TCHR5009 Theory to Practice Education and Care for Infants and Toddlers Report 1 Sample

TCHR5009 Theory to Practice Education and Care for Infants and Toddlers Report 1

Assignment Details

Part 1: Professional Philosophy (750 words)

Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you.

Part 2: Critical Reflection (750 words)

Critically reflect on your philosophy above and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0).

Task Instructions

• This report is comprised of two tasks and should be presented in ONE Word document.

• Cover page:

Include an APA formatted cover page Formatting your assessment for APA 7th (scu.edu.au) If you have used Grammarly Premium include the following Acknowledgement
Statement on your cover page.

• Complete professional philosophy (750 words) and critical reflection (750 words)

• Complete one APA formatted reference list

• If you have used Grammarly Premium upload My draft essay prior to ANY editing to the ‘Pre-editing draft’ portal in Turnitin.

• Check draft with draft checker on unit site

• Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing

APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.

Solution

Introduction

The importance of the teaching profession is to make children future-ready through different modes of learning. In this process, a two-way learning scope is generated that supports being real-world suitable. As teachers, they need to build different skills like a disciplined nature, the ability to handle odd situations, and the ability to be role models for children.

Part 1: Professional Philosophy

As early childhood growth and development is based on the education approach they are received from teachers. From that perspective, I always keep my philosophical view towards the curriculum for children's participation. The practice of socio-emotional development in early childhood a need for educators engaged in language practice with children is facilitating (OECD, 2018). The result of that learning becomes age-specific chances of absorption by children. I always use the approach to make them feel the warmth of the surroundings as they need to accept the environment first. For MBA assignment expert Just like the importance of language learning in early childhood safety is the next vital part of their learning (Verplanken & Orbell, 2022).

Considering that as a priority I always use the philosophy of providing my children with standard safety from external and self-care practices. In my class I arranged a dramatic way to wash hands and portrayed in a playful mode why this is essential. I believe that early childhood practices of healthy habits lead to the urge to use them in the future life of adulthood. The method I chose to share the techniques of hand was very simple to adopt and I act that way to make it impactful. In support of this aspect view of Tengku et al. (2020) stated the hand hygiene importance to keep children safe from any kind of infectious disease.

Figure 1: Erikson Child Development Theory
(Source: Cherry, 2024)

Application of Erikson's child development theory each stage of growth comes with some conflicts. As per Cherry (2024), like in early childhood a nature of conflict between shame and doubt always works for the child so learning needs to be that specific. In this, my experience was very specific to the clear instruction that I provide to my children. A toilet training session was arranged which I conveyed in a communicative approach so that children can be open for their understanding. Additionally, to make the clear and adaptable for the children I sometimes asked them to share with their friends what they learned. Agard et al. (2021) stated that at the stage when children start to learn habits, and attitudes and little by little gain the strength for physical movement. My philosophy is very simple when focusing on physical movement it needs to be simple and age-suitable. As children during early childhood always remain active learners any wrong impression puts a restriction on flexible learning. I generally involve them in small movements initially like picking the instructed object which works for cognitive and physical skills growth. In linking with the Early Year Learning Framework milestone every age showed a pattern of physical, social, mental, and cognitive growth (ACECQA, 2022). I always tried to follow this in practice so that I can promote the best learning opportunities for children. At the point of developing relationships with children, a safer, healthier, and inclusive environment optimizes learning. Beng's collaboration with children to share values and responsibility as a human being makes the possible growth expected in early childhood (Early Childhood Australia, 2019). The most vital aspect of safeguarding and securing every used documentation of the children is that only reflects of standard code of conduct in use.

We believe that early childhood learning is facilitated by different factors like environment. After home children come to a learning environment to gain some knowledge and be ready for real life. In this aspect, attachment also comes when the environment is safer and more engaging for infants and toddlers. The application of Bowlby's attachment theory is the psychological connection with children when their oral needs are met (Cherry, 2023). This infant's need is met by the mother's oral care whereas in early childhood settings sharing emotional bonds binds the connection with educators.

Figure 2: Attachment Theory
(Source: Cherry, 2023)

My philosophy for early childhood attcahmnet is to being responsive to them so that a positive connection can grow from the environment. Maybe the situation always not comes as favourable our teacher's traits create the connection for the child. The standard quality of care serves for the children makes them habituated with it. This is the sharing that makes the influence of attachment grow based on care. Being a childcare educator valuing a child's emotional, physical, and cognitive makes the bond for belonging. However, the ability of staff in terms of educators creates philosophical accuracy while teaching children in real life.

Part 2: Critical Reflection

Reflection on the Philosophical Approach

In the above part of the discussion, I recall and represent different teaching philosophies I have used for early childhood education. The value I wanted to promote I always include my approach like engaging learning. For the purpose of keeping the children engaged with learning arranging the method for that suitability is essential. Besides that as early childhood is the base for growing habits, adopting perceptions, and future values I choose to look over during my teaching. As a responsible teacher, I always value their safety and growth in cognitive, social & emotional aspects.

