Week 1-3


Task 7
As an educator it is a part of my duty and responsibility to care for each child making sure that they feel safe and  supported by not just myself but other educators as well as their friends. I also believe that having an open and ongoing communication with the child's parents can help inform both parties of the child's development while maintaining respect, it is important not to push the families for further information they are not willing to share regardless if the educator might suspect that they may have a learning disability or anything of that nature. Furthermore, I am a big believer in children learning through play and discovery as I think it is just as important as sitting and writing in a notepad. Learning through play and discovery not only encourages their creativity and imagination but it also enhances their knowledge of the world around them, in some cases prompting them to ask and think outside the box. 

Task 8
It is important for all educators to constantly critically reflect on their work and approaches in the classroom as it is a way of not only improving themselves as educators but it can be used to think of new approaches to teaching in the classroom.  
Task 9
The philosophy for the Gowrie Centre relates more to the Oxford's Dictionary definition of the word rather than the Macquarie Dictionary definition of the word. Philosophy is defined in the Oxford Dictionary as " The study of the nature and meaning of the universe and human life" which I think relates of the Gowrie Centres philosophy as the centre states that " We acknowledge the critical importance of children, parents and educators as partners in a learning community that promotes the wellbeing, education and development of all children" which ties perfectly into the Oxford definition. Philosophy being a study of the meaning of human life.  

Task 11
Little Butterfliesearly learning centre pays respect to the original founders of the land. The centre aims is to promote a safe and nurturing environment for all children. Giving them the tools to thrive not only in the classroom but in the wider community. Our purpose is to enhance each child’s sense of well-being, making them feel like they belong alongside their peers and teachers. We will aim to ensure that each child feels safe and secure in the environment in which they are in. In doing so we will help them develop the much needed skills and to grow as individuals while still maintaining a close bond with their peers.  

At Little Butterflies, we strongly believe that each child is unique and holds a great gift that is waiting to be shared with others. We recognise that each child has their own needs, interest and capabilities, we will aim to encourage each child to reach their full potential. In addition, we also recognise the cultural background that each child is derived from, we will aim to acknowledge, respect and cater for these children providing them with any additional resources they may require to enhance their learning. Respectful partnerships with parents and family members are of the utmost importance to us here at the centre, with the guidance of parents we are then able to provide a collaborative partnership which will benefit all parties this includes teacher, student and parent as well as the wider community.

We believe that it is through play and other educational activities in which the centre provides the children will develop their Fine Motor and Gross Motor skills along with Social –Emotional development, Language development and Creativity skills which they will experience through interactions with other students as well as an array of learning experiences that will inturn foster their imagination and their need to learn through exploring and discovering in the environment given. All children are active learners and are leaders of their own learning journey as they continue to increase their knowledge and understanding at the same time becoming confident and independent learners in the process. It is critical to foster positivity in each child and instil in them a sense of responsibility and discipline. 

We recognise that children and competent and capable learners, they will be given the opportunity to expand their knowledge and develop at their own pace. The centre also aims to promote a non-bias, non-sexist environment in which all children will not only be treated equally but be  taught to treat others equally and with respect.  

Little Butterfliesemphasises the need of a co-constructed curriculum that is backed by our team of professional educators. As professionals we are guided by the Early Years Learning Framework, National Quality Standards, Early Childhood Code of Ethics and other relevant Australian Government Legislations and Documents that govern Early Childhood Education.         


References:

EYLF Principals
Early Childhood Australia (2013). National Quality Framework Professional Learning Program resources
Education Services Australia. (2013). Practice guide for working with families. Retrieved from http://scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Early%20childhood%20education/DECD_PracticeGuide_FINAL.pdf
Miller, M. (no date). Critical reflection. Retrieved from http://eprints.qut.edu.au/79260/1/Critical_Reflection_-_Gowrie_Article.pdf
Priestly, M., Biesta, G., and Robinson, S. (2015). Teacher Agency: An Ecological Approach. Chapter 2 - Understanding Teacher Agency
Robinson, K. (2013). Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U

Comments

Post a Comment

Popular posts from this blog

Week 4-6

Task 1: Clarissa Chia S00225459 Advocacy and Activist Strategies  An issue in which I feel strongly about is that of Diversity and Inclusivity this not only impacts young children but adults as well. I believe that as educators it is our job to create an inclusive environment in our classrooms and help children understand and accept others whom may be from a different cultural background, therefore creating a more worldly classroom.  Personal -  It is important as an educator to make the classroom environment friendly and inviting. By having books or posters that promote or include children of a variety of races can show families and their children that the classroom environment created is a place of acceptance regardless of cultural background.  Centre-  Introducing yourself to members of the family and their children creating that bond and forming a relationship with them is crucial. Being able to gain a families trust and ensuring them their chil...
Read more

Week 7-9

Task 1: Reflect  Why is social justice important in early childhood? - Social Justice in early childhood is pivotal, it allows the children to learn about life beyond their own. It focuses on engagement in the wider community and teaches them empathy and generosity through collaborating with others. Furthermore, it teaches them about the impact ( small or large) that it can have on their own community through active community engagement.  How can diverse social and cultural worlds of children be explored through a social justice lens?- From a young age children are being exposed to a wide range of diverse cultures, language, ethnicities simple by going out in public with their parents. However, becomes more apparent in an early childhood setting as they begin to interact with other children of other cultures. This begins by teaching the children that everyone is equal and should be treated as such without any bias', in doing so we are promoting equality and justice fo...
Read more

Week 10-12

Task 3 Reflect:  How do you ensure families and children are the focus of service planning and service delivery? Do you seek their feedback on programs and services? Do they provide input into planning their support?- Families and their  children help guide the program. It is through their feedback that they are essentially helping their child's learning.   Are services responsive to local needs? How is local participation encouraged and supported?- The local services are supportive, we encourage active participation in the local community through organising excursions for the children to engage in.  Are local cultures and languages represented in communication materials and service atmosphere, e.g. art-work?- Yes, the art work that we have in the classroom ( both aboriginal and the children's own creation ) are representative of the child's individuality and cultures. Do staff and partners engage with families and recognise when more targeted o...
Read more