Reflect on your changing understanding of social and emotional learning. This exercise acknowledges that all teaching is an ongoing learning journey

Reflect on your changing understanding of social and emotional learning. This exercise acknowledges that all teaching is an ongoing learning journey, and that our approach to teaching may vary across time, and across different situations. This reflective response examines your own values as an early childhood teacher, your beliefs about behaviour guidance and childrens emotional lives. Drawing on ideas discussed in the topic (including relevant readings) as well as your emerging philosophy of teaching, you will describe your own pedagogical practices addressing childrens sense of belonging.

The total word count of all parts of the assignment is 1500 words.

Part 1: Reflect on your developing pedagogy as you begin to consider how you will encourage positive behaviour and childrens social and emotional learning. Consider how you will develop a pedagogy of belonging within your workplace. Identify how you plan to develop your teacher presence within birth-5 and a 58-year-old classroom. (600 words).

**Note: Please choose and talk about 2 value in your teaching.

Here are some videos you can view to get different ideas about presence:

https://www.youtube.com/watch?v=zTgsHU_bLXshttps://www.youtube.com/watch?si=omaPva1WC4BNJz-2&embeds_referring_euri=https%3A%2F%2Fcanvas.flinders.edu.au%2Fcourses%2F20482%2Fassignments%2F187345&source_ve_path=Mjg2NjQsMTY0NTA2&v=8QijPQ77vV0&feature=youtu.bePart 2: Respond to one of the scenarios of childrens behaviour provided in the Scenarios tab:

Think about how you not some ideal teacher would respond to this situation, given what you currently understand about childrens social and emotional learning. Describe, in as much detail as you need, how you would respond to this situation immediately, and in the longer term. Include behaviour management strategies that align with your developing pedagogy.

Please ensure that you are clear about which scenario you are choosing at the start of Part 2. (600 words)

Scenario 1:

You are the teacher of a foundation class in a small primary school on the urban fringe. This school has been built very recently and has excellent facilities. You are lucky enough to have a very interesting outdoor area specifically for use by your class, as well as access to the general playgrounds for the school. This outdoor area has many trees and lots of interesting natural materials.

One of the children in your class, Brittany, you are finding difficult to handle. You admire her courage, but she often gets into arguments with other children, and is not afraid to hit or scream at them if she is frustrated. You are aware that she has a difficult home life, and worry that she experiences a lot of violence in her life out of school, but her mother is not well connected into the school community, and you don't know much specific about the family.

You have worked hard to include Brittany in your classroom community, and as she can often be funny and engaging (sometimes especially when challenging your authority) she has built up a good circle of friends. Once or twice out in your class's outdoor area, you have caught Brittany having a wee behind a tree, in an area that is hard to supervise. When you reminded her where the toilets were, she tells you that at her home she is allowed to go outside to the toilet, rather than coming inside to 'bother her mother'. On those occasions you insisted she go to the toilet, even though you could see that there would be no point, as her bladder was probably already empty. She was grumpy about this (looking quite sullen) but appeared to comply with your request.

You hadn't thought any more about this, until one day in the staff room, when one of your colleagues - the deputy principal - told you that while supervising recess in the general school playground they had caught Brittany showing two of her friends how to wee standing up, and encouraging them to have a try. This has necessitated two of them changing, and one did not have a change of shoes, which was very inconvenient.

How do you handle this?

Scenario 2:

You are a teacher in a Reception/Year 1 class of 28 students. You have just finished a table activity - a literacy activity - and are starting to pack up, as it will soon be lunch time. Most of the students are quietly packing up their pencils, but Ailsa is refusing to do so, claiming that the student who sits opposite her - Thomas - tipped out the entire contents of her pencil case, and that she shouldn't have to pack them up. You didn't see Thomas tip them out, and as he tends to be a quiet child, you consider Ailsa's story unlikely.

When you insist that everyone needs to pack up their own materials, Ailsa appears to get angry and picks up a pencil and throws it at Thomas, who starts to cry. When she picks up another pencil to throw, you grab the end of the pencil, to prevent it hitting anyone, at which point she screams loudly; 'You're not the boss of me'. At this point, her twin sister Roisin comes over to you and starts shouting too, saying 'Don't pick on my sister. I'm gonna tell my Mum that you hate us'. All the other students in the class have stopped to look at what is going on, and you are aware that this may be a critical moment for your sense of authority as a new teacher in this classroom (it is April, in the first year of your permanent teaching job).

What do you do? Why?

Part 3: From research evidence, analyse and draw together some key suggestions for early childhood practitioners considering a pedagogy of belonging. Research evidence find two pieces of empirical research which align with this assignment, ideally from different authors, and perhaps different disciplinary perspectives (e.g., sociology, childhood studies, psychology, social work). . (300 words)