D1/D2/A1 This piece of work will be focusing on a child aged 18 months starting a nursery day care setting. The two key issues that will be looked at in this assignment will be planning, preparing and reviewing for the child to settling into the setting. Secondly I will be looking into the child’s emotional support that the child may need when starting the setting, along with the attachments of the child that will need to be built or have already been put in place. When planning for a child to start a new setting there will be certain things that will need to be taken into consideration, for example; the child at hand may have never been separated from their primary carers beforehand.
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
The EYFS is a background for all young children from birth right through the end of reception year in all types of early year’s provision. For example, a nursey, childminders and reception class in schools. This is by bringing together the welfare, learning and development needs also the EYFS was planned to raise the standards and to improve more access and positive experiences for all children in the early year’s sector. Hughes and Doherty (2009) explain that the EYFS was intended to promote standards and increase access to confident involvements for all children. It includes children’s safety and welfare desires, learning and development requirements.
NAEYC argued for salaries and benefits to be linked to qualifications and responsibilities. In 1999, Child and Youth Care forum published a series of articles in a symposium on the professionalization of the early childhood care through developing a positive relationship between professional development and the status and salaries of the childcare staff. The need for improved child outcomes, quality programs, and teacher qualifications has continued to frame the discussion around professional status. The improved wages for childcare staff was still missing from major initiatives. Unless, childcare staff wages were included in all the initatives, the efforts to improve program quality and child outcomes would be very
My emergent philosophy of teaching and learning surrounds two notions. These are that provision of feedback in both directions (teacher and student dynamic) is integral to the learning process, and that teachers should conduct themselves to be a good example for students. To best elaborate on these notions, this discursive essay will be separated into two sections explaining each notion with regards to my newfound experience within education, the relevance to learning theories, the Griffith dimensions of learning and the Australian Practice Standards for Teachers (APST). From an overall summarizing statement perspective, my philosophy is engrained in the belief that both teachers and students bring many experiences and elements of knowledge
Student's Name Professor's Name Subject 08.12.2017 Assessment on Code of Ethical Conduct According to the NAEYC Code of Ethical Conduct, what are the four groups we have responsibilities to as early childhood educators? The four groups we have responsibilities to as early childhood educators are the children we teach, their families, our colleagues, and the community we belong in.
Early Childhood Education demonstrates not just the teaching, but the care of children in other environments outside of the home as well. Early Childhood Centers are on the development of accepting all children; no matter their gender, race, abilities, or ethnic orientation. It gives the knowledge of the early childhood learning process, which involves values, culture, the parents’ or parent’s desires for their children or child, and especially the child’s need to be highly educated in order to function within a society that demands for a privileged calling. An observation was held during the History Is Power Program; or H.I.P.P. for short, is a community–based afterschool program held in the Community Room at Georgia King Village located
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Introduction “The sooner the better” is the ideal tag line for early childhood education. The experiences of children in their early years
Considering the ‘Action Plans’ that the student teacher had previously prepared before entering at OIS (Oslo International School) for practice teaching, there were changes and modifications which were applied during the actual lectures. Alongside the ‘Daily logs collections’ , these two documents will serve as concrete evidence showing how well the student teacher managed to orchestrate the ‘actions’ or ‘learning activities’ and implementing theoretical knowledge to actual
Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.
(1) Develop a strategy to enhance a high degree of collective efficacy among the new teachers and indifferents. What mastery experiences are needed, and how will you get them for your teachers? What kinds of models or other vicarious experiences should your teachers have, and where will they get them? What kind of activities will be useful to persuade teachers that they can improve the proficiency of their students? What kind of affective state is needed in your school to develop the collective efficacy that you need?
It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs. Resources: A teacher needs to be resourceful. It is essential for teachers to be able to devise his/her own resources to make teaching and learning an engaging process and to prevent monotony from setting in.
Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The
The critical question is to provide opportunity to teachers for reflection and independent study without packing the training schedule with teacher-directed activities alone? Can there be Programmes which must build on the principle of creating ‘spaces’ for sharing of experiences of communities of teachers among themselves, to build stronger shared professional basis of individual experiences and ideas? Giving teachers a space to develop and hear their own voices is of utmost