Facing Challenges and Suitable Solutions

The first challenge for participative curriculum arrangement is about availability of suitable staff. Lack of staff efficiency creates the unnoticed growth of children which makes a negative outcome for learning. I always tried to make the learning connecting and interesting so that children receive fun for paying attention. They remain so energized in this stage because the lack of well-trained staff availability directly impacts learning depth. As a solution, I chose a good training workshop for educators who come as freshers. I always believe in progress through self-learning which I applied in this early childhood learning. In the presence of this workshop, people get to know about the right approach for handling children in early childhood education. Analysis of the specific issue of the participative curriculum and the Early Year of Learning Framework indicated the value of "Being" which stands for the childhood nature of seeking meaning in surrounding (ACECQA, 2022). The responsibility comes for educators to guide them on the route where they can find the real meaning of life. Participative learning is one of the interconnected approaches where educators, children, and others engage with the goal of learning. Without effective staff possibility of executing the successful learning outcome becomes difficult.

The second challenge I have faced in safety practice is presented in a dramatic way which makes the children sometimes lost in their thinking. As we had not experienced that dramatic approach playing within a class and children were also in their energized phase of life. A contradiction of losing interest and starting their own business makes the goal incomplete to achieve. The solution I chose to solve this issue was play-based pattern adoption for children where they also take part in portraying the need for hand wash. Application of National Quality Framework This goal is linked with quality area 1 which refers to educational programs and practice (ACECQA, 2022). In that stand hand hygiene is the most essential habits that keep children well being secured and their future remains disease-free (Davis et al. 2023). Instead of using a systematic form that optimizes the outcome for children's learning use of a child-centered approach enhances the knowledge and their capability for the right safety practices. In this learning goal participating in each child is essential to make the program or practice successful. The learning elements required for making the program successful are organized arrangement and opportunity creation. However, in this challenge, my view of responsive teaching is justified under the National Quality Framework.

The third challenge I have experienced for the communicative approach used for early childhood education. As in the early childhood stage, children are the most curious and receptive of the experience. However, they were not capable of expressing their feelings which approached complicated to meet the goal of attachment. As per Kronick et al. (2024) at the time children spend time outside of the house they always tend to attach to external members but without family involvement their sense of attachment becomes incomplete. The solution I chose to deal with the challenge is to develop collaboration with family and community. It provides guidance for children's growth at a maximum level that even stimulates the protection for their well-being. Applying the Early Years of Learning Framework indicates that educators need to understand the culture and beliefs each child holds which makes the possibility of creating a safer space (ACECQA, 2022). Besides that, every child has the ability to learn without family involvement chances of the gap developing are obvious. On the other hand, NQS quality area 6 supported the collaboration needed for children's growth. Having a respectful relationship with families and the community makes the scope to pass the habits for parenting roles (ACECQA, 2022). Additionally, involvement with parents encourages the scope for their participation to optimize service delivery.

Conclusion

Discussion over the philosophical approach of early childhood education and goal-specific behaviors I have used is presented. Applying a theoretical view makes the understanding well connected for early childhood education. Besides that facing challenges in using philosophical approaches for early childhood education are linked with used solutions.

References

ACECQA. (2022). Belonging, Being and Becoming. Retrieved from: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf (Accessed on: 2nd November, 2024)

ACECQA. (2022). Developmental Milestone. Retrieved from: https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf (Accessed on: 2nd November, 2024)

ACECQA. (2022). National Quality Standard. Retrieved from: https://www.acecqa.gov.au/nqf/national-quality-standard (Accessed on: 2nd November, 2024)

Agard, B., Zeng, N., McCloskey, M. L., Johnson, S. L., & Bellows, L. L. (2021). Moving together: Understanding parent perceptions related to physical activity and motor skill development in preschool children. International Journal of Environmental Research and Public Health, 18(17), 9196. https://www.mdpi.com/1660-4601/18/17/9196

Cherry. (2023). What Is Attachment Theory? Retrieved from: https://www.verywellmind.com/what-is-attachment-theory-2795337 (Accessed on: 2nd November, 2024)
Cherry. (2024). Erikson's Stages of Development. Retrieved from: https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740 (Accessed on: 2nd November, 2024)

Davis, M. D., Lohm, D., Flowers, P., & Whittaker, A. (2023). The immune self, hygiene and performative virtue in general public narratives on antibiotics and antimicrobial resistance. Health, 27(4), 491-507. https://journals.sagepub.com/doi/abs/10.1177/13634593211046832

Early Childhood Australia. (2019). Code of Ethics. Retrieved from: https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf (Accessed on: 2nd November, 2024)

Kronick, R., Cleveland, J., Bosworth, M., & Rousseau, C. (2024). “The mother seems to traumatize her child”: Examining empathy, denial, and responsibility in day-to-day encounters of families and staff in immigration detention in Canada. Social Science & Medicine, 361, 117353. https://www.sciencedirect.com/science/article/pii/S0277953624008074

OECD. (2018). Providing quality early childhood education and care: Results for the starting strong survey2018. Retrieved from: https://read.oecd-ilibrary.org/education/providing-quality-early-childhood-education-and-care_301005d1-en#page21 (Accessed on: 2nd November, 2024)

Tengku Jamaluddin, T. Z. M., Mohamed, N. A., Mohd Rani, M. D., Ismail, Z., Ramli, S., Faroque, H., ... & Isahak, I. (2020). Assessment on hand hygiene knowledge and practices among pre-school children in Klang Valley. Global Pediatric Health, 7, 2333794X20976369. https://journals.sagepub.com/doi/abs/10.1177/2333794X20976369

Verplanken, B., & Orbell, S. (2022). Attitudes, habits, and behavior change. Annual review of psychology, 73(1), 327-352. https://www.annualreviews.org/content/journals/10.1146/annurev-psych-020821-011744