and responsive in nature (Australian Children’s Education & Care Quality Authority, 2023). In addition to this, it also fits well with learning outcome 3 of the EYLF which states that children possess a strong sense of wellbeing (Aussie Childcare Network, 2020). In this case, my own biases or stereotypes, consciously or unconsciously can pose a challenge to achieving the goal. Engaging in a continuous process of self-awareness and self-reflection can help overcome this challenge and improve interactions with children and their families on a daily basis.
The final goal would be the promotion of pro-social competencies in an active and effective manner. This would play a critical role in the emotional and social development of the children and act as stepping stones in the process of shaping future citizens who are caring and responsible. This goal fits well with quality area 2 of the NQS which deals with the health and safety of children (Australian Children’s Education & Care Quality Authority, 2023). Additionally, it is also in alignment with learning outcome 4 of the EYLF which states that children exhibit involvement and confidence when it comes to learning and is being supported by the promotion of pro-social competencies (Aussie Childcare Network, 2020). The challenge that I might come across in this scenario will be the management of the variety of behaviours of different children in the classroom. This would be overcome by using approaches that involve guided play, positive reinforcement and social interactions (Broadfoot & Pascal, 2021).
Aussie Childcare Network. (2020). EYLF learning outcome 1: Children have a strong sense of identity. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-learning-outcome-1-children-have-a-strong-sense-of-identity
Aussie Childcare Network. (2020). EYLF learning outcome 2: Children are connected with and contribute to their world. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-learning-outcome-2-children-are-connected-with-and-contribute-to-their-world
Aussie Childcare Network. (2020). EYLF learning outcome 3: Children have a strong sense of wellbeing. https://aussiechildcarenetwork.com.au/articles/childcare-programming/learning-outcome-3-children-have-a-strong-sense-of-wellbeing
Aussie Childcare Network. (2020). EYLF learning outcome 4: Children are confident and involved learners. https://aussiechildcarenetwork.com.au/articles/childcare-programming/learning-outcome-4-children-are-confident-and-involved-learners
Australian Children’s Education & Care Quality Authority. (2023). Quality area 1 – Educational program and practice. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice
Australian Children’s Education & Care Quality Authority. (2023). Quality Area 2 – Children's health and safety. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2-childrens-health-and-safety
Australian Children’s Education & Care Quality Authority. (2023). Quality area 6 – Collaborative partnerships with families and communities. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with-families-and-communities
Australian Children’s Education & Care Quality Authority ( 2023). Quality area 5 – Relationships with children. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children
Brenneman, K., Lange, A., & Nayfeld, I. (2019). Integrating STEM into preschool education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47, 15-28. https://doi.org/10.1007/s10643-018-0912-z
Briggs, F. (2018). Child protection: The essential guide for teachers and other professionals whose work involves children. Woodslane Press. https://books.google.com/books?hl=en&lr=&id=FQZzDwAAQBAJ
Broadfoot, H., & Pascal, C. (2021). An exploration of what conditions facilitate experiences of compassion in one early childhood community. European Early Childhood Education Research Journal, 29(6), 910-924. https://doi.org/10.1080/1350293X.2021.1985558
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context1. Applied Developmental Science, 23(4), 307-337. https://doi.org/10.1080/10888691.2017.1398649
Essa, E. L., & Burnham, M. M. (2019). Introduction to early childhood education. Sage Publications. https://books.google.co.in/books?hl=en&lr=&id=FBd7DwAAQBAJ
Hipson, W. E., Coplan, R. J., & Séguin, D. G. (2019). Active emotion regulation mediates links between shyness and social adjustment in preschool. Social Development, 28(4), 893-907. https://doi.org/10.1111/sode.12372
Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School Readiness From Kindergarten to Primary School. Int. J. Emerg. Technol. Learn., 14(11), 4-18. https://d1wqtxts1xzle7.cloudfront.net/68031775/5714-libre.pdf
Krogh, S. L., & Morehouse, P. (2020). The early childhood curriculum: Inquiry learning through integration. Routledge. https://books.google.co.in/books?hl=en&lr=&id=GM7nDwAAQBAJ
Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019). Ethnic diversity and inclusive school environments. Educational Psychologist, 54(4), 306-321. https://doi.org/10.1080/00461520.2019.1633923
Ramesh, N., & Anbuchelvan, C. (2021). Pro-Social Behaviour Of High School Teachers. Turkish Online Journal of Qualitative Inquiry, 12(8). https://web.p.ebscohost.com/abstract
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