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CHC50113 Early Childhood Education And Care

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CHC50113 Early Childhood Education And Care Questions: Part 1: Reflective Practice Each annotated article should contain four parts:  A summary of the reflective research method used;  An explanation of the reflective process the educator undertook within the article A critique of the argument presented by the author(s) (what you understand to be the important educational implications) The significance of reflective practice for early childhood settings  Part 2: The Early Childhood Educator Explain how the knowledge gained from your learning about early childhood, as presented in this course, helps to inform your current or future practice as an early childhood educator.  The topic that I have learnt in this course are current practices in early childhood practices, the importance of early years as foundations for future learning, disseminate the importance of NQS and EYLF, child development, early childhood educators pedagogical practices, importance of equitable and ethical, effective methods that support development and learning, synthesise knowledge surrounding inclusive education, physical, emotional and cognitive changes, typical growth patterns, importance of early intervention, provide optimal early childhood environment, ethical and professional approach to working with young children, understand how children acquire and use language, enhance the learning experience for diverse learner, apply technology to improve diverse classroom, role and community of diverse learner, cultural responsiveness in the diverse classroom, concept of reflective practise, the elements of curriculum, pedagogy and assessment in early childhood education, benefits and challenges of assessment in early childhood education, authentic assessment, various perspectives on the relationship between children’s play, learning and development, benefit and challenges of play based learning on children’s development, reflective practise in the context of early childhood education, apply reflective practice, consider future of early childhood in 21st century and apply insight gained from knowledge of early childhood development to support young children in early childhood settings. Part 3: Development of the Young Child Select two contemporary issues from this course and explain how they are significant to the development of young children. Outline and explain how you might use a reflective research method in your current or future practice to investigate and research the issues you identified. Answers: Part 1 – Reflective Practice The book focuses on the self-evaluation and the self-reflection of the children in early age along with their curriculum. This helps in the development of the skills within the children. The focus is on the effectiveness of the self-evaluation and self-reflection practices in the children and the depth in which the exercises help in the development of the positive guidance skills in the children. It also helps the students in developing the attitude to acquire self-confidence and skills which will make them better. The paper check the extent up to which the evaluation and the reflection have impact on the attitude of the childhood educators. They can in turn have an impact on the children as well as on the families they interact with. The reflection process can have several other benefits as well. It can stimulate a sense of independency within the children. They can evaluate their tasks themselves and can check where they are lacking with the help of their mentors. These activities boost the confidence children have. The confidence will increase even more with the focus on the guidance cum self-evaluation by the children. The process of self – evaluation and self – reflection can be decided by the parents of the children. Explanation Of Reflective Process The paper includes a survey of 63 University students who were enrolled in an Undergraduate class. The class had the objective to learn positive guidance along with the interaction with young children. The students were dealing with classroom management and developing the interaction skills as well. They found that goal setting and doing self-evaluation was helpful. The students were divided into groups and supervised continuously. There were groups which inflated their abilities while there were some groups which undervalued their abilities. Thus, the assessments were done in the group however, it was mostly self-assessments and it helped the children a lot. Critique Of The Argument The argument presented in the book is aptly fit with the early childhood settings which should be present for effective development of the children. People can focus towards getting knowledge about the importance of self-reflection and seeing children doing these activities will certainly help the early childhood educators to learn a valuable lesson which will help them in future. The book has focused on the live survey done by the author and it has been clearly represented that the objective of the survey was well achieved. Significance Of Reflective Practice For Early Childhood Settings There are lot of significance of reflective practice for the early childhood settings. The early childhood educators will get the idea of the features and lessons they must keep in mind when practicing self-reflection in the children (Arthur, 2012). The focus is towards making the children confident so that they have a positive attitude towards rectification of their shortcomings as found out by self-evaluation. The book focuses on the importance of assessment or self-reflection in the field of education. The assessment is highly necessary for the people to identify the strengths and the weaknesses of their children. The children will get to know themselves about their strong areas and their weaknesses. The early childhood educators can learn and understand the benefits of the self-reflection which needs to be taught to the children. The assessment in the early childhood settings have been given much importance. The book is focusing on the work of a lot of early childhood practitioners who have been trying to practice the same from many years. Explanation Of Reflective Process The reflective process as identified by the author was linked to the National Early Childhood Curriculum Development Plan which author and some of his colleagues were preparing with the help of