TCHR5003 Principles and Practices in Early Childhood Education Report 2 Sample

TCHR5003 Principles and Practices in Early Childhood Education Report 2

Assignment Details

This task requires you to reflect upon the Early Years Learning Framework [EYLF] (AGDE, 2022) principles and practices and write a report demonstrating your ability to identify and critique high- quality early childhood pedagogy.

Instructions

The Early Years Learning Framework (EYLF) is a crucial document for early childhood education and care. You are to write a report that demonstrates your knowledge and understanding of how the EYLF principles and practices support high-quality pedagogy.

Your critical reflection should be written in an essay that critically analyses three EYLF Principles (two of which are Respect for diversity AND Sustainability; and one is your choice), and three EYLF Practices (two of which are Responsiveness to children AND Learning environments; and one is your choice). As part of your critical analysis, you will include your personal reflections on how you anticipate implementing these three principles and three practices, in high-quality early childhood education and care settings, to support best practice.

Your report should include an introduction that explains how the EYLF guides high-quality pedagogy, body paragraphs and a conclusion, with in-text citations and references to academic literature to support your perspectives.

The EYLF Principles and Practices that you can choose from are listed below (the compulsory principles and practices are in bold):

PRINCIPLES:

- Secure, respectful and reciprocal relationships

- Partnerships

- Respect for diversity (compulsory)

- Aboriginal and Torres Strait Islander perspectives

- Equity, inclusion and high expectations

- Sustainability (compulsory)

- Critical reflection and ongoing professional learning

- Collaborative leadership and teamwork

PRACTICES:

- Holistic, integrated and interconnected approaches

- Responsivenessto children (compulsory)

- Play-based learning and intentionality

- Learning environments (compulsory)

- Cultural responsiveness

- Continuity of learning and transitions

- Assessment and evaluation for learning, development and wellbeing

Referencing

APA7th referencing format is required with a minimum of 10 references. Sources should include relevant early childhood policy and peer-reviewed literature. Link to SCU Libguide here: APA 7 Referencing.

Solution

Introduction

Cohrssen (2023) informs us that EYLF is an important aspect for high quality pedagogy. The full framework is based on the collaboration of educators, families, and communities to work together to maximize children's holistic development, wellbeing, and learning in a comprehensive partnership focused on the needs and potential of young children. The goal of being able to enable children to become confident, connected learners who are engaged with their world is informed by this vision. Its practice, learning outcome, principles; all in interplay, resultant from contemporary research and theoretical perspectives.

EYLF based inclusive, equitable and future focused pedagogies are developed from Respect for diversity through to Sustainability and Critical reflection and Ongoing professional learning. Similarly, Practices like Responsive to Children, Learning environments and others enhance teachers’ responsiveness to the children’s needs on the individual and collective level (Mata-McMahon et al., 2019). Together they create mindful, play based learning experiences, supportive of the rights and agency of any child. The role that the principles and practices examined in this report play in promoting quality pedagogy has been critically analysed in the context of this report for MBA assignment expert. Personal reflections from practice implementing these components of care for children and communities will be offered as examples of how these components can lead to optimal outcomes for the children and the communities in which they live.

Early Years Learning Framework Principles

Foundational and contemporary theorizing forms the basis for the prioritising of high-quality early childhood education and care and the EYLF (Adam et al., 2023). They provide these principles that guide teachers to develop inclusive and enduring learning experiences that cherish and celebrate uniqueness of children, respect environment conservation, afford for extended and continuous learning and development. In this section, the arguments for enabling the best practices in ECEC settings under the Respect for diversity, sustainability, and critical reflection and ongoing professional learning principles are critiqued.
Respect for Diversity

When children come into the world, they are a part of a culture formed by family, by community, and by societal norms. Based on this principle, cultural diversity has a role to play in early learning and must be valued by providing an inclusion through equity and engaging system. We believe that all children can make a clean start in learning to respect diversity, as all are worthy, safe, and supported in their cultural identity. Educators raise children and their families up in a multicultural environment so they know how to be part of a community of mutual respect and develop a good social relationship.

For instance, an educator may bring diverse cultural artifacts, stories, and the like into daily activities to show to every child that his or her heritage is to be found in his or her instructional environment. Bronfenbrenner’s Ecological Systems theory (1979) prove theories of the microsystem having a place in a child’s learning and identity however, not only encompasses this idea, but also theorizes that the more inclusive a child’s environment is, the better they can sustain themselves in the field of education and maintain their connection to their cultural roots (Crawford, 2020). Research staple culturally responsive teaching focuses on supporting social cohesion while also supporting cognitive and emotional development.

This principle invites personal reflection that promoting respect for diversity in ECEC settings demands both efforts to understand and to engage with children’s cultural contexts (Adam, 2019). Use of bilingual resources, and support for open discussion about diversity, bridge building across boundaries and the creation of a sense of unity within the learning community, as can strategies involving families in decision making.

