Name: Simran Shrestha
Name: Simran Shrestha
Unit: EDEC308 Student teaching in the pre-K/Primary grades
Assessment 03: Pedagogical report (2500 words)
Lecturer: Dr Alfred Mupenzi
Class: AX
Pedagogical report
Strength-based approach:
According to National Council of Teachers of English, a strength-based method in early childhood education emphasizes finding what is effective for a child rather than paying attention to what could be wrong concerning the child and their alleged deficiency. I believe that it is a method of addressing individuals that avoids dwelling on issues/problems and instead seek ways to encourage and enhance already-existing qualities and capacitiesCITATION NatND1 l 3081 (National Council of Teachers of English, N.D)In my perspective as an educator, a strength-based approach plays a vital role in this 21st century because this method nurtures children to become confident and accomplished learners by focusing on their individual abilities, interests, and skills. I strongly believe that traditional methodology of teaching frequently draws attention to flaws which can be demoralising, and I can resonate it with my school life when studied in Nepal. On the other hand, strength-based strategy provides children their sense of agency which eventually helps children to develop their decision-making skills. I believe that we educators also have a position to raise childrens self-esteem and foster a thriving learning atmosphere by recognising each childs uniqueness and strengths CITATION Vic12 l 3081 (Victoria Department of Education and Early Childhood Development, 2012).
I highly believe that a strength-based approach has advantages that go beyond helping specific children. As noted in the multicultural education study by Gordon et al. (2021), it promotes a more welcoming and diverse setting. I believe that more welcoming and encouraging atmosphere emerges for each child once we recognise and celebrate their individual strengths (Ailwood, Boyd & Theobald, 2020).
It takes commitment to put strength-based approach into practice. Some actions we could follow are:
Observation: By spending some time observing the abilities, interests and communicating with the child (verbal/non-verbal) we will get to know the child and their learning preferences.
Collaboration: I believe in working together with families and communicating transparently, we can gain insight into a childs strength.
Differentiation: I believe in creating activities that play to each childs unique abilities so they may learn in ways that make sense to them.
Positive reinforcement: we need to highlight accomplishments and hard works of the child. Also, encourage a growth mentality that views obstacles as teaching moments.
Rather than demanding that the child fit into the programme, we need to design curriculum suiting the needs and strengths of the child. This concept also relies on the idea children show how they learn in numerous ways (National Council of Teacher of English, N.D).
Strength-based approach also resonates with Jean Piagets philosophy who believed in ones strength and children thrive when they get to explore environment on their own, EYLF also acknowledges that each child is unique and has diverse abilities. Therefore, I strongly believe this and support children accordingly. In my opinion, each services follows diverse approaches which could be Reggio Emilia, High scope, Montessori, Strength-based, cultural historical or Forest/bush approach with different curriculum such as Intended, enacted, hidden, null or lived curriculum CITATION Ail20 l 3081 (Ailwood, 2020).
Being an educator in this profession for almost 3.5 years now, I strongly believe that every child has different skills and abilities, and this is why it is crucial to take on approaches and curricula that suits best needs of child. Personally, I refer to lived curriculum which describes the integration of the planned, hidden, and null curriculum and to see curricula as what children experience instead of only teachers goal for that experience. I have implemented this, and it encouraged me to see the children as the primary focus in the curriculum CITATION Ail20 l 3081 (Ailwood, 2020).
In my opinion, children learn from and grow stronger by their own strengths and capabilities. Lastly, child is not an issue and I try to advocate this when encountering communication with colleagues in this topic CITATION Vic12 l 3081 (Victoria Department of Education and Early Childhood Development, 2012).
Differentiation:
As per my understanding and reading materials provided in each session, differentiation is about acknowledging that each child learns at their own pace in a different way than others. Thus, it is utmost important that we understand childs context, their strengths, capabilities with respect.