Ministry of Education. The goal was to develop a curriculum which would include exploration, contribution, reflection etc. The author had varied experience on the topic and it was helping him in setting up the reflection process to guide the early childhood educators regarding the same. The practitioners valued the contributions. Critique Of The Argument The author had employed his experience while developing the curriculum. The curriculum was designed to help the early childhood educators to get a feel of the importance of self-reflection by the children at an early age. The author could have stated some more experiences which will bolster the fact about his findings. The current development is good and helps the early childhood practitioners to focus their mindset towards the development of attitude in the children. These will enable them to be good future early age practitioners. Significance Of Reflective Practice For Early Childhood Settings The early years’ practitioners need to be supported to understand their practice at a higher level. They can explore certain ways which will help them reflect upon their understandings. The researches will be directly linked with the understandings of the development and learning of children. The development of the reflection skills by the practitioners who work in the institutes which provide early year settings is highly essential (Bodrova, 2005). These institutes may include nurseries, schools etc. where children from age group 2-8 are present. Thus, the significance of reflective practice for early childhood setting is high. Part 2: The Early Childhood Educator Explain how the knowledge gained from your learning about early childhood, as presented in this course, helps to inform your current or future practice as an early childhood educator Early childhood education can be considered as a branch of education where the young children up to the age group of 8 are taught. These children are taken care of right from birth till they come to the age group of 8. It started mainly in European Countries and was aimed towards better development of the children. The development and guidance in the early years of the children helps in developing a good personality in the children. Parents are the children’s primary teacher and the children tend to learn what they see in the initial years (Fenech, 2013). The children try to understand the differences in the surrounding when they become 2 years old. An early childhood educator is a person who attaches with a family and take care of the child right from birth to the age of 3-4 years. He must act a member of the family and can provide the required assistance to the children. The pedagogical practices followed by the early childhood practitioners reflect a lot about the way they handle the situations related to the child. The educator must support learning and develop at any period of his practice as an early childhood educator. The knowledge gained about the importance of early intervention helps the educators to groom the child in a better way. The use of technology by the educators today to cater to a diverse classroom also helps the upbringing of the child’s in a better manner (Dowling, 2009). The knowledge gained about the early childhood certainly helps in practicing as an early childhood educator. These makes sense once you start pitching in with real families and take care of the children. The knowledge about how the children learn and use the languages is a great learning about early childhood. We need to understand the growth patterns of the children, ethical and education approach towards the children, providing optimal childhood environment etc. are some of the key things which shape the childhood of the children (Nores, 2010). The concept of use of reflection as a tool to analyze the current situation and analyzing the same will provide immense understanding of one’s path ahead. The early childhood educator focuses on bringing the culture of self-reflection within the children right from the time they start to understand so that they can develop themselves in a better manner. The assessments in the early childhood education is also extremely important. The young children are supported by the educators in learning various childhood settings and getting groomed in a better manner. Play based learning is an important approach to teach the children. The young children cannot be subjected to methods being used in schools for higher age groups. The educator should know approaches of learning based on playing mechanisms so that they can influence the children aptly (Burger, 2010). Part 3: Development Of The Young Child Select two contemporary issues from this course and explain how they are significant to the development of young children. Outline and explain how you might use a reflective research method in your current or future practice to investigate and research the issues you identified. The two contemporary issues chosen from the course are Play Based Learning and Diversity. These two issues will be studied in the coming sections. Their importance during the early childhood education will be focused upon. The further analysis will be done on the reflection part of the issues and ways to investigate and research the issues. These issues are important for the development of the young children (Bruder, 2010). The young children cannot understand high level languages. They can learn by using primitive methodologies. All these will be covered in the following sections. Play Based Learning Play based learning is an approach towards making a child learn by absorbing contents from his/her surroundings. The children gain self-confidence if they learn using playing. Winning in the pay methods will boost the confidence of the children. They also develop cognitive and social skills by learning through play methods. The young children learn through a variety of ways. Some of these are exploration, talking with oneself, playing with other people, meeting small challenges etc. The learning will happen if the paying methods are enjoyable and provides pleasure to the children. It should not have any goal. It must be on the play learning (Tayler, 2013). No prescribed things to learn. It should be voluntary and children must feel like playing otherwise they would not learn anything. The engagement of the children in the activities should be active. They should believe in what they are doing. There is a sharp difference between play and work (Hardin, 2011). The