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Sector Advisory Group Report

1847 Words8 Pages

The Sector Advisory Group has brought out a report which has recommendations for improving quality of early childhood education for children under three years of age. The recommendations are showing what we are lacking in order to fully support children’s learning and development while in early childhood education. I have look at three recommendations to fully understand them in more depth. The three recommendations I have chosen to do are include an infant and toddler component in early childhood degrees and diplomas through initial teacher education as well as post-graduate options, to introduce regulated group size, in the context of improved ratios such as 1:3, 1:4, regulate for group size of three times the adult: child ratio and ensure …show more content…

There is “clear evidence that quality of education and care is a crucial factor in achieving good outcome for infants and toddlers (TTL PG 120). As it is not compulsory for children to attend early childhood not all families have access to information which looks at why and how early childhood supports children under three. The ERO report (2015) looks at key conditions for quality in early childhood education, one is to involve families. It is important for teacher to work with parent or caregivers in order to develop a plan which is valued by both partners. By involving parent and caregivers you are able to show them how you are supporting their child. “Piaget (1950) also argued, infants have an immediate capacity to learn, and a teacher’s pedagogical task is to understand what this learning involves and respond accordingly” (Dalli, White, Rockel & Duhn, 2011). The teachers role is to allow the parent or caregiver to understand why we do the things we do that are backed up by theories, ways of thinking and values we hold so that they can question our practice. As a teacher value the families they can develop relationships so that the environment can bring the home and setting together. This links with Te Whāriki as the child will feel that they belong and have a sense of who they are (Ministry of Education, 1996). When parents and caregivers are provided with information, children can be involved in a quality learning environment. This aspect allows both the teachers, and parents and caregivers to value the child’s play within the environment. The environment needs to allow children to feel safe so that they can fully participate on their own and with others. The implications of this recommendation is that

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