Sustainability

As a principle in EYLF, sustainability talks about the need on the part of educators to instil in children a consciousness, and a commitment to ensuring sustainability of their environment (Ärlemalm-Hagsér et al., 2021). The principle embodied herein is consistent with the more general global movement towards environmental stewardship conveyed in the United Nation’s Sustainable Development Goals. Ecofriendly pedagogy encourages educators to adopt these ecofriendly practices for instance to promote children to develop lifetime habits which will help us lead a sustainable future.

Some ideas of embedding sustainability in practice including recycling, explaining to children about energy conservation and your nature-based learning activities. For instance, having children participate and actually plant and take care of plants in a vegetable garden is not only an opportunity to learn about sustainable food production, it also invites those kids to be connected to the natural world. According to Piaget’s Constructivist Theory (1950), such experiential learning is indeed supported in what children learn by experiencing, and knowledge is constructed by children in their hands.

Research finds sustainable education with long lasting benefits, early exposure to sustainable practices promotes an eco-conscious attitude and behaviour in adulthood. I look forward, personally, to setting an example with outdoor learning environments which promote sustainability, via the use of natural materials for play and encourage children to 'get their hands dirty' and explore their local ecosystems. By including these practices, we guarantee that children become involved in the protection of their own environment today and in the future.

Critical Reflection and Ongoing Professional Learning

Educators need to be continuously reflective and learning, critically, to keep themselves and the work responsive and adaptive to increasingly diverse children and families. It is a principle that demands educators to continually evaluate the ways in which they teach and learn using current research, feedback and individual approach to enhance quality education and care. Professional learning enables the educators to understand pedagogical theories and cultural competence and innovative teaching strategies more deeply.

In the case of an educator that could be going to workshops around trauma informed care in order to support these children better. Dewey, Theory of Reflective Thinking (1933) emphasizes the importance of reflection, and so the observation, evaluation, and adaptation of a cycle. This reflective process will allow educators to know which areas need to be developed, as well as strategies that conform to best practices.

Didion et al. (2020) identify the effect of professional development on increasing the efficacy of educators and children’s outcomes. In addition, ECEC settings are created in which educators reflect critically, allowing them to engage in a culture of collaboration where they generate ideas and encourage others to share insights and broaden their horizons.

Thinking back, this is a principle worth investing in because we should establish and follow a habit of regular self assessment and constant improvement. Measures such as keeping a journal of ongoing reflections, doing peer reviews, reading current literature , would guarantee that my practices will always be dynamic and based on evidence. Critical reflection also reminds kids that learning has no end and this models for them a growth mindset, that learning can be difficult but worth the effort.

Early Years Learning Framework Practices

Early Years Learning Framework (EYLF) identifies seven key practices for educators to create exciting, inclusive and successful early learning experiences. The aim of these practices is to encourage children’s learning, development and wellbeing by supporting more responsive, dynamic, intentional teaching. Critical analysis of EYLF practices of Responsiveness to children, Learning Environment, and Play-based Learning and Intentionality on curriculum design and support to high quality pedagogy in early childhood education and care (ECEC) is made in this section.

Responsiveness to Children

Responsiveness to children reflects, of course, an acknowledgment that every child has their own strongpoints, interests, and developmental paths (Randolph, 2022). This practice not only demonstrates that educators need to be aware of children's cues to allow the children direct the learning process so that the children will be engaging and autonomous. Teachers who are responsive create a culture where kids feel heard, valued, and adults working with them feel empowered to explore their curiosities.

When a child becomes fascinated with something like insects, it might inspire an educator to lead nature walks, bug hunts, or crafts from a creative angle involving insects. In terms of aligning with this child centered approach is the Sociocultural Theory (1978) of Vygotsky which stresses that learning is a social process that occurs through social interaction and shared experiences.

Research shows that children’s emotional and cognitive development (Rogoff, 2003) depends on building secure relationships, and that is something relationship researchers are keen on being responsive about. These educators, responding to what children want and need don’t only build a sense of belonging, but also inspire a thirst to learn, learn creatively, and learn critically.

So, personally, I want to apply this as I practise open communication with children and watch their play to find learning opportunities. Recording children’s progress, and engaging them in multiple ways in decision making, will ensure they have a voice in what and how they learn and the environment learning occurs in, and will be a space that is both inclusive and empowering.

Learning Environments

Physical and emotional learning environment matters in making experiences and output of children in ECEC. A safe, stimulating, flexible environment is an effective learning environment but it should be the sort of environment where your child has an opportunity to explore, experiment, and play with the world around him. The EYLF recognises the need to have environments that either reflect children’s cultural backgrounds or interests and developmental needs.

For example, imaginative areas might be created where an educator arranges reading, sensory play, and outdoor exploration using comparable materials and activities that are conveniently accessible and inclusive for all. Natural play areas that exist outdoors not only support physical activity, but also promote a ‘connection to nature’ which promotes children’s holistic development (Clark, 2023). Theories like Malaguzzi’s (1993) Reggio Emilia approach are studies that hold the environment as the 'third teacher', which provides insight and facilitates learning.

They summarize research findings with benefits of the well-designed learning environments such as self-regulation, collaboration, and problem solving skills. Educators can take advantage of building features such as natural lighting, open-ended materials, and quiet spaces in such a way to appreciate the various ways in which children learn.