children are used to learn while playing. But, this cannot be termed as they are working. It is because, there is not prescribed learning activity or work goals which are attached to the play of the younger children. The playing is a self and voluntarily chosen activity. Play cannot be termed as wasting time. It’s a time well utilized to learn from one’s own experiences. The researchers often term the child’s playing activities as work as they add worth to the family (Heckman, 2011). The children learn the culture and behavior with the playing activities. The activities are focused towards the development of children in the best way. The children are given more importance since the learning at the early ages is strong. They tend to behave the same way they are behaving during the childhood. This provides them limited time to learn a lot of things. In the future research, I would like to investigate the ways in which the children’s learning can be solidified at the time when they are growing (Hedges, 2011). They can have solid memories in the early ages and that needs to be strengthened with proper guidance and grooming. It is evident that the children can learn a lot while playing. They learn from the peers i.e. fellow children. The activities that they do in the group help them in understanding a lot of things in a better way. Thus, play based learning is a great methodology to make young age children to learn many things (Odom, 2011). Diversity The early childhood educators have a lot of responsibilities on their head. They must focus on the grooming and development of the children by working closely with the families. They are often assigned with difficult tasks. One of such tasks is to provide the children with diverse and experiences related to multiple cultures. It has been seen that almost all children are raised by their families in the presence of relatives and people from communities (Aubrey, 2012). Due to this reason, the child care homes try to be as much homogeneous as the own homes are. The child care homes and the educators who teach the children try to infuse cultural diversity in the children. The children are raised with other kids who might be from many diverse cultures. The children are kept in groups so that they can learn about different cultures by playing with peers who are from different culture (Petriwskyj, 2010). The children learn easily during their childhood. The augmentation of cultural diversity as a part of learning in early ages is very healthy for the children’s future. They will learn to adapt in various situations and will feel comfortable with other peers as well. Diversity is not something which can be taught directly (Buysse, 2003). It is neither a curriculum based subject nor a lesson which can be taught to the children. Many people confuse cultural diversity means people who have dressed up in different regional costumes. It is one part of showing cultural diversity but not the whole of it (Hamre, 2012). Diversity can be taught in a continuous learning model with the parents and educators being the primary teacher for the children. Also, they will learn from the peers and communities (Kramer, 2010). The children need to learn about their backgrounds. Apart from their own background, they also should learn about the background of people who are not related to them. In my future practice, I will investigate the ways in which the cultural diversity can be infused with learning while playing so that the children can easily understand the rationale behind the diversified world (Parette, 2011). The people need to teach their children about the differences in the mentality and the ways to appreciate and enjoy different types of new moments. The educator should focus on making children aware about an important part of accepting diversity – harassment of any kind is never acceptable. So, learning with play and diversity are very much important for the development of young children. All child educators should focus on using these two important tools while grooming the children for a better future. References Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in early childhood settings. Bodrova, E., & Leong, D. (2005). Uniquely Preschool: What research tells us about the way young children learn. Educational Leadership, 63 (1), 44-47 Dowling, A., & O’ Malley, K. (2009). Preschool education in Australia  Fenech, M. (2013) Quality early childhood education for my child or for all children? Parent as activists for equitable, high quality early childhood education in Australia, high quality early childhood education in Australia. Australasian Journal of Early Childhood 38 (4), 92-98 Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. National Scientific Council on the Developing Child. (2005). Excessive stress disrupts the architecture of the developing brain [Working Paper No. 3]. Nores, M., & Barnett, S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271–282. ? Tayler, C., Ishimine, K., Cloney, D., Gleveland, G., & Thorpe, K. (2013). The quality of early childhood eduation and care services in Australia. Australasian Journal of Early Childhood, 38 (2), 13-21 Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Council for Exceptional Children, 76(3), 339–355. Hardin, B. J., & Hung, H.-F. (2011). A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA). Early Childhood Education Journal, 39(2), 103–114. Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, Spring, 31–36. Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests. Journal of Curriculum Studies, 43(2), 185–205. Odom, S., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33, 344–356.? Petriwskyj, A. (2010). Diversity and inclusion in the early years. International Journal of Inclusive Education, 14(2), 195–212.   Aubrey, C., Godfrey, R., & Harris, A. (2012). How do they manage? An investigation of early childhood leadership. Educational Management Administration & Leadership, 41(1), 5–29. Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69, 263–277. Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. Downer, J. T., Howes, C., Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. ? Kramer, T., Caldarella, P., Christensen, L., & Shatzer, R. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303–309. Lankshear, C., & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59–82. Parette, H., Quesenberry, A., & Blum, C. (2011). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335–343.

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