Element 1.1.2 of NQS quality area 1 (Educational Program & Practice) mentions that the curriculum is built on the present knowledge, skills, beliefs, talents, and interests of each child. Therefore, we need to amend our teaching styles and personalise lesson (activities) to each childs requirements. One of the prime practices from EYLF is being responsive to children should come from our duty of care CITATION AusND1 l 3081 (Australian Children's Education & Care Quality Authority, N.D.).
In my perspective, to implement differentiated instruction, firstly we need to get to know the children in a deeper level by communicating and being actively responsive to them so that we can build a strong relationship with that child which then helps us to create an individual learning by looking at their preferences, profile, what milestones theyve reached and what needs to be worked on (i.e.; physical, social, emotional, linguistic and cognitive development (EYLF- Developmental Milestones, 2012).
I highly believe and implement this in my setting firstly by recognising, acknowledging, and appreciating each childs differences, we create a sense of belonging. Secondly, by adjusting my teaching strategies and communication styles to each child, they will feel safe and belonged. I believe that children learn best when they feel safe, secure, and supported. I believe that we also need to consider the needs of equity and diversity, using a variety of assessments for educational purposes and incorporate it into our teaching and learning CITATION Aus22 l 3081 (Australian Government Department of Education [AGDE], 2022).
Element 1.2.3 of NQS Quality Area 1, mentions that encouragement of each childs agency gives them the power for making decisions that affect their environment. Therefore, I believe that we need to be thoughtful, purposeful, and deliberate while creating learning opportunities and offer numerous activities for the child to decide and choose by themselves CITATION AusND1 l 3081 (Australian Children's Education & Care Quality Authority, N.D.).
Navigating personal philosophy within service/school philosophy:
In the context of childcare settings in Australia, every service has a mandatory obligation to create philosophy statement that must be updated frequently and shared with everyone involved in a service including new teammates, in an efficient manner. Frequently analysing an organisations statement of philosophy guarantees that it is up to date and appropriate to the requirements of all parties involved. I believe this because children, families, managers, teachers in the service undergo frequent changes which makes necessary to periodically amend service philosophy CITATION ACEND l 3081 (ACECQA, N.D).
I believe its critical for us to know how to balance our own beliefs with the beliefs of our centre because we work in a variety of environments with varying ideologies and diverse backgrounds of colleagues. I strongly believe that a centres statement of philosophy represents the core values and principles of the people connected to the organisation which resonates with NQS quality area 7, element 7.1.1 CITATION AusND2 l 3081 (Australian Children's Education & Care Quality Authority, N.D).
In my perspective, this supports educators in thinking about how they should conduct professionally. It helps educators to regulate every part of a centres operation and it is important for us to be familiarised with the centres philosophy so that we can have a better understanding and follow our protocols, policies, and procedures accordingly.
Reflecting critically from my personal to professional philosophy, I think that I have evolved and transformed my initial thought of philosophy (Montessori approach) when I first started working in this profession. Now, I believe that I have found a mixture of different approaches and balanced it. For example, my philosophy strongly derives from Reggio Emilia, strength-based approach with a bit of structure, incorporating lived curriculum, inviting physical environment and providing an inclusive and welcoming environment that respects each childs cultural background, beliefs, embrace diversity and support childs holistic development CITATION Ail20 l 3081 (Ailwood, 2020).
The founder of Reggio Emilia approach, Loris Malaguzzi believed that education would offer individuals respect, trust, and reciprocal relationships. Both educators and children collaborate to share knowledge and contribute to the development of an open society. This is true and I believe that the purpose of early childhood education is to highlight childrens rich cultural heritage in their surroundings CITATION Nut14 l 3081 (Nutbrown & Clough, 2014).
In my opinion, our personal philosophies are reflected in the principles, morals and faith that guide our actions and influence our approach within the services. In my perspective, we must consider reflective attitude in our practice considering how our professional conduct and personal values may impact the growth and education of each child and critically reflect on our practices on how can we continuously improve which resonates with EYLF principle 7 CITATION ACEND l 3081 (ACECQA, N.D).