Considering this practice, I will shape every learning environment to be flexible and sustainable, equally in natural and artificial materials, and including a child’s ability to shape her environment. Promoting responsibility and respect for your environment to children will encourage them to participate in organizing and maintaining their own space as well as to feel ownership.

Intentionality and Play based Learning

Play based learning and intentionality value play as a powerful medium for learning and development. In this practice, purposeful interactions are intentionally guided and extended based on the opportunities provided for open ended imaginative and exploratory play with children.

For instance, a dramatic play area with costumes and props, and role-playing scenarios, help the child practice social and communicative skills as he experiments with his creativity. This play can be extended by educators by adding prompts or challenges that allow problem solving and critical thinking. The theory of Piaget’s Constructivist Theory, supports this by saying that play allows children to learn actively so that they can build knowledge through experience.

Play based learning research shows that it enhances cognitive, social and emotional development creating skills such as collaboration, resilience, and adaptability (Parker & Thomsen, 2019). Play contexts of intentional teaching allow play to occur while also meeting predetermined learning objectives through a balance of intrinsic joy and autonomy.

In practice, I try to find that balance between child led and educator led play with intentionality to scaffold the learning of the child without taking away their agency. These include their variety of play material, observing what children do, and presenting challenges that will continue to make play a dynamic and meaningful part of the curriculum.

Conclusion

The Early Years Learning Framework (EYLF) provides a benchmark for the delivery of high quality pedagogy in ECEC. The EYLF aligns its vision, principles and practices to the foundational theories and contemporary research, offering educators an opportunity to create inclusive, interesting and developmentally appropriate environments for young children. Based on a critical analysis of three key EYLF principles (Respect for Diversity, Sustainability, and Critical Reflection and Ongoing Professional Learning), and three core practices (Responsiveness to Children, Learning Environments, and Play Based Learning and Intentionality), this report determines why a focus particularly on Learning Environments is necessary, and the breadth and specificity of these should be, in order to ensure the highest quality of ECE within Australia and to compare our system with the one in New Zealand. By combining these elements, we raise awareness of the need to develop culturally responsive, sustainable and reflective approaches that children can be facilitators, active participants in their own learning journeys. The EYLF’s principles and practices also reflect the educator as a co-learner, observer and guide, however, also place a strong focus on the holistic development of the child. Achieving that is through intentional teaching, responsive interactions and thoughtfully designed environments that support children’s learning, wellbeing and agency. From this reflection, I intend to put into practice the insights learned to ensure the realisation of the vision of the EYLF, that of belonging, being, and becoming in my future practice. Educators can infuse theory, research and practice in order to help every child develop a curiosity, resilience and love of learning, so that they are ready to meet the challenges of an ever changing world.

References

Adam, H. J. (2019). Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing.https://ro.ecu.edu.au/theses/2245/

Adam, H., Barblett, L., Kirk, G., & Boutte, G. S. (2023). (Re) considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing. Contemporary Issues in Early Childhood, 24(2), 189-207.https://journals.sagepub.com/doi/abs/10.1177/14639491231176897

Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework. The Australian Educational Researcher, 46(3), 549-563.https://link.springer.com/article/10.1007/s13384-019-00302-w

Ärlemalm-Hagsér, E., Larsson, J., & Gustavsson, L. (2021). New teacher strategies to support children’s active participation in early childhood education for sustainability (ECEFS). In 30 th EECERA ANNUAL CONFERENCE, Democratic Early Childhood Pedagogies, Online Festival, 1 st–17th September 2021.https://www.diva-portal.org/smash/record.jsf?pid=diva2:1596259

Clark, C. (2023). EXPLORING THE AFFORDANCES OF OUTDOOR LEARNING: HOW TEACHERS UTILIZED THEM TO ENHANCE THE LEARNING EXPERIENCE (Doctoral dissertation, University of Saskatchewan).https://harvest.usask.ca/bitstream/handle/10388/15053/CLARK-DISSERTATION-2023.pdf?sequence=1

Cohrssen, C. (2023). The contribution of learning trajectories to enacting the Early Years Learning Framework V2. 0.https://research.acer.edu.au/rc21-30/rc2023/rc2023/18/

Crawford, M. (2020). Ecological Systems theory: Exploring the development of the theoretical framework as con-ceived by Bronfenbrenner. J Pub Health Issue Pract, 4(2), 170.https://gexinonline.com/uploads/articles/article-jphip-170.pdf

Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66.https://www.tandfonline.com/doi/abs/10.1080/19345747.2019.1670884

Mata-McMahon, J., Haslip, M. J., & Schein, D. L. (2019). Early childhood educators’ perceptions of nurturing spirituality in secular settings. Early Child Development and Care.https://www.tandfonline.com/doi/shareview/10.1080/03004430.2018.1445734

Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom.https://research.acer.edu.au/learning_processes/22/

Randolph, T.S., 2022. Early Childhood Stakeholders’ Perspectives on Parent Empowerment to Successfully Transition Children to Formal School (Doctoral dissertation, Walden University).https://search.proquest.com/openview/b72ed56c16530ec9e1351c52a51ff87e/1?pq-origsite=gscholar&cbl=18750&diss=y