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Pedagogy Within A Professional Capacity In An Early Childhood Education Setting

896 Words4 Pages

Practicing within a professional capacity in an early childhood education setting is a complex and challenging career choice for all within this sector. The function of the adult is of fundamental importance in achieving quality in both provision of the service and in the experiences of young children. An early childhood education setting should be recognised and developed as a learning environment, not only for the children but also for the adults staffing it. The framework for holistic learning and development is enacted by the early childhood educator. The early childhood educator creates an interesting and challenging environment, interacts with the children in a responsive manner, and enables learning through trusting and respectful relationships …show more content…

Because of its complexity ‘effectiveness’ has to be viewed as a whole rather than as particular aspects taken in isolation. (Moyles, Adams & Musgrove, 2002, p.1) McMonagle (2012) refers to pedagogy within an Irish context as a set of instructional techniques and strategies which takes place between the educator and the child to enable learning to take place and provide opportunities for acquisition of knowledge, skills, attitudes and dispositions within a particular social and material context. Although there is this volume of theory; the early childhood care and education sector is not like traditional professions such as medicine and law. ECEC is considered an emerging …show more content…

This has been a dramatic change as prior to this only fifty percent of staff working with children needed to be qualified. Also another element that must be considered is that if the service is providing the ECCE scheme all room leaders must have a minimum of QQI Level 6 in Early Childhood Care and Education. However a higher capitation is accessible to Preschool services where the Preschool leader has an award in early childhood care and education at Level 7 but also where the assistants have achieved the minimal Level 5 award. This was a very demanding element of working within early years as it means that there were many workers that needed up skill. A significant feature of any high quality early years care and learning programme is a knowledgeable and skilled staff and “professional development of early years educators is linked to the quality of early childhood programs, and program quality envisages developmental outcomes for young children” (Fontaine et al,

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Unit 1, served to introduce the multiple roles of an Early Childhood teacher and the ability to function effectively in these capacities; in order to meet the holistic needs of children in the field. Emphasis was placed also, on various factors that affect the early childhood practice and there importance, as it relates to the overall responsibility for child development. As we delved further into the topics surrounding this unit, valuable group and class discussions were sparked and meaningful content extracted. Such content sought to highlight the importance of early childhood teachers in creating an integrated teaching and learning environment to assist students with making connections and finding meaning through educational processes.

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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

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