Every educator has their unique style of teaching, which is a collection of beliefs that directs how we approach holistic development of children. As the ACECQAS Quality Area 7 (2018) emphasizes, each service has own philosophy and being able to reconcile these two ideas becomes crucial for success in the teaching profession. Even though each staff members philosophies differ personally & professionally, firstly we need to acknowledge everyones philosophy and navigate our way to find a common ground to agree respectfully. This also aligns with EYLF principle of creating secure and respectful relationships CITATION Aus22 l 3081 (Australian Government Department of Education [AGDE], 2022).
Physical environment:
Physical learning environments is referred to as the third teacher because I believe that a childs understanding, skills, and aptitude are developed and flourished in an educational setting filled with both challenges and possibilities CITATION Ont16 l 3081 (Ontario Education & Training, 2016).
In my opinion, this concept presents the learning atmosphere that is shaped by the people, resources, structures surrounding it which aligns with Vygotskys theory of importance of social development and Zone of proximal development CITATION Ail20 l 3081 (Ailwood, 2020).
NQS quality area 3 emphasizes the importance of physical environment and I agree to this. We need to ensure that our surrounding whether it is indoor/outdoor learning spaces is appropriate, safe offering an array of enticing activities that supports childrens growth as learners.
I believe that how effectively resources and area are used is determined by how the physical environment is set up, furnished and arranged which assists in optimising childs participation, their degree of engaging in meaningful & purposeful activities and lastly their ability to form positive connections CITATION AusND6 l 3081 (Australian Children's Education Care & Quality Authority, N.D).
The purpose of learning setting is to promote inquiry, teamwork, collaboration, and communication. I passionately believe that learning happens in an environment of interactions between individuals where they engage in continuous shared thought, discussion of ideas, and practical tasks that foster learning.
Observing children engaging in indoor/outdoor environment, I have experienced at times, quite difficult when children with high behavioural challenges has short attention span. I have analysed that children are happier and more vibrant in outdoor play, and I believe that we must adjust and change our outdoor learning spaces accordingly. E.g., setting up tabletop activities (playdough, drawings, puzzles, cars, paintings, etc) and knowing what causes curiosity/ interests the child and schedule times for active/quiet play depending on the routine. This is aligned with EYLF practices of learning environment CITATION Aus22 l 3081 (Australian Government Department of Education [AGDE], 2022).
Theorist Loris Malaguzzi (1920-1994) first introduced Reggio Emilia approach where he emphasized the importance of play-based learning, open-ended play sparking curiosity, interests, risky play, discovery, and investigation. I adhere to this and support in childrens learning by being actively responsive and efficiently communicating with them CITATION Nut14 l 3081 (Nutbrown & Clough, 2014).
Professional Standards:
Professional standard is a set of principles and gives direction on expectations of the teachers in Australia. I believe that the Australian Professional Standards for Teachers (APST) clarifies what constitutes efficient instruction and outlines the role of teachers and I find it very helpful tool because it enhances my own practice and work towards how to provide high quality education & care. I strongly believe that the seven standards collectively form up APST specifying the knowledge and skills that educators should possess and when we follow it, we can achieve excellent outcomes CITATION NES17 l 3081 (NESA, 2018).
These standards correspond and are tied to one another. Professional knowledge, professional practice, and professional engagement are the three instructional categories, and all these areas are incorporated throughout education. As per my understanding, there are four career levels of graduate, proficient, highly accomplished and lead CITATION NES17 l 3081 (NESA, 2018).
I draw my inspiration from APST standards of teaching and as an educator, we have an obligation to comply. Firstly, it is our duty of care to get to know each child and how they learn. Secondly, we must know our content and how we would teach. This aligns with the professional knowledge of APST. Thirdly, to enhance our professional practice, we must plan and put efficient teaching & learning into action. Being able to build and support safe learning environments and our ability to provide feedback, assess childrens learning demonstrates our professional capabilities CITATION NES17 l 3081 (NESA, 2018).
When we engage in professional development, learning with colleagues, families, and greater community, it develops our professional knowledge and I believe it boosts our confidence as I have recently experienced in my professional career and aligns with EYLF principle 7 and NQS quality area 7, element 7.1.1 emphasizing services philosophies and purpose CITATION AusND2 l 3081 (Australian Children's Education & Care Quality Authority, N.D).
I strongly believe that these standards helps to continuously improve our everyday practice and by critically reflecting on it, focusing on child centred education via integrated learning, we can achieve targeted goals for each child which resonates with the idea of John Dewey (1859-1952) who advocated for progressive and child-centred teaching CITATION Nut14 l 3081 (Nutbrown & Clough, 2014).
In my perspective, while it is not mandated by the NQF, educators must register in certain states in Australia. According to the most recent figures from the regulating bodies in NSW, Victoria, and SA, ECT comprises about 7% of all registered teachers in Australia. The impact of professional learning was examined in nine US research by Timperley & Alton-Lee, the results showed on a median, 49 hours of professional learning per year could boost students outcomes by 21% and I believe enhancing our professional knowledge is highly beneficial for children (Timperley & Alton-Lee, 2008).
Relationships with children, families, colleagues, and community
This is the primary thing to form in our settings. When children are under our care, it is our responsibility to create and build a strong relationship, know their personality and be responsive to children. This will then help children to feel safe, included and supported. These kinds of bonding give children the freedom to explore, play and develop learning in their surroundings which aligns with NQS quality area 5, relationships with children CITATION AusND l 3081 (Australian Children's Education & Care Quality Authority, N.D.)In my perspective, acknowledging the importance of families & communities are especially important because partnerships are built on active communication, respect, trust, support, understanding and collaborative approach and it is critical to build as it assists to achieve the best outcomes for children. This is in line with NQS quality area 6 that emphasizes collaborative partnerships with families and communities. CITATION AusND3 l 3081 (Australian Children's Education & Care Quality Authority, N.D).
Bronfenbrenners theory also emphasizes the importance and impact of social, cultural, economic, and physical context of the environment, and I strongly agree. His ecological theory places child in the centre with concentric circles. I believe that from the time when children are born, he/she is surrounded by their immediate family members, and as they develop, society plays a vital role in shaping their minds and attributes. The early years settings, teachers, play groups, school, etc impacts the childs abilities and therefore we need to provide rich and meaningful learning experiences so that children become independent and competent learners which resonates with EYLF outcome 4 CITATION Wit17 l 3081 (Wittmer, Peterson, & Puckett, 2017).
In my opinion, we must act in accordance with the best interests and outcomes for each child. By establishing and upholding secure and welcoming surroundings, it fosters childrens autonomy. It is utmost important to offer a purposeful curriculum to improve childs holistic development and integrate child and teacher-initiated activities which aligns with the ECA code of ethics CITATION Ear16 l 3081 (Early Childhood Australia A Voice for Young Children, 2016).
I believe that communication should occur two ways which means we must listen to the families, understand, and respect their decisions and share our knowledge, information, and feedback of the child. In relation to families, we should aim to encourage families for transparent communication, make them feel belonged and respect each familys right to privacy CITATION Ear16 l 3081 (Early Childhood Australia A Voice for Young Children, 2016).
References:
BIBLIOGRAPHY Early Years Learning Framework Practice Based Resources - Developmental Milestones. (2012, 06 20). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. ACECQA: https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
ACECQA. (N.D). NQS Information Sheet Quality Area 7- Reviwing Your Service Philosophy. ACECQA: https://www.acecqa.gov.au/sites/default/files/2018-10/QA7_ReviewingYourServicePhilosophy.pdf
Ailwood, J. (2020). Understanding Early Childhood Education and Care in Australia : Practices and Perspectives. Abingdon, Oxon: Routledge.
Australian Children's Education & Care Quality Authority. (N.D). ACECQA. Quality Area 6 Collaborative partnerships with families and communities: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with-families-and-communities
Australian Children's Education & Care Quality Authority. (N.D). National Quality Standard/ Quality Area 7 Governance and leadership. ACECQA: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-7-governance-and-leadership
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Thank